• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.47-58
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• 2005

Although student-centered teaching practices have been advocated in mathematics education reform, implementing them at the classroom level remains challenging. This exploratory case study examined two unevenly successful student-centered approaches to see how teachers understand and characterize reform, and to articulate issues in implementing reform ideas. The comparison and contrast between the classrooms showed similar classroom social norms but dramatically different mathematical practices. This affords the possibility of exploring the challenges of reform for teachers and other personnel who are attempting to move teaching practices towards the student-centered ideals.

• School Mathematics
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• v.1 no.1
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• pp.39-58
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• 1999

Nowadays, open education is popular in Korea. Various open education methods such as open time, open space, open curriculum, team teaching, small group learning are actively introduced into mathematics education. Current 'open education in mathematics' in Korea can be characterized as the application general education reform movement (open education movement) to mathematics education. This movement is interested in teaching methods rather than contents. In this article, I discussed with the limits and the problems of this application and argued that not the method-centered open general education reform movement but the content-centered mathematics education's own reform movement is necessary for the true mathematics education reform.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.916-929
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• 2004

The purpose of this study is to investigate issues in science curriculum reform studies. For the study the papers in ERIC data base were selected on the key words, 'science education', 'curriculum' and 'reform'. The number of papers are the most on the late 90s which has been increasing since the late 70s. During the last decade the 132 papers were identified on 30 May 2003 and the 18 journals which have more than two articles in each journal have 66% of the total papers. The identified reform issues were 'reform themes', 'program introduction', 'critics and vision of reform'. Reform themes are 'teachers', 'scientific literacy', 'integration and teaching', 'reform processes'. The contents on 'teachers' are related to almost teachers' knowledges and beliefs on the reform, those on 'scientific literacy' are related to the loose definitions of scientific literacy, those on 'integration and teaching' are related to difficulties in teaching with integration, those on 'reform processes' are related to power problems between persons or groups who participated in reform processes, and those on 'critics and visions' are related to the embodiment of science education standards and the problems on the nature of science. This study remarks that these issues should be considered sincerely for the reform of science curriculum in the future.

• Research in Mathematical Education
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• v.6 no.1
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• pp.65-80
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• 2002

The current reform recommendations in the United States have been widely recognized but the outcomes with regard to the teaching practice in the classroom were evaluated as ineffective to faster students' mathematical learning. Given this, this paper reviews the current mathematics education reform in terms of the typical and the recommended teaching practices. An analysis of influences of theoretical perspectives is then provided as an attempt to explore the underpinnings that implicitly motivate the current reform movement. This paper then identifies the difficulties in implementing reform ideals. Building on the review and the analysis, this paper finally provides implications of re-conceptualizing mathematics instruction in the current reform era.

• Journal of the Korean earth science society
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• v.27 no.7
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• pp.730-744
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• 2006

The United States curriculum reform movement has recently started in each area of science education. The initiatives on curriculum reform stem from a notion that the low rate of science curricula offered in schools has been a serious problem. The schools in the United States are not only facing a lack of offerings within science curricula but also low enrollment in science courses, especially in physics, chemistry, and earth science. This trend resulted in low performances on international achievement tests including TIMSS and PISA. This paper introduces the efforts to solve existing problems through curriculum reform; including ChemCom, BioCom, EarthComm, and Active Physics. In this paper, a discussion is presented to show how the curricula can help address the status quo in science education. More specifically, this paper focuses on curriculum reform in high school earth science (EarthComm), providing a closer look at the scope and sequence of the reform movement. EarthComm was chosen because it was released based on the development of the National Science Education Standards (NRC, 1996). Consequently, EarthComm became a curriculum that espoused the visions of the Standards, which has been guiding the reform of the US curriculum. At the end of this paper, two research outcomes of the EarthComm curriculum implementation in schools are discussed in terms of student learning and differences from conventional curricula.

• Research in Mathematical Education
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• v.11 no.1
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• pp.53-63
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• 2007

Mathematics curriculum reform is very important, and it can be understood well by power. This paper uses the extended Foucault's power theory as foundations to view mathematics curriculum reform. The research's case is China's ongoing mathematics curriculum reform. Through analyzing the power relationships in China's ongoing mathematics curriculum reform, the paper thinks that power's balance is very important in mathematics curriculum design, because it will affect the designed curriculum.

• Proceedings of the Korea Society of Mathematical Education Conference
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• 2008.05a
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• pp.49-57
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• 2008

The traditional Chinese mathematics education is examination-contended and has its disadvantages. The mathematics education reform today is undergoing in a wider era and faces its attention on innovation education individually education, flexible and diversified education, give prominence to integration of the curriculum, the integration of teaching content and information technology, and the changing of teaming methods and teaching methods. These are all the new trends in the mathematics education reform in China.

• Journal of Preventive Medicine and Public Health
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• v.56 no.2
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• pp.128-144
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• 2023

Objectives: The health system reform process is highly political and controversial, and in most cases, it fails to realize its intended goals. This study was conducted to synthesize factors underlying the failure of health system reforms. Methods: In this systematic review and meta-synthesis, we searched 9 international and regional databases to identify qualitative and mixed-methods studies published up to December 2019. Using thematic synthesis, we analyzed the data. We utilized the Standards for Reporting Qualitative Research checklist for quality assessment. Results: After application of the inclusion and exclusion criteria, 40 of 1837 articles were included in the content analysis. The identified factors were organized into 7 main themes and 32 sub-themes. The main themes included: (1) reforms initiators' attitudes and knowledge; (2) weakness of political support; (3) lack of interest group support; (4) insufficient comprehensiveness of the reform; (5) problems related to the implementation of the reform; (6) harmful consequences of reform implementation; and (7) the political, economic, cultural, and social conditions of the society in which the reform takes place. Conclusions: Health system reform is a deep and extensive process, and shortcomings and weaknesses in each step have overcome health reform attempts in many countries. Awareness of these failure factors and appropriate responses to these issues can help policymakers properly plan and implement future reform programs and achieve the ultimate goals of reform: to improve the quantity and quality of health services and the health of society.

• Korean Journal of Childcare and Education
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• v.11 no.1
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• pp.373-393
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• 2015

This study aimed to investigate the process of the national curriculum reforms in Finland since 1968. The history of Finnish educational system reform was firstly discussed in order to provide the background and context of the curriculum reforms from 1968 to the present for a deeper understanding of the Finnish curriculum reform processes. Secondly, I provided a contour of the history of Finnish curriculum reform, focusing on the development and revision of early childhood curriculum since the 2000s. Finally, the current Finnish national curriculum reform named the "2012-2016/7 National Core Curriculum Reform" was depicted in details: processes, participants, principles etc. In conclusion, the Finnish national curriculum reform processes provide lessons: long-term reform design, open reform process, and a variety of reform participants including beneficiaries of education and students, which were the ones who have been neglected so far in Korea. In short, the Finnish curriculum reform process can be considered a realization of democracy.

• (The)Study of the Eastern Classic
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• no.72
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• pp.265-298
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• 2018

This paper examines the contents and meaning of the education reform theory among the social reform theory of Wie Baek-gyu(1727~1798), a representative Confucian scholar of Honam in the 18th century, and suggests the moral educational implications of his educational reform theory. Wie Baek-gyu, who lived through the Yeongjo and Jeongjo eras, diagnosed the contradictions and problems of society at that time as the absence of morality. And emphasized the reform of school education as a center of ways to overcome social disruption. The educational reform theory he envisioned was to systematize the process from child education to higher education centered on the system reorganization of the school, and to formulate school education in conjunction with the selection of talent. He emphasized the cultivation and practice of moral character in the course of admission and curriculum of the school, and suggested a system that reflects the opinions of the local people in the admission process, thereby establishing the school as the center of the local society. His educational reform theory, which embodies the school system based on moral education and further shapes the school system and educational contents as the center of edification and recruitment of talented people, is a big indication of the curriculum of the current moral curriculum that emphasizes the cultivation and practice of inner morality based on personality education. In this paper, I summarized and reviewed the general contents of his perception of the times and social reform theory, the diagnosis of the educational reality that is the basis of his educational reform theory, and the specific contents of the education reform theory. Based on this, I presented the meaning to the current moral and curriculum.