This study examines how secondary school teachers have implemented educational reforms in China. To examine the implementation process, we conducted teacher, student, and parent surveys. Teachers and students surveys asked questions on how often a teaching or evaluation strategy was used in a given course. The survey concluded that teachers and parents liked the reform initiatives, although some teachers still struggle with the transition to the new reforms, most were able to make the necessary changes to include some student-centred lessons. However, students claimed that teacherdirected lessons still dominate most classrooms and tests, class work, homework, and exams are still the most common evaluation systems. The surveys also revealed that classroom management needs increased attention as a result of the reforms. The largest problem, however, lies with the examination systems, as there is currently little room for introducing activity-based learning. Parents and society need to change their mind-sets of valuing examination achievements.Correspondence should be sent to

This study examines how secondary school teachers have implemented educational reforms in the Philippines. Data sources were surveys for sample teachers and students in 20 schools on how often a teaching or evaluation strategy was used in various courses. The study concluded that most teachers were able to adopt most of the reforms. Even though teacher-directed lessons still dominated, there were sufficient student-centered lessons. Tests, exams, and performance tasks were used for evaluations. However, classroom management needs increased attention. More resources and professional development are needed. Policymakers and educators in all jurisdictions can learn from the reform efforts.

Within the following text, educational reform is examined to reveal how and to what extent Ontario secondary teachers (n = 87) have implemented educational changes that had a direct impact on students (n = 396), themselves, and curriculum. Our mixed methods data, while limited in scope, indicated that secondary school teachers were largely content with in-service professional development, resource supplies, and leadership. These new outcomes marked a swing away from the discontent noted in research completed in 2003, as positive indications were found in curriculum planning, teaching, student evaluation, reporting, technology, and the delivery of special education programs. Some areas, such as special education programming, were still viewed as problematic, yet sample teachers were able to support the reforms even though changes required additional planning time and new knowledge in the areas of assessment and technology.

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This mixed methods study examines how secondary school teachers have implemented educational reforms in Mexico. Major sources of data were surveys from sample teachers and students in 12 schools on how often a teaching or evaluation strategy was used. Results from open-ended questions and classroom observations were used to triangulate results from survey data. The study concluded that most teachers were able to adopt majority of the reforms. Even though teacher-directed lessons still dominated, student-centered learnings were incorporated. However, classroom management need increased attention due to new challenges of transitioning. Educators in all jurisdictions can learn from the reform efforts.