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Science Education Reform in the 21st Century: Lessons from the Past for Educational Leaders
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Science Education Reform in the 21st Century: Lessons from the Past for Educational Leaders. |
| 개인저자 | Sobrin, Anchala. |
| 단체저자명 | Fordham University. Division of Educational Leadership, Administration, and Policy. |
| 발행사항 | [S.l.]: Fordham University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 153 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-03A. Dissertation Abstract International |
| ISBN | 9781085703130 |
| 학위논문주기 | Thesis (Ed.D.)--Fordham University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Advisor: Tetenbaum, Toby. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | Concerns about the ability of schools in the United States to effectively prepare students for college and career readiness with the necessary skills to succeed in the 21st century has dominated discussions about education reform for decades. A variety of implemented reform efforts implemented have made little to no progress in addressing the proficiency gap elucidated by data from international comparisons such as PISA and TIMSS. By examining the evolution of perspectives and practices of the past, this study sought to ascertain what educational leaders can learn from past science education reform efforts to manage continually changing demands and environments in the 21st century and successfully implement significant science curriculum reform. Highlighting the salient details of science education reform as a historical process in conjunction with the evolution of learning theories serves to inform educational leaders as to how they can make sense of current reform movements, thereby ensuring that organizational responses to mandates incorporate best practices that are strategically implemented to maximize effectiveness and minimize resistance to change. The disconnect between vision and implementation, the disconnect between theory and practice, and issues of teacher preparation, including preservice and in-service education, emerged as three areas of concerns which educational leaders can address to affect change. |
| 일반주제명 | Science education. Educational leadership. Education history. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
