Looking Through Old Lenses to Understand the Emerging New World Order: Implications for Education Reform in Small Island States

There is an increasing pressure on small island states to reconceptualize education policies, education management practices and curriculum to address the emerging issues caused by global economic, social and cultural changes. It has generated increasing demands on limited available resources which is further confounded by the often contradictory yet legitimate advice provided by international and local experts. This paper reflects on the changing expectations to provide a critical analysis of the challenges facing education planners in small developing countries. It challenges them to move beyond the stereotypical ways of thinking about education development while acknowledging the role, played by previous educational development models

Interdisciplinaridade e resolução de problemas: algumas questões para quem forma futuros professores de ciências Interdisciplinarity and problem solving: some important issues for those who educate future science teachers

Nossa intenção, neste ensaio, é contribuir para o debate sobre o currículo implantado no curso "Licenciatura em Ciências da Natureza" da Escola de Artes, Ciências e Humanidades (EACH) da Universidade de São Paulo, no que concerne especificamente aos construtos interdisciplinaridade e resolução de problemas.<br>Our intention in this essay is to contribute to the debate about the Natural Science Bachelor course curriculum for the Art, Science and Human Learning School (Escola de Artes, Ciências e Humanidades - EACH) at the University of São Paulo (Universidade de São Paulo - USP), focusing specifically on interdisciplinarity and problem solving

Transformational Leadership and its Impact on School Climate and Teachers’ Self-Efficacy in Indonesian High Schools

This study examined the relationships between principals’ leadership, school climate, and teachers’ sense of self-efficacy. Drawing on existing scales, this study examined six aspects of principal leadership (professional interaction, participatory decision-making, individual support, intellectual stimulation and moral perspective) and four school climate factors (staff collegiality, goal consensus, work pressure, resource adequacy, and staff freedom). The participants included 604 Indonesian teachers drawn from 27 high schools. The data were analysed using Structural Equation Modeling. The results indicated statistically significant and positive relationships between leadership style, school climate, and teacher self-efficacy. With the exception of individual support, the relationships between principal leadership and teacher self-efficacy were largely indirect, mediated through staff collegiality and goal consensus