The Experts below are selected from a list of 273 Experts worldwide ranked by ideXlab platform

Marcos Sarasola - One of the best experts on this subject based on the ideXlab platform.

  • Indications of the Implementation in the Process of Educational Reform in Uruguay
    education policy analysis archives, 2000
    Co-Authors: Marcos Sarasola
    Abstract:

    In this paper the author investigates, from a qualitative perspective, the problems associated with implementing Educational innovations. He studies the recent case of the Basic Cycle reform in Uruguay. Based on the concepts of van der Vegt and Vandenberghe (1992), he analyzes the "functions guides" exercised by the director in order to be able to regulate the internal flow of the implementation. The first of these is "conceptual clarity", which has to do with providing the professors with a clear vision of what will take place within the implementation, and with specifying that vision in terms of the professional knowledge and abilities of the faculty as well. The second of these is "directional pressure," which refers to an operational level of the implementation; that is to say, how daily activities mesh with the objectives of the reform. Next, "function of support" refers to the support offered by the director for the management of resources (material, emotional, technical, and administrative resources), so that the resources may then effectively support the work in the center. Finally is "definition of latitude," that is, the degree of Educational Autonomy that the faculty have with respect to the external objectives of the reform.

Jennifer Derenne - One of the best experts on this subject based on the ideXlab platform.

  • Eating Disorders in Transitional Age Youth.
    Child and adolescent psychiatric clinics of North America, 2019
    Co-Authors: Jennifer Derenne
    Abstract:

    Eating disorders are common in children and adolescents, and may continue, resurface, or present anew in young people making the transition to adulthood. This may affect the young person's academic or occupational trajectory, and patients and parents/families need to recognize the supports that may be necessary to allow the emerging adult to be successful in navigating independent living, increased work or Educational Autonomy, and adult relationships. Colleges and universities are able to provide some support, but patients, families, and clinicians must be aware of limitations and must be thoughtful about options available to promote successful transition wherever possible.

Yossi Yonah - One of the best experts on this subject based on the ideXlab platform.

  • Citizenship, education, and social conflict : Israeli political education in global perspective
    2012
    Co-Authors: Hanan A. Alexander, Halleli Pinson, Yossi Yonah
    Abstract:

    Preface Introduction: Theories of Conflict in Citizenship Education Hanan A. Alexander, Halleli Pinson and Yossi Yonah Part I: Conflict Theories in Citizenship Education 1. The Emergence of Citizenship as a Political Problem in an Era of Globalization Seyla Benhabib 2. Becoming a Critical Citizen: A Marxist-Humanist Critique Juha Suoranta, Peter McLaren and Nathalia Jaramillo 3. Education, Power and the State: Dilemmas of Citizenship in Multicultural Societies Carlos Alberto Torres 4. Addressing Gender Conflict, Sexuality and Violence: Feminist Perspectives on the Challenges Faced By Global Citizenship Education Madeleine Arnot 5. Teaching About Conflict Through Citizenship Education Lynn Davies 6. Tolerance, Education, and Parental Rights Walter Feinberg Part II: Citizenship Education in a Democratic and Jewish State 7. Reconsidering Zionism: Open Society, Critical Theory, and the Education of Citizens Hanan A. Alexander 8. Democracy, Educational Autonomy, and Israeli Law: The Case of the Ultra-Orthodox Minority Yossi Dahan and Yoav Hammer 9. The Consolidation of Civic Identity in a Particularistic Religious Setting Zehavit Gross 10. Bargaining Over Citizenship: Pre-military Preparatory Activities in the Service of the Dominant Groups Noa Harel and Edna Lomsky-Feder 11. Adverse Aspects of Citizenship Education in the Global Era: The Israeli Case Yossi Yonah 12. Civic Education for the Palestinians in Israel: Dilemmas and Challenges Ayman K. Agbaria 13. One Civic Curriculum, Different Civic Visions Halleli Pinson Conclusion: Transforming Social Conflict: The Burdens and Dilemmas of Citizenship Education in Israel Hanan A. Alexander, Halleli Pinson and Yossi Yonah

  • Parental Choice in Israel's Educational System: Theory vs. Praxis
    Studies in Philosophy and Education, 2000
    Co-Authors: Yossi Yonah
    Abstract:

    In the last two decades the Israeli Educational system has undergone major changes which have transformed it from a state-controlled, overly bureaucratic and almost fully state-financed system into a decentralized, partly locally controlled and increasingly privately financed system. Advocates of this transformation of the Educational system appeal to the ideal of parental choice. They argue that the implementation of parental choice programs in education shows more respect to the children and their unique talents, take their self-realization seriously and promotes equal opportunities in education. The ideal of parental choice is also upheld in relation to value of cultural pluralism. Supporters of Educational Autonomy advocate the restructuring of schools in a way allowing them to develop a unique climate and curriculum consistent with respective communities and parents' preferences. The aim of this paper is to assess critically the changes that Israeli Educational system has undergone against the background of the principle of equal Educational opportunities. The main claim of the paper is that these changes undermine this principle. It will be argued that these changes actually cater mainly to the Educational interests of middle and upper middle classes in Israeli society.

  • Parental Choice in Israel’s Educational System: Theory vs. Praxis
    Conflicting Philosophies of Education in Israel Palestine, 2000
    Co-Authors: Yossi Yonah
    Abstract:

    In the last two decades the Israeli Educational system has undergone major changes which have transformed it from a state-controlled, overly bureaucratic and almost fully state-financed system into a decentralized, partly locally controlled and increasingly privately financed system. Advocates of this transformation of the Educational system appeal to the ideal of parental choice. They argue that the implementation of parental choice programs in education shows more respect to the children and their unique talents, take their self-realization seriously and promotes equal opportunities in education. The ideal of parental choice is also upheld in relation to value of cultural pluralism. Supporters of Educational Autonomy advocate the restructuring of schools in a way allowing them to develop a unique climate and curriculum consistent with respective communities and parents’ preferences. The aim of this paper is to assess critically the changes that Israeli Educational system has undergone against the background of the principle of equal Educational opportunities. The main claim of the paper is that these changes undermine this principle. It will be argued that these changes actually cater mainly to the Educational interests of middle and upper middle classes in Israeli society.

Kilicoglu Gokhan - One of the best experts on this subject based on the ideXlab platform.

  • Does Autonomy exist? Comparing the Autonomy of teachers and senior leaders in England and Turkey
    'Informa UK Limited', 2020
    Co-Authors: Hammersley-fletcher Linda, Kilicoglu Derya, Kilicoglu Gokhan
    Abstract:

    Countries regarded as holding high levels of Educational Autonomy face a different set of constraints to that of countries with low levels of Autonomy, these constraints being linked to the marketisation of schools. As schools become decentralised and given greater Autonomy, school leaders are steered by a responsibilising framework that includes bureaucratic regulation, the discourses and practices of competitive enterprise, and external public accountability measures (Gobby, Keddie, & Blackmore, 2018; Wermke & Forsberg, 2017). This paper contrasts data gathered from school teachers and senior leaders from one high Autonomy, high accountability context, England, with one low Autonomy, low accountability context, Turkey. Through a process of semi-structured interviews with teachers and senior leaders, we investigated approaches to managing change. Responses revealed differences between countries with very different systems of accountability and the degree of Autonomy available to staff. We also found that there were significant similarities in terms of the attitudes and pressures experienced by teachers and senior leaders that raise questions for our understandings and application of notions of teacher Autonomy and accountability

Ferit Hysa - One of the best experts on this subject based on the ideXlab platform.

  • School Management and Leadership in Education
    Journal of Educational and Social Research, 2014
    Co-Authors: Ferit Hysa
    Abstract:

    The history of Educational management in our schools is traditionally operated by unqualified personnel. Our model of management has been created through practice and experience-based systems. But this form of management is neither effective nor satisfactory. It creates additional stress and work for the teaching staff and does not provide an Educationally conducive environment. The new theories of Educational management and leadership styles applied today in The United Kingdom are very important for school improvement and student performance. Approximately twenty-five percent of our population is enrolled in school, and these students require support and management in a modern way. As Educational Autonomy increases, so do the responsibilities of school directors and principals. This calls for qualified managers to fulfill tasks, empower teachers, and provide support to the evolving Educational system. For this reason, universities should provide graduate studies for Educational administration and management and should receive governmental support for the institutions designated with the task of training new Educational managers. DOI: 10.5901/jesr.2014.v4n3p303