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Evaluating internationally standardized school policy implementation in Indonesia: A case study of three teachers

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Abstract:

Beginning in 2007, the Indonesian government transforms quality public schools into internationally standardized schools that aim to produce graduates with high quality of academic achievement, vocational skills, communication skills, as well as information and communication technology competence so that they can compete internationally. This reform is conducted based on the Act No.20 of 2003 and the Government Regulation No.19 of 2005 that state “the government (national/provincial) establishes at least one education unit at each level to be developed as an internationally standardized education unit.” While this policy put so much weight on the importance of a borrowed curriculum from OECD countries, it fails to address the role of the teachers. Caldwell & Harris (2008) argue that the quality of schools will never exceed the quality of their teachers and that is exactly what has been left out from this policy. Using Newmann’s (2000) five categories of school capacity and Shulman’s (1987) categories of knowledge as the analytical framework, this paper presents a case study of three teachers on: 1) how the implementation of international standard schools policy affects teachers’ change and their development capacity; and 2) what supports the teachers receive from the schools and government in terms of professional development.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494086_index.html
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MLA Citation:

Yuliantoro, Dwi. "Evaluating internationally standardized school policy implementation in Indonesia: A case study of three teachers" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494086_index.html>

APA Citation:

Yuliantoro, D. A. , 2011-05-01 "Evaluating internationally standardized school policy implementation in Indonesia: A case study of three teachers" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494086_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Beginning in 2007, the Indonesian government transforms quality public schools into internationally standardized schools that aim to produce graduates with high quality of academic achievement, vocational skills, communication skills, as well as information and communication technology competence so that they can compete internationally. This reform is conducted based on the Act No.20 of 2003 and the Government Regulation No.19 of 2005 that state “the government (national/provincial) establishes at least one education unit at each level to be developed as an internationally standardized education unit.” While this policy put so much weight on the importance of a borrowed curriculum from OECD countries, it fails to address the role of the teachers. Caldwell & Harris (2008) argue that the quality of schools will never exceed the quality of their teachers and that is exactly what has been left out from this policy. Using Newmann’s (2000) five categories of school capacity and Shulman’s (1987) categories of knowledge as the analytical framework, this paper presents a case study of three teachers on: 1) how the implementation of international standard schools policy affects teachers’ change and their development capacity; and 2) what supports the teachers receive from the schools and government in terms of professional development.


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The Implementation of School-Based Curriculum Development in Indonesia: An Interpretive Case Study

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School’s response to the reform in teacher evaluation: A case study on a Chinese primary school


 
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