IJER Vol 13-N3

Description

The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

Get the book

Amazon.com

Search the book

eBay.com

Search the book

Similar books

• 

  IJER Vol 14-N3

  By International Journal of Educational Reform

  Differentiation and diversity in higher education systems. In J. S. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 13) (pp. 75–110). New York: Agathon. Humphrys, J. G. (1994). History of CCID, 1976–1992.

• 

  IJER Vol 6-N3

  By International Journal of Educational Reform

  Roles may grow and shrink, or shift among team members depending on the status of key variables, the changing experiences ... (Educational Testing Service, 1996; Asayesh, 1993; Betts, 1992; Senge and Lannon-Kim, 1991; Lannon-Kim, 1991).

• 

  IJER Vol 24-N3

  By International Journal of Educational Reform

  13 1.25 8 - - O 3.13 1.O7 7 2, 18 1.08 11 District-level leadership 2.67 1.32 9 - - O 3.29 1. 11 7 2.92 1.23 12 District-level business leadership 2.00 1.2O 8 - - O 3.29 1.11 7 2.09 O.94 11 State-level leadership 2.OO O.93 8 - - O 3.

• 

  IJER Vol 17-N3

  By International Journal of Educational Reform

  Retrieved March 13, 2009, from http://www.qaa.ac.uk/reviews/reports/overseas/ Overview_malaysia99.asp Sadiman, A. S. (2004). Trade in education services in Southeast Asia: Opportunities and challenges. Paper presented at the Education ...

• 

  IJER Vol 10-N3

  By International Journal of Educational Reform

  119 111 13 81 81 26 10.75* 49% 46% 5% 43% 43% 14% 3.2 Encourage students' 58 165 19 99 81 9 20.27* participation. 24% 68% 8% 52% 43% 5% 3.3 Help teachers appreciate 166 75 6 140 43 4 22.26* students' differences.

• 

  IJER Vol 8-N3

  By International Journal of Educational Reform

  Introduction In today's interdependent global society, study abroad programs often provide students with unique cultural assimilation experiences and academic and multicultural learning opportunities (Davis, 1997).

• 

  IJER Vol 15-N3

  By International Journal of Educational Reform

  The institution serves the children in need of care and education by grouping them according to age (children 12 years old or younger in children's homes and children 13–18 years old in orphanages). The orphanages serving in Turkey are ...

• 

  IJER Vol 3-N3

  By International Journal of Educational Reform

  ... O. 1971 1550 174 1972 2320 443 1973 1225 88 C. A. Perez L. M. Penalver 1974 3420 31 (Social Democrat) 1975 2386 178 1976 983 61 C. R. Silva 1977 572 13 1978 528 17 L. Herrera C. R. Fernandez H. 1979 2033 94 (Christian Democrat) 1980 ...

• 

  IJER Vol 25-N3

  By International Journal of Educational Reform

  Educational Planning, 13(1), 19–32. Nir, A. E. & Hameiri, L. (2015). Coping with perceived role risk as an expression for school leaders' accountability. Journal of School Leadership, 25(1), 4–23. Nonaka, I., & von Krogh, G. (2009).

• 

  IJER Vol 22-N3

  By International Journal of Educational Reform

  It spells that the Ministry of Education issues directives in minimum measurement standard, duration of programs, and training coverage (Art. 9:13). Specific autonomy provisions include internal administration (7.1), administration of ...