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AbstractHistory teaches us that monitoring educational change requires attention and adjustment at all levels, and educational evaluation must take account of the various contexts in which teaching takes place.

The authors seek to explain in this chapter how the "pendulum-like course of the Russian educational reform during the last decade can be explained. [They suggest] that there is nothing unique in such a zigzag of educational reform. It reflects what appears to be a common pattern of educational change which occurs in the context of social revolution" as the comparison of the trajectories of educational change in various historical circumstances shows. The authors compare the educational change in three revolutions which deal with three levels of the development of modern education systems: "the French Revolution of 1789-1814, which led to the formation fo a modern education system; the Communist revolution in Russia/the USSR of 1917-1938, which transformed partly modernized institutions into a fully modern system; and the post-Communist Russian Revolution (1989 to the present), which involved a fully modern system. [These three cases] differed markedly in terms of the political, ideological and socio-economic content of the revolutionary process concerned. Despite of these differences, the study shows remarkably similar patterns of educational change." The authors summarize: "As in the other cases, the post-Communist Russian revolution dealt a deadly blow to the old system of educational control in its early stages. Moreover, the destruction of the old system went much further than the revolutionaries expected or desired. The social instability, political conflicts and economic hardships of the revolution's radical stage deprived schools of essential resources and put their very existence in jeopardy. On the other hand, these very circumstances prevented successful implementation of a coherent constructive reform. Neither Russia's current revolution nor the two other revolutions discussed... developed a viable new system of socio-economic support for and legal-administrative control fo the schools during their radical stages. As a result of radical transformations, schools were freed from the old system, yet there was no new system they could rely on for support. Thus, it is not surprising that so many institutions in the huge system of mass education in Russia had inherited from Communism were on the brink of extinction. In fact, it is surprising that so many schools continued to exist." (DIPF/Orig./Kr.).

Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experimental design, using an online questionnaire, teachers' beliefs about factors influencing resistance to change were collected. The results indicate that the participants do not have great resistance to educational change and that legislative changes and the perception of teachers as having excessive functions are the most common aspects of resistance. There is greater resistance to change among men and in public schools and as the experience and age of the teaching staff increases. Based on the results, it is suggested that the educational center be placed as the unit of change, increasing the leadership of the director to carry out the changes suggested by the center itself, fostering teamwork among teachers, and institutionally supporting innovative initiatives that are evaluated or facilitating teacher training in relation to their teaching practice.

Role of the British Department of Education and Science since the mid-1970s; based on conference paper. Focuses on the creation of policy for the 16-19 age group.

The UK's Dept of Education & Science, in the context of declining enrollments, contracting resources, & mounting youth unemployment, has intervened to direct & restructure education, encouraged by successive administrations since the mid-1970s. Although there were differences of strategy within the Dept, there was an underlying consensus on policy: to prepare a more vocational curriculum, to rationalize resources, & to differentiate opportunities. The Dept has claimed that the contradiction between its duty to control education & the powers made available to it have frustrated its purposes. It appears, however, that the promotion of ideologies & practices of stratification contradict its principal duty: to develop individual powers & capacities through education. Modified HA.

The provision of education in the refugee camps along the Thai-Burmese border has evolved over 20 years, adapting its purpose, expanding its reach and improving its quality and relevance. Adapted from the source document.

This article reports on a survey of recipients of 51 technical assistance projects in 18 states and territories provided by the Teaching Research Assistance to Children Experiencing Sensory Impairments project. On the basis of the respondents' assessments of factors that result in the most effective provision of technical assistance by consultants in educational settings, the authors present a systematic approach to the achievement of desired individual, programmatic, and systemwide changes through technical assistance.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- List of Contributors -- INTRODUCTION -- THE CHANGING NATURE OF EDUCATIONAL POLITICS IN THE 1970S -- EDUCATIONAL POLITICS: A MODEL FOR THEIR ANALYSIS -- INTERNAL INITIATION -- EXTERNAL TRANSACTION -- POLITICAL MANIPULATION -- THE AVAILABILITY OF RESOURCES IN SOCIETY -- RELATIONS AMONG RESOURCE HOLDERS -- THE STRUCTURE OF EDUCATIONAL INTEREST GROUPS -- PROCESSES OF NEGOTIATION -- POLITICAL MANIPULATION -- EXTERNAL TRANSACTIONS -- INTERNAL INITIATION -- INTERACTION AND NEGOTIATIONS -- NOTES -- THE CHANGING NATURE OF EDUCATIONAL POLITICS IN NORTH AMERICA -- NOTES -- NEW INFLUENCES ON EDUCATIONAL POLICIES IN WESTERN EUROPE DURING THE SEVENTIES -- INTRODUCTION -- GOVERNMENT POLICIES 1970-1975, SECONDARY EDUCATION -- GOVERNMENT POLICIES 1970-75, HIGHER EDUCATION -- RESPONSES TO ECONOMIC STRINGENCY 1975-1980, SECONDARY EDUCATION -- RESPONSES TO ECONOMIC STRINGENCY 1975-1980, HIGHER EDUCATION -- GROWTH IN STATE CONTROL -- POLITICAL AND POPULAR RESPONSES TO GOVERNMENT POLICIES 1975-80, SECONDARY EDUCATION -- POLITICAL AND POPULAR RESPONSES TO GOVERNMENT POLICIES 1975-80, HIGHER EDUCATION -- CONCLUSION -- NOTES -- THEORY AND PRACTICE: A COMPARISON BETWEEN THE ENGLISH COMPREHENSIVE SCHOOL AND THE FRENCH COLLEGE UNIQUE -- COMPREHENSIVE REFORM IN ENGLAND -- COMPREHENSIVE REFORM IN FRANCE -- THE HABY REFORMS -- THE OPTIMUM PATH TO REFORM? -- CONCLUSION -- NOTES -- POLITICAL OR EDUCATIONAL ADVANCE THROUGH SECONDARY REORGANISATION? -- FRENCH ORIGINS -- A CULTURAL BORROWING FOR ENGLAND? -- ADAPTATION IN THE ENGLISH CONTEXT -- AN AMERICAN OBSERVER'S ANALYSIS -- ADMINISTRATIVE GROUPINGS -- A SEMINAL OXFORD CONFERENCE -- DEVISING REGULATIONS FOR SECONDARY SCHOOLS -- POST-PRIMARY OR SECONDARY EDUCATION? -- GENERAL AND VOCATIONAL SECONDARY EDUCATION -- DEFINING 'SECONDARY EDUCATION'

What is the relationship of gender to the micropolitics of school reform? This book explores this timely research question, revealing the everyday struggles that happen between different factions of teachers with different definitions of what school means for students

In the context of declining rolls, contracting resources and mounting youth unemployment, The Department of Education and Science, encouraged by successive Administrations since the mid-1970s, has intervened to direct and restructure education. The paper argues that although there were differences of strategy within the DES there was nevertheless an underlying consensus on policy: to prepare a more vocational curriculum, to rationalize resources, and differentiate opportunities. The Department has claimed that the contradiction between its duty to control education and the powers made available have frustrated its purposes. This paper concludes, however, that the promotion of ideologies and practices of stratification contradict its principal duty to develop through education, individual powers and capacities.

Understanding U.S. ideals -- Equity -- Market-driven schooling -- Federal education policy -- Education and the courts -- State systems of education -- Local school districts and school boards -- Influential policy actors -- Problem structuring, agenda setting, and framing -- Power as a political process -- Policy formation -- Implementation -- Sustainability and scale.