• Thomas G. Ryan

  Author

Herein educational transitioning involving human, personal, and political factors is detailed and reported as a common element to be observed globally. Human factors within this transformative 
movement includes teachers, students and parents who make a difference in the efforts to successfully implement school reforms. Personal factors include philosophy, values, social, and ethical orientations. Educational change efforts are reflective of political pressures, government ethos, rationalization, and budgetary tension. Given the ethos of Canada we now have a very restricted number of large-scale educational reform studies in Canada, hence a need for this investigative voice. Admittedly, the reforms are often based on educational trends, not evidence, are implemented too rapidly, and are without effective feedback schemes that apply a cause effect lens to study change, progress, and visioning.

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