We've got 41 shorthands for education reform »
Acronyms that contain the term education reform
What does education reform mean? This page is about the various possible meanings of the acronym, abbreviation, shorthand or slang term: education reform.
Possible matching categories:
Term | Definition | Rating |
---|---|---|
LASER | Leadership and Assistance for Science Education Reform | |
CTER | Curriculum, Technology, and Education Reform | |
ERA | Education Reform Association | |
PRIME | Promoting Reform In Mathematics Education | |
PRIME | Partnerships and Reform In Mathematics Education | |
LEARN | Leadership For Education Accountability And Reform Now | |
SPRITE | Support For Polish Reform In Teacher Education | |
PARTNERS | Partners As Researchers And Technologists Negotiating Education Reform Strategies | |
CLOSER | Community Liaison Organization for Support Education and Reform | |
GERM | Global Education Reform Movement | |
TIGER | Technology Informatics Guiding Education Reform | |
CRUSE | Coalition for Reform of Undergraduate STEM Education | |
BESRA | Basic Education Sector Reform Agenda | |
KERA | Kentucky Education Reform Act | |
DFER | Democrats For Education Reform | |
CPER | Communities for Public Education Reform | |
PESRP | Punjab Education Sector Reform Programme | |
AERC | American Education Reform Council | |
IRRE | Institute for Research and Reform in Education | |
IRRE | Institute for Research and Reform in Education | |
AREL | Alliance to Reform Education Leadership | |
CMRE | Centre for Market Reform of Education | |
EFRA | Education Funding Reform Act of 2005 | |
OERU | OECS Education Reform Unit | |
RESCUE | Reform of Education in Sustainability Climate in Urban Environments |
What does education reform mean?
- Education reform
- Education reform is the name given to the goal of changing public education. Historically, reforms have taken different forms because the motivations of reformers have differed. However, since the 1980s, education reform has been focused on changing the existing system from one focused on inputs to one focused on outputs (i.e., student achievement). In the United States, education reform acknowledges and encourages public education as the primary source of K-12 education for American youth. Education reformers desire to make public education into a market (in the form of an input-output system), where accountability creates high-stakes from curriculum standards tied to standardized tests. As a result of this input-output system, equality has been conceptualized as an end point, which is often evidenced by an achievement gap among diverse populations. This conceptualization of education reform is based on the market-logic of competition. As a consequence, competition creates inequality which has continued to drive the market-logic of equality at an end point by reproduce the achievement gap among diverse youth. The one constant for all forms of education reform includes the idea that small changes in education will have large social returns in citizen health, wealth and well-being. For example, a stated motivation has been to reduce cost to students and society. From ancient times until the 1800s, one goal was to reduce the expense of a classical education. Ideally, classical education is undertaken with a highly educated full-time (extremely expensive) personal tutor. Historically, this was available only to the most wealthy. Encyclopedias, public libraries and grammar schools are examples of innovations intended to lower the cost of a classical education. Related reforms attempted to develop similar classical results by concentrating on "why", and "which" questions neglected by classical education. Abstract, introspective answers to these questions can theoretically compress large numbers of facts into relatively few principles. This path was taken by some Transcendentalist educators, such as Amos Bronson Alcott. In the early modern age, Victorian schools were reformed to teach commercially useful topics, such as modern languages and mathematics, rather than classical subjects, such as Latin and Greek. Many reformers focused on reforming society by reforming education on more scientific, humanistic, pragmatic or democratic principles. John Dewey and Anton Makarenko are prominent examples of such reformers. Some reformers incorporated several motivations, e.g. Maria Montessori, who both "educated for peace" (a social goal), and to "meet the needs of the child" (A humanistic goal). In historic Prussia, an important motivation for the invention of Kindergarten was to foster national unity by teaching a national language while children were young enough that learning a language was easy. Reform has taken many forms and directions. Throughout history and the present day, the meaning and methods of education have changed through debates over what content or experiences result in an educated individual or an educated society. Changes may be implemented by individual educators and/or by broad-based school organization and/or by curriculum changes with performance evaluations.
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