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In reading through the district stories about using curriculum as a framework for improvement, many innovations were interwoven into ancillary efforts for curriculum development. As these are part of the stories of district curriculum development, we thought that discussions of these "ancillary efforts" were important. The innovations considered in this chapter are: Power standards, Professional learning communities, Common assessments, Data-driven decision making, and Walk-through's. We will consider these as if they were being implemented alone, and assess their power to produce student achievement gains using the ASIA framework. References to the district stories will be given. © 2014 by Nova Science Publishers, Inc. All rights reserved.
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Working with districts over the past 15 years to write and implement a balanced curriculum has been a wonderful experience; especially as so many of the districts that I worked with saw their student achievement improve (Squires, 2013). Now, thousands of students are getting better results because the curriculum was developed and well implemented using the Balanced Curriculum model. As is evident by the chapters about other school districts, the balanced curriculum is not the only way to get improvement, as the districts highlighted in this book also used curriculum as a framework for improving achievement. In this chapter I will highlight lessons learned along the way about developing and implementing curriculum. Using ideas described in chapter 6, we will highlight what major roles need to know and be able to do in planning, developing and implementing curriculum. For those with experience of working within a district, this will give one model to compare your district's curriculum writing and implementation efforts. We begin by dividing the effort into three areas: planning, writing, and implementing curriculum. To plan, we create a planning team to guide the process of writing and implementing curriculum. We don't separate curriculum writing from curriculum implementation because how the curriculum is implemented will, in part, depend on how the curriculum was written. We believe that such curriculum development and implementation has the potential to last over several years, and we believe that such an effort needs people who can stay the course over those years, so the effort is not wasted. © 2014 by Nova Science Publishers, Inc. All rights reserved.
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Most cases of plagiarism involve a power differential where not every person has the same ability to enter into a social contract. A social contract requires that each party understands the expectations or norms of the contract, has a voice in setting or changing the norms and has the ability to exit the contract. If those with less power want to gain power then they have to engage in activities bound by norms set by others with little or no ability to exit and no voice. Even if one determines that it is an option to choose a role that requires academic writing, even at the earliest grades, then the social contract demands a shared norm of what constitutes correct behavior. This study reviewed the abstracts of articles indexed in Google Scholar from 1999–2019 through the lens of integrative social contract theory (ISCT) and found, in the case of plagiarism, an existing consensus of correct behavior does not exist. Recommendations for establishing a social contract conclude the article.
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Purpose: This paper addresses the current disruption in the educational status quo ante that has been caused by the worldwide outbreak of COVID-19. Its purpose is to suggest how practicing educators, their professional associations and the university-based researchers with whom they partner might capitalize on the unanticipated opportunity to impact education policy that the pandemic presents. Design/methodology/approach: The author draws upon his own preparation and experiences – first as a long-time practitioner in the elementary and secondary school setting, then as a university professor – to offer insights and suggestions to practicing educators, their professional associations and the university-based researchers with whom they partner. Findings: Despite the unexpected challenges that the COVID-19 pandemic has presented to educators – challenges to which educators around the globe have risen admirably – the current crisis also affords practicing educators, their professional associations and the university-based researchers with whom they partner to change the status quo ante for the better. Originality/value: The particular value of this piece is twofold: its analysis of the impact of this unanticipated crisis upon education by an author who has served both in the elementary/secondary setting and at the university level, and its assertion that educators must avail themselves of this once-in-a-lifetime opportunity to change the educational status quo ante for the better. © 2020, Emerald Publishing Limited.
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This article describes the use of visual methodologies to examine images of girls used by development agencies to portray and promote their work in girls' education, and provides a detailed discussion of three report cover images. It details the processes of methodology and tool development for the visual analysis and presents initial 'readings' of the selected images. This initial study highlights the relevance of image analysis to the field of gender, education and development and of critical reflection on the different messages and meanings inherent in images of girls and girls' education which relate to complex questions of power and privilege, position and post-coloniality. The authors recommend that within development agencies education and communication specialists work together to develop more sophisticated processes for image selection, review and feedback, and that researchers in the field further engage with visual methodologies to inform current theories of girlhood, education, schooling and empowerment.
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In the last decade, gender equity has become one of the most prominent issues in education reform efforts worldwide. Yet, questions of gender equity have received very little attention in the education reform efforts in the post-socialist countries during the transition period. Focusing on the political, economic, and social changes of the 1990s, this article examines school-based gender equity as it is treated in textbooks, curriculum, teacher attitudes, school environment, leadership and tracking. The article presents gender-sensitive strategies for reform and explores how existing `genderneutral' education practices detrimentally affect gender equity in schools, providing country-specific examples. The article concludes with recommendations for teaching in transition, given the education sphere's strong potential to redress gender inequities. (c) 2006 Elsevier Ltd. All rights reserved.
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