Teacher perceptions of bologna reforms in armenian higher education

European Education

Volumn 44, Issue 2, 2012, Pages 65-89

  Karakhanyan, Susanna ^a   Van Veen, Klaas ^b   Bergen, Theo ^c  

^a Armenian National Center   (United States)

^b LEIDEN UNIVERSITY   (Netherlands)

^c EINDHOVEN UNIVERSITY OF TECHNOLOGY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84892461280     PISSN: 10564934     EISSN: None     Source Type: Journal    
DOI: 10.2753/EUE1056-4934440204     Document Type: Article

References (42)

1. Anweiler, O. (1992). Some historical aspects of educational change in the former Soviet Union and Eastern Europe. In D. Phillips and M. Kaser (Eds.), Education and economic change in Eastern Europe and the former Soviet Union (pp. 29-39). Oxford, UK: Symposium.
2. Archer, J. (1999). Teachers’ beliefs about successful teaching and learning. Paper presented at the AARE-NZARE Conference, Melbourne.
3. Bache, I., and Taylor, A. (2003). The politics of policy resistance: Reconstructing higher education in Kosovo. Journal of Public Policy, 23(3), 279-300.
4. Bergen Communiqué. (2005). The European higher education area: Achieving the goals. Communiqué of the Conference of European Ministers Responsible for Higher Education.
5. BFUG Report. (2007). Bologna Process: Armenia. Armenian ERIC/NARIC.
6. Clark, C., and Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching. 3d ed. (pp. 255-296). New York: Macmillan.
7. Cuban, L. (1988). The managerial imperative and the practice of leadership in schools. Albany: State University of New York Press.
8. Dart, B. C., Burnett, P. C., Rurdie, N., Boulton-Lewis, G., Campbell, J., and Smith, D. (2000). Students’ conceptions of learning, the classroom environment, and approaches to learning. Journal of Educational Research, 93(4), 262-270.
9. Day, C., Elliot, B., and Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21, 563-577.
10. Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., and Mujtaba, T. (2006). Variations in teachers’ work lives and effectiveness. Research Report RR743, University of Nottingham, London Institute of Education.
11. File, J., and Goedegebuure, L. (2003). Real-time systems: Reflections on higher education in the Czech Republic, Hungary, Poland and Slovenia. Center for Higher Education Policy Studies (CHEPS), University of Twente, Netherlands/Brno University of Technology, Czech Republic.
12. Fullan, M. (1996). Turning systemic thinking on its head. Phi Delta Kappan, 77(6), 420-423.
13. Fullan, M. (2004). Learning to lead change: Building system capacity, core concepts. Ontario, Canada: Ontario Institute for Studies in Education, University of Toronto.
14. Fullan, M. (2007). The new meaning of educational change. 4th ed. New York: Teachers College Press.
15. Goodson, I., Moore, S., and Hargreaves, A. (2006). Teacher nostalgia and the sustainability of reform: The generation and degeneration of teachers’ missions, memory, and meaning. Educational Administration Quarterly, 42(1), 42-61.
16. Gvaramadze, I. (2010). Skill formation and utilization in the post-Soviet transition: Higher education planning in post-Soviet Georgia. Higher Education Quarterly, 64(2), 118-132.
17. Hargreaves, A. (1994). changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.
18. Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21, 967-983.
19. Heyneman, S. (2010). A comment on the changes in higher education in the post-Soviet Union. European Education, 42(1), 76-87.
20. Hopkins, D. (2001). School improvement for real. London: RoutledgeFalmer.
21. Johnson, B., and Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
22. Johnson, R. B., and Turner, L. A. (2003). Data collection strategies in mixed methods research. In A. Tashakkori and C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 297-319). Thousand Oaks, CA: Sage.
23. Karakhanyan, S., Van Veen, K., and Bergen, T. (2011a). Higher education policy transfer and diffusion: The case of Armenia. Higher Education Policy, 24, 53-83.
24. Karakhanyan, S., Van Veen, K., and Bergen, T. (2011b). Voices of teachers within the changing times: The case of Armenia. European Journal of Education: Research, Development and Policy, 46(4), 508-523.
25. Karakhanyan, S., Van Veen, K., and Bergen, T. (2012, in press). What do leaders think? Reflections on the implementation of higher education reforms in Armenia. Educational Management, Administration and Leadership.
26. McLendon, M. (2003). State governance reform of higher education. In J. C. Smart and W. G. Tierney (Eds.), Higher education handbook of theory and research. 18th ed. (pp. 57-145). Dordrecht, Netherlands: Kluwer Academic Publishers.
27. Miltenburg, R., and Singer, E. (1999). Culturally mediated learning and the development of self-regulation by survivors of child abuse: A Vygotskyan approach to the support of survivors of child abuse. Human Development, 42, 1-17.
28. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of curriculum Studies, 19, 317-328.
29. Nias, J. (1996). Thinking about feeling: The emotions in teaching. cambridge Journal of Education, 26(3), 293-306.
30. Pajares, M. F. (1992). Teacher’s beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-322.
31. Prosser, M., and Trigwell, K. (1997). Relations between perceptions of the teaching environment and approaches to teaching. British Journal of Educational Psychology, 67, 25-35.
32. Schein, E. (1997). Organizational culture and leadership. 2d ed. San Francisco: Jossey-Bass.
33. Spillane, J. P., Reiser, B. J., and Reimer T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431.
34. Tomusk, V. (2002). Higher education reforms in Eastern Europe 1989-2002. www.europaeum.org/feu/?q=node/129.
35. Van den Berg, R. (2002). Teachers’ meanings regarding educational practice. Review of Educational Research, 72(4), 577-625.
36. Van Veen, K. (2003). Teachers’ emotions in a context of reforms. Published thesis. Nijmegen, Netherlands: University of Nijmegen.
37. Van Veen, K., Sleegers, P., van de Ven, P. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching and Teacher Education 21, 917-934.
38. Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Thousand Oaks, CA: Sage.
39. Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an attributional perspective. Educational Psychology Review, 12(1), 1-14.
40. Weiner, B. (2008). Reflections on the history of attribution theory and research: People, personalities, publications, problems. Social Psychology, 39(3), 151-156.
41. Zelvys, R. (2004). Development of education policy in Lithuania during the years of transformations. International Journal of Educational Development, 24(5), 559-571.
42. Zembylas, M. (2005). Teaching with emotion: A postmodern enactment. Greenwich, CT: Information Age.