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Reformation Hermeneutics and Literary Language in Early Modern England: Faith in the Language (Early Modern Literature in History)
by Jamie H. FergusonThe expressive and literary capacities of post-Reformation English were largely shaped in response to the Bible. Faith in the Language examines the convergence of biblical interpretation and English literature, from William Tyndale to John Donne, and argues that the groundwork for a newly authoritative literary tradition in early modern England is laid in the discourse of biblical hermeneutics. The period 1525-1611 witnessed a proliferation of English biblical versions, provoking a century-long debate about how and whether the Bible should be rendered in English. These public, indeed institutional accounts of biblical English changed the language: questions about the relation between Scripture and exegetical tradition that shaped post-Reformation hermeneutics bore strange fruit in secular literature that defined itself through varying forms of autonomy vis-a-vis prior tradition.
Reformation Readings of Paul: Explorations in History and Exegesis
by Michael AllenDid the Protestant Reformers understand Paul correctly? Has the church today been unduly influenced by Reformation-era misreadings of the Pauline epistles? These questions—especially as they pertain to Martin Luther's interpretation of the Pauline doctrine of justification—have been at the forefront of much discussion within biblical studies and theology in light of the New Perspective on Paul. But that leads to another question: Have we understood the Reformers correctly? With that in mind, these essays seek to enable a more careful reading of the Reformers' exegesis of Pauline texts. Each chapter pairs a Reformer with a Pauline letter and then brings together a historical theologian and a biblical scholar to examine these Reformation-era readings of Paul. In doing so, this volume seeks a better understanding of the Reformers and the true meaning of the biblical text.
Reformatory Schools: For the Children of the Perishing and Dangerous Classes and for Juvenile Of (Cambridge Library Collection - British And Irish History, 19th Century Ser.)
by Mary CarpenterFirst published in 1969. Routledge is an imprint of Taylor & Francis, an informa company.
Reformed American Dreams: Welfare Mothers, Higher Education, and Activism
by Sheila M. KatzReformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Half of the participants in Sheila M. Katz’s research were activists with the grassroots welfare rights organization, LIFETIME, trying to change welfare policy and to advocate for better access to higher education. Reformed American Dreams takes up their struggle to raise families, attend school, and become student activists, all while trying to escape poverty. Katz highlights mothers’ experiences as they pursued higher education on welfare and became grassroots activists during the Great Recession.
Reforming Boston Schools, 1930 to the Present
by Joseph Marr CroninBoston's schools in 2006 won the Eli Broad Prize for the Most Improved Urban School System in America. But from the 1930s into the 1970s the city schools succumbed to scandals including the sale of jobs and racial segregation. This book describes the black voices before and after court decisions and the struggles of Boston teachers before and after collective bargaining. The contributions of universities, corporations and political leaders to restore academic achievement are evaluated by one who observed Boston schools for forty years.
Reforming Education and Challenging Inequalities in Southern Contexts: Research and Policy in International Development (Education, Poverty and International Development)
by Pauline Rose; Madeleine Arnot; Roger Jeffery; Nidhi SingalThis book offers in-depth analyses of how education interacts with social inequality in Southern contexts. Drawing on a range of disciplinary frameworks, it presents new analyses of existing knowledge and new empirical data which define the challenges and possibilities of successful educational reform. It is a tribute to the work of the late Christopher Colclough who, as a leading figure in education and international development, played a key role in the global fight for education for all children. The book critically engages with international evidence of educational access, retention and outcomes, offering new understandings of how social inequalities currently facilitate, mediate or restrict educational opportunities. It exposes the continuing influence of wealth and regional inequalities, and caste and gendered social structures. Researchers in Ethiopia, Ghana, India, Pakistan and Uganda highlight how the aspirations of families living in poverty remain unfilled by poor quality education and low economic opportunities and how schools and teachers currently address issues of gender, disability and diversity. The book highlights a range of new priorities for research and identifies some necessary strategies for education reform, policy approaches and school practice, if educational equality for all children is to be achieved. The book will be of great interest for researchers, scholars, educational practitioners and policy-makers in the fields of economics, politics and sociology of education, international education, poverty research and international development.
Reforming Education and Changing Schools: Case studies in policy sociology (Routledge Library Editions: Sociology of Education #10)
by Stephen J. Ball Richard Bowe Anne GoldThe Education Reform Act introduced in England and Wales in 1988 brought about enormous changes in schools, both as management units and as educational institutions. This book, first published in 1992, was the first to look at the effects of the Act in all its aspects on the basis of empirical evidence gathered from schools over the first three years of the Act's implementation. It looks at how change is being achieved in the Local Management of Schools, the influence of the market on schools, the introduction of the National Curriculum and the place of Special Needs provision in the new education scene. This book will be of interest to all who want to know about educational reform in Britain. It will also be of interest to those in the fields of education policy, educational management and sociology of education.
Reforming Education in Developing Countries: From Neoliberalism to Communitarianism (Routledge Research in International and Comparative Education)
by Izhar OplatkaUnderpinned in the stream of thought named ‘communitarianism’, Reforming Education in Developing Countries argues that developing countries need educational reforms that are tightly entwined into their cultural, social, and organizational contexts. It questions the applicability of neoliberal reforms in developing societies, through an analysis of the main elements of neoliberalism in education. It highlights the critical role of the community and suggests new and alternative lines of thought for the practice of reform initiation and implementation in developing countries. The book criticizes major neoliberal ideas in education, illuminates the distinctions between current neoliberal reforms and the characteristics of traditional societies, analyzes major educational ideologies in the developed world, and emphasizes the key role of local communities in this world. It proposes a dynamic model of reforming education in these countries that includes three major phases and integrates both modern and traditional (indigenous) educational purposes and values. Evocative ponderings are outlined throughout the book to promote critical thinking and reframing of educators' views towards educational reform and change. This book will be of great interest to researchers and students in the fields of educational leadership, educational policy, educational change, comparative education, political science, and sociology. It will also appeal to educators, supervisors, and policymakers.
Reforming Education: From Origins to Outcomes (Educational Change And Development Ser.)
by Benjamin LevinAmbitious programs of education reform have been introduced by many governments around the world. Reforming Education is an important study of large-scale education reform in five different settings: England, New Zealand, the Canadian provinces of Alberta and Manitoba and the US state of Minnesota. The book looks at a variety of reforms covering: school choice; charter schools; increased testing of students; stricter curriculum guidelines; and local school management.Drawing from theoretical and empirical work in education, political theory, organizational theory and public administration, Reforming Education provides a clearly developed conceptual framework of analyzing reform programs. The author reviews the political origins of the reforms, the process of adoption into law, the implementation processes used to support the reforms and the results of the reforms for students, schools and communities.
Reforming Higher Education
by Christine Musselin Pedro N. TeixeiraThis book analyzes the reforms that led to a differentiated landscape of higher education systems after university practices and governance were considered poorly adapted to contemporary settings and to their new missions. This has led to a growing institutional differentiation in many higher education systems. This differentiation has certainly contributed to making the institutional landscape more diverse across and within higher education systems. This book covers this diversity. Each part corresponds to a different but complementary way of looking at reforms and highlights what can be learnt on specific cases by adopting a specific perspective. The first part analyzes the ongoing reforms and their evolution, identifies their internal contradictions, as well as the redefinitions and reorientations they experience, and reveals the ideas, representations, ideologies and theories on which they are built. The second part includes comparison between countries but also other comparative perspectives such as how one reform is developed in different regions of the same country, as well as how comparable reforms are declined to different sectors. The last part addresses the impact of the reforms. What is known about the effectiveness of such instruments on higher education systems? This part shows that reforms provoke new power games and reconfigure power relations.
Reforming Higher Education in Vietnam: Challenges and Priorities (Higher Education Dynamics #29)
by Grant Harman Thanh Nghi Pham Martin HaydenVietnam is a dynamic member of the community of Southeast Asian nations. Consistent with aspirations across the region, it is seeking to develop its higher education system as rapidly as possible. Vietnam's approach stands out, however, as being extremely ambitious. Indeed, it may be at risk of attempting to do too much too quickly. By 2020, for example, Vietnam expects its higher education system to be advanced by modern standards and highly competitive in international terms. This vision faces many challenges. The economy, though growing rapidly, remains reliant on the availability of unskilled labour and the exploitation of natural resources, and decision making in many areas of public life continues to be hamstrung by a legacy of over-regulation and centralised control. A large number of goals and objectives have been set for reform of the higher education system by 2020. The success of these reforms will have a major bearing on the future quality of the system. This sober assessment Vietnam's global competitiveness forms a backdrop to the subject matter of this book, that is, the state of Vietnam's higher education system. The book provides a comprehensive and scholarly review of various dimensions of the higher education system in Vietnam, including its recent history, its structure and governance, its teaching and learning culture, its research and research commercialisation environment, its socio-economic impact, its strategic planning processes, its progress with quality accreditation, and its experience of internationalisation and privatisation.
Reforming Learning and Teaching in Asia-Pacific Universities
by Robert Fox Chi-hung Clarence Ng Michiko NakanoThis book focuses on learning and teaching as the core business ofhigher education and explores reformative efforts in response to the influencesof globalised processes in three advanced economies in the Asia-Pacific region:Japan, Hong Kong and Australia. This is a significant book as it adds tolimited discussions on the globalisation of learning debates, and scholarlyreflections on the links between globalised processes and changing educationalpractices, critical to understanding the current challenges and optionsavailable for charting future development for universities in the Asia-Pacificregion and beyond. It rejects an essentialising perspective that considerschanges as inevitable and uniform. Instead it considers negotiations,arguments, and even resistance as competing forces and integral components ofthe process of reforming pedagogical practices in Asia-Pacific universities. This book discusses globalised processes as a new context for reforminglearning and teaching and its focused discussions cover topics includingmeeting the needs of new student groups, new technological practices forchange, use of English as an international language, and challenges inassessment and quality assurance.
Reforming Lesson Study in Japan: Theories of Action for Schools as Learning Communities (WALS-Routledge Lesson Study Series)
by Yuta SuzukiThis book elucidates the formation and development of theories of action in school reforms for Schools as Learning Communities (SLC) during ten years from its inception in 1998 in select Japanese elementary schools, junior high schools, and one secondary school. While growing international interest in Japanese lesson study is in pursuit of a standard lesson study, Suzuki offers a unique perspective into school reforms for SLC and how they resisted the standardization of lesson study out of concerns that it would limit a teacher’s autonomous judgment and choice. Through a theory-of-action approach in its examination of the pilot schools for SLC, this book clarifies: • Why did teachers reform lesson study? • What were the difficulties in reforming lesson study? • Why were teachers working on school reform for SLC? • Why did the school reform for SLC evolve from an elementary school to the junior high schools and high schools? This book provides a theoretical foundation for reviewing the past efforts and histories of Japanese lesson study reforms, and will interest academics and practitioners looking for insights into the future of lesson study.
Reforming Literature Education in Malaysia 1957 – 2020: Development of Post-secondary Literature in English (Routledge Studies in Educational History and Development in Asia)
by Jia Wei LimLim traces the complexities in construction and implementation of a school subject, namely Literature in English in Malaysia through a focused and grounded narrative where tensions regarding identity, reader response and conceptualisations about literature play out in a postcolonial context.The book demonstrates the need to think about school subjects as abstract concepts negotiated at various levels, be it during curriculum construction or in the classroom. These conceptualisations of the subject are further influenced by contemporary concerns and sociopolitical changes over time. As such, the scope of this book ranges from pre-independence Malaysia (then Malaya) from the 1950s till the current phase of the subject’s development in the 21st century. The volume illustrates the complex interplay of historical, cultural, and social influences on the conceptualisation of English literature as a school subject in Malaysia. Lim traces, examines, and interprets its development as an elective subject in the context of post-secondary Malaysian education, and engages with current trends in education such as internationalization and standardized assessment. Lim also highlights the importance of teacher and student lived experiences to argue that personal conceptualisations of the school subject are actualized and negotiated in classroom discourse.Offering unique insights into studying Literature in English in a postcolonial context, the book will appeal to researchers, students and practitioners in the fields of history of education, curriculum reform and literature education.
Reforming New Orleans: The Contentious Politics of Change in the Big Easy
by Peter F. Burns Matthew O. ThomasHurricane Katrina devastated New Orleans in 2005, but in the subsequent ten years, the city has demonstrated both remarkable resilience and frustrating stagnation. In Reforming New Orleans, Peter F. Burns and Matthew O. Thomas chart the city's recovery and assess how successfully officials at the local, state, and federal levels transformed the Big Easy in the wake of disaster. Focusing on reforms in four key sectors of urban governance--economic development, education, housing, and law enforcement--both before and after Katrina, they find lessons for cities hit by sudden shocks, such as natural disasters or large-scale financial crises. One of their key insights is that post-disaster recovery tends to limit local control. State and federal officials, national foundations, and local actors excluded by pre-Katrina politics used their resources and authority to displace entrenched local interests and implement a public agenda focused on institutional and governmental change. Burns and Thomas also make clear reform in New Orleans was already underway before Katrina hit, but that it had focused largely on upper- and middle-class residents, a trend that accelerated after the storm. The market-centered nature of the reforms have ensured that they largely benefited city and regional elites while not significantly aiding the city's working-class and impoverished populations. Thus reform has come at a cost and that cost, in the long term, could undermine the political gains of the post-Katrina era.
Reforming Open and Distance Education: Critical Reflections from Practice (Open and Flexible Learning Series)
by Terry Evans Daryl NationThis volume contains a collection of critical reflections by teachers and administrators in open and distance education. They highlight educational problems and issues of a more general nature caused by the increased use of distance education within conventional higher education institutions.
Reforming Pedagogy in Cambodia: Local Construction of Global Pedagogies (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #62)
by Takayo OgisuThis book presents a sociocultural account of logic, or a pedagogy, that governs Cambodian education, from policy-making to classroom practices. In so doing, it seeks to not only provide an introduction to Cambodian education, but also to help readers understand the complexities involved in reforming educational practices by drawing on an ethnographic multi-level case study of an ongoing pedagogical reform policy. The book reveals what is actually taking place in today’s Cambodian classrooms and how actors view their own practices in response to the new pedagogy. Importantly, the book situates Cambodian pedagogical reform efforts amid the global wave of student-centered pedagogies and sheds new light on the political economy of educational policy-making and policy implementation along a global-local axis.
Reforming Principal Preparation at the State Level: Perspectives on Policy Reform from Illinois (Routledge Research in Education Policy and Politics)
by Erika L. Hunt Lisa Hood Alicia M. Haller Maureen KincaidProviding an in-depth look at the processes, pitfalls, and successes that can emerge from major education reform efforts at the state level, this volume covers the full policy change cycle in the development and transformation of the Illinois principal preparation program. Offering perspectives from the major stakeholder groups involved in transforming Illinois principal preparation—school districts, universities, state education agencies, teachers unions, and professional associations—this book documents the three distict policy stages: policy formation, implementation, and improvement. As a national award-winning leader in principal preparation policy and practice, Illinois serves as a model for effective policy reform. Grounded in a strong theoretical framework, this volume provides candid observations and lessons learned for researhers, scholars, and policymakers.
Reforming Reading, Writing, and Mathematics: Teachers' Responses and the Prospects for Systemic Reform
by S.G. GrantIn this book S.G. Grant reports his study of how four Michigan elementary school teachers manage a range of reforms (such as new tests, textbooks, and curriculum frameworks) in three different school subjects (reading, writing, and mathematics). Two significant findings emerge from his comparison of these responses: teachers' responses vary across classrooms (even when they teach in the same school building) and also across the reforms (a teacher might embrace reforms in one subject area, but ignore proposed changes in another). This study of teachers' responses to reading, writing, and mathematics reform and the prospects for systemic reform is part of a growing trend to look at the intersection of curriculum policy and teachers' classroom practice. It is unique in the way the author looks at teachers' responses to multiple subject matter reforms; uses those responses as part of an analysis of the recent move toward systemic reform; and employs empirical findings as a means of examining the current movement toward systemic reform. Reforming Reading, Writing, and Mathematics is important reading for researchers, practitioners, and graduate students of educational policy, teaching and learning in reading, writing, and mathematics, and elementary education, and for policy analysts in universities, foundations, and government.
Reforming Religious Education: Power and Knowledge in a Worldviews Curriculum
by Mark ChaterMark Chater's brilliant new book diagnoses the reasons why RE urgently needs radical reform, and looks ahead to a time when the subject will have a new identity based on a clear democratic purpose. The book shines a light on how key leaders can make this happen, and how the new good practice is already breaking through. It is edited and authored by experts and leading change agents in RE, who offer a well-informed and provocative vision and programme for change.
Reforming Religious Education: Power and Knowledge in a Worldviews Curriculum
by Mark ChaterMark Chater's brilliant new book diagnoses the reasons why RE urgently needs radical reform, and looks ahead to a time when the subject will have a new identity based on a clear democratic purpose. The book shines a light on how key leaders can make this happen, and how the new good practice is already breaking through. It is edited and authored by experts and leading change agents in RE, who offer a well-informed and provocative vision and programme for change.
Reforming Science Teacher Education Programs in the STEM Era: International and Comparative Perspectives (Palgrave Studies on Leadership and Learning in Teacher Education)
by Lisa Martin-Hansen Sulaiman M. Al-Balushi Youngjin SongThis edited book explores different international practices in reforming science teacher education programs for STEM education. Incorporating case studies in Asia, the Middle East, Africa, Europe, North America and South America, the contributors emphasise the large variety in STEM teacher preparation. Including science-centric versions of STEM programs as well as more integrated models of STEM, this contextual diversity will help readers learn about the design, opportunities, and challenges of STEM teacher preparation in a variety of circumstances, in order to innovate and improve STEM education more broadly.
Reforming Teacher Education: Something Old, Something New
by Jennifer Sloan Mccombs Scott Naftel Sheila Nataraj Kirby Heather BarneyTeachers for a New Era (TNE) is one of the latest efforts aimed at teacher education reform. Eleven institutions participate in TNE, which emphasizes evidence-based decisionmaking, collaboration between education and arts and sciences faculty, and teaching as an academically taught clinical-practice profession. The authors studied the 11 TNE sites to examine the process by which reform will result in highly qualified teachers capable of producing improvements in student learning.
Reforming Vietnamese Higher Education: Global Forces and Local Demands (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #50)
by Ly Thi Tran Nhai Thi NguyenThis book deepens readers’ conceptual understanding of and provides practical insights into Vietnam’s higher education reforms. Globalisation has had profound impacts on higher education worldwide, creating transnational linkages and junctures, as well as disjunctures. At the same time, it has generated fluidities, hybridities and mobilities. Within the postcolonial context of Vietnam, it is imperative to identify the unique global traits that characterise the Vietnamese higher education system. The book focuses specifically on key aspects of culture and values that are decisive to the reform of Vietnamese higher education under the forces of globalisation. It critically examines how global forces have shaped and reshaped Vietnam’s higher education landscape. At the same time, the book explores local demands on Vietnamese higher education, and deciphers how higher education institutions are responding to globalisation, internationalisation and local demands. Based on empirical research, theoretical approaches and the experiences of researchers from Vietnam and overseas, it addresses critical perspectives on the aspects fundamental to the reform of Vietnamese higher education and outlines viable paths for the future.
Reforming a School System, Reviving a City: The Promise of Say Yes to Education in Syracuse
by Gene I. MaeroffCan a bold investment in education turn around the economy of an entire city? Gene I. Maeroff, former national education correspondent for the New York Times , explores how the nonprofit group Say Yes to Education has instituted a network of reforms in Syracuse, New York, that aim to expand the city's the middle class by supporting its children.