The Three Waves of Reform in the World of Education 1918 – 2018: Students of Yesterday, Students of Tomorrow

Preface
	Background to the Study
	The Structure of the Book
	References
Contents
List of Figures
List of Tables
Book I: The Three Waves of Reform Worldwide
	Part I The First Wave of Reform: Progressive Education
	Chapter 1: Introduction: Before the First Wave
		1.1 Background
		1.2 Scientific Management in Education
		References
	Chapter 2: The Theory of Progressive Education
		2.1 Introduction
		2.2 John Dewey
		2.3 Jean Piaget
		2.4 Jerome Bruner
		2.5 Maria Montessori
		References
	Chapter 3: Progressive Education in Selected Countries
		3.1 Introduction
		3.2 The United States
			3.2.1 Background
			3.2.2 Primary Education
			3.2.3 Secondary Education
			3.2.4 Cuban’s Analysis
		3.3 England
			3.3.1 Background
			3.3.2 Primary Education
			3.3.3 Secondary Education
		3.4 Worldwide Dissemination
			3.4.1 Japan
			3.4.2 Australia
			3.4.3 Central Europe
		References
	Chapter 4: The Decline of Progressive Education
		4.1 Introduction
		4.2 The End of the Progressive Education Era in the United States
			4.2.1 Difficulties in the Absorption of Progressive Education’s Ideas
			4.2.2 Ideological Disputes
			4.2.3 Blame for Low Standards
			4.2.4 Secondary Education
		4.3 The End of the Progressive Education Era in England
			4.3.1 Placement Policy
			4.3.2 Modern Secondary Schools
			4.3.3 Local Authorities’ Resistance
			4.3.4 Low Standards of Achievement
			4.3.5 Change of Policy
		4.4 The First Wave: Conclusion
			4.4.1 Injuries to National Pride
			4.4.2 Uniform Standards in Primary and Secondary Education
			4.4.3 Education at Its Best or Educational Anarchy?
			4.4.4 Teachers’ Reluctance to Use the New Methods of Teaching
			4.4.5 Lack of Societal Consensus
		References
Part II: The Second Wave of Reform: The Standards Movement
	Chapter 5: The Educational Standards Reform
		5.1 Introduction
		5.2 The Theory
		5.3 The Development of the Second Wave in the United States
			5.3.1 Policy Measures Used by the Federal Government
			5.3.2 The Policy Measures Used by the States and Local Authorities
			5.3.3 State-Encouraged Privatization of Education
		5.4 The Development of the Second Wave in England
			5.4.1 The New Policy Measures
			5.4.2 Containing the Impact of Market Forces in Education
			5.4.3 Education Policy and Achievements
		5.5 International Tests
		References
	Chapter 6: Critique of the Second Wave of Reform
		6.1 Introduction
		6.2 The Cost of Using Tests
		6.3 The United States
		6.4 England
		6.5 Protests
		6.6 The Lowering of Standards
			6.6.1 The United States
			6.6.2 England
			6.6.3 International Tests
		6.7 The Paradox of Accountability and Self-Management
			6.7.1 England
			6.7.2 The United States
		6.8 The Harm to Vulnerable Populations
		6.9 The Costs of Parental Choice and Privatization
			6.9.1 England
			6.9.2 The United States
		6.10 The Second Wave of Reform: Conclusion
			6.10.1 The Cost of Competition
			6.10.2 The Harm Done to Vulnerable Populations
			6.10.3 The Harm Done to Teachers
			6.10.4 Accountability and Autonomy
			6.10.5 Choice of Schools and Curricula
		References
Part III: The Third Wave: New Learning Skills
	Chapter 7: Asking Questions and Looking for Answers
		7.1 Introduction
		7.2 Background to the Third Wave of Educational Reform
			7.2.1 The Changing Children and Youth Culture
			7.2.2 Labor Market Forecasts: The Transition to a Knowledge-Based Economy
		References
	Chapter 8: The New Learning Skills
		8.1 Education for a Changing Labor Market
		8.2 Multiple Intelligences
		8.3 The Effective School During the Third Wave
		References
	Chapter 9: The Third Wave of Reform in Selected Countries
		9.1 Introduction
		9.2 Hong Kong
		9.3 Canada
			9.3.1 Alberta
			9.3.2 Ontario
		9.4 Finland
		9.5 Singapore
		9.6 Australia
			9.6.1 Queensland
			9.6.2 New South Wales
			9.6.3 Victoria
		9.7 The United States
		9.8 England
		9.9 The Third Wave of Reform: Conclusion
			9.9.1 Different Methods of Learning and Teaching
			9.9.2 Personalized Learning and Evaluation
			9.9.3 Active Citizenship and Social Solidarity
			9.9.4 Changes in the Learning Environment
			9.9.5 Teachers and Principals
			9.9.6 The State’s Role in Educational Changes
			9.9.7 Winners and Losers
		References
	Chapter 10: One Hundred Years of Educational Reform Worldwide: Concluding Remarks
		10.1 Common Features of the First and Third Waves of Reform
			10.1.1 The Purpose of Learning
			10.1.2 The Enhancement of Social Solidarity
			10.1.3 Teachers’ Role
		10.2 Differences Among the Three Waves of Reform
		10.3 Students as a New Teaching Resource
		10.4 Examinations and Tests
		10.5 Order and Disorder
		10.6 The Vulnerable Populations
		10.7 Consensus and Dissent
		References
	Book II: Three Waves of Reform in the Israeli Education System: Chapter 11 Introduction to Book II
		11.1 Background of the Israeli Study
		11.2 The Israeli Education System in Light of the Waves of Worldwide Educational Reform
		References
Part IV: The First Wave of Reform
	Chapter 12: The Jewish Tradition of Education
		References
	Chapter 13: The Emergence of Progressive Education
		13.1 Introduction
		13.2 The Laborers’ Stream
		13.3 Kibbutz Education
		References
	Chapter 14: Progressive Education as a Response to Hardship and Diversity
		14.1 Introduction
		14.2 Youth Villages and Boarding Schools
		14.3 The Struggle for Secondary Education for All
			14.3.1 Screening Tests in Primary Education
			14.3.2 Selection by Dropping Out
		14.4 Restructuring Secondary Education
			14.4.1 The Aran Reform
			14.4.2 Comprehensive Schools
			14.4.3 Curricular Changes
			14.4.4 Vocational Education
			14.4.5 Mizrahi Protests
		14.5 Professional Autonomy
		14.6 Active Learning
		14.7 The First Wave of Reform: Conclusion
		References
Part V: The Second Wave of Reform in Israel
	Chapter 15: Freedom of Choice and the Emergence of the Standards Movement
		15.1 Introduction
		15.2 Open Enrollment and Parental Choice
			15.2.1 Controlled Choice
			15.2.2 Specialized Schools
			15.2.3 Research Results
			15.2.4 A Tale of Two Cities
		15.3 Privatization
			15.3.1 Parental Payments
			15.3.2 Research Findings
		15.4 Uniform Standards
			15.4.1 Background
			15.4.2 The Adoption of Uniform Standards
		References
	Chapter 16: Tests
		16.1 Introduction
		16.2 Standardized Tests
			16.2.1 Meitzav Tests as Viewed by School Principals
			16.2.2 Matriculation Examinations as Viewed by School Principals
		16.3 International Tests
			16.3.1 Israel’s Placement in International Tests
			16.3.2 Research Results
		References
	Chapter 17: Self-Management and School Autonomy
		17.1 Introduction
		17.2 Professional Committee, Controversy, and Experiment
			17.2.1 The Professional Committee
			17.2.2 Experiment and Research Results
		17.3 From Experiment to Policy
			17.3.1 Early Lessons
			17.3.2 Cracks in the System
		17.4 Revival
			17.4.1 Research Results
		17.5 Interviews with Principals
			17.5.1 Pedagogical Planning
			17.5.2 Matanah
			17.5.3 The Commercialization of Schools
		17.6 The Second Wave of Reform: Conclusion
			17.6.1 Introduction
			17.6.2 Vulnerable Populations
			17.6.3 Imported Values
			17.6.4 In the Service of the Community
			17.6.5 Tests
			17.6.6 The Costs of Standardization
			17.6.7 Self-Management
		References
Part VI: The Third Wave of Reform: Meaningful Learning
	Chapter 18: Background to the Third Wave of Reform in Israel
		18.1 Introduction
		18.2 Children and Youth Culture
			18.2.1 Generation Y
			18.2.2 Generation Z
		18.3 Technology in the Education System
			18.3.1 Initiatives to Incorporate Technology in Education
			18.3.2 Research Results
		18.4 The Labor Market and Military Service
			18.4.1 The Labor Market
			18.4.2 Military Service
		References
	Chapter 19: Meaningful Learning
		19.1 Introduction
		19.2 Early Efforts
		19.3 Toward a Policy of Meaningful Learning
		References
	Chapter 20: Research Results
		20.1 Introduction
		20.2 The Central Inspectors
			20.2.1 Teaching History
			20.2.2 Teaching Geography
			20.2.3 Teaching Literature
			20.2.4 Teaching Science in Primary and Middle Schools
			20.2.5 Teaching Mathematics in High Schools
		20.3 The School Principals
		20.4 The Teachers
		20.5 The Students
		20.6 The State Comptroller’s Report
		20.7 The Third Wave of Reform in Israel: Conclusions
			20.7.1 Forces Driving the Meaningful Learning Reform
			20.7.2 Forces that Hinder the Reform
			20.7.3 Stumbling Blocks
		References
	Chapter 21: One Hundred Years of Educational Reform in Israel: An Overview
		21.1 Introduction
		21.2 Elitism
		21.3 Efforts to Help Struggling Populations
		21.4 The Standards Pendulum
		21.5 The Struggle for the Development of Children’s Skills and Inclinations
		21.6 Shaping Education Policies
		21.7 What Can Israel Learn from the World?
			21.7.1 The Time Frame
			21.7.2 The Teachers Are Valuable Partners
			21.7.3 Learning Skills Versus Amounts of Knowledge
			21.7.4 Evaluation for Quality Learning
			21.7.5 Chaos
			21.7.6 Solidarity
		21.8 Educational Leadership in the Twenty-First Century
		21.9 Third Wave Trends and Israeli Society
		References
Postscript
Appendices
	Appendix I: Teachers’ Questionnaire
	Appendix II: Students’ Questionnaire
Glossary of Terms and Names Specific to Israel
Bibliography
	English and German Titles
	Hebrew Titles
	Documents in the Israel State Archives (ISA)
	Documents in the Israeli Ministry of Education Archives
Index