|
Showing 1 - 25 of
64 matches in All Departments
This open access edited volume is a comparative effort to discern
the short-term educational impact of the covid-19 pandemic on
students, teachers and systems in Brazil, Chile, Finland, Japan,
Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa,
the United Kingdom and the United States. One of the first academic
comparative studies of the educational impact of the pandemic, the
book explains how the interruption of in person instruction and the
variable efficacy of alternative forms of education caused learning
loss and disengagement with learning, especially for disadvantaged
students. Other direct and indirect impacts of the pandemic
diminished the ability of families to support children and youth in
their education. For students, as well as for teachers and school
staff, these included the economic shocks experienced by families,
in some cases leading to food insecurity and in many more causing
stress and anxiety and impacting mental health. Opportunity to
learn was also diminished by the shocks and trauma experienced by
those with a close relative infected by the virus, and by the
constrains on learning resulting from students having to learn at
home, where the demands of schoolwork had to be negotiated with
other family necessities, often sharing limited space. Furthermore,
the prolonged stress caused by the uncertainty over the resolution
of the pandemic and resulting from the knowledge that anyone could
be infected and potentially lose their lives, created a traumatic
context for many that undermined the necessary focus and dedication
to schoolwork. These individual effects were reinforced by
community effects, particularly for students and teachers living in
communities where the multifaceted negative impacts resulting from
the pandemic were pervasive. This is an open access book.
Preparing Teachers to Educate Whole Students offers a wideranging
comparative account of how innovative professional development
programs in a number of countries guide and support teachers in
their efforts to promote cognitive and socio-emotional growth in
their students. The book focuses on holistic educational outcomes
in an effort to better serve students in the twenty-first century
and examines seven programs in all-in Chile, China, Colombia,
India, Mexico, the United States, and Singapore. Fernando M.
Reimers, Connie K. Chung, and their contributors focus on a pair of
issues of great significance to educators throughout the world: the
need to identify and promote a full range of competencies in
students as they prepare for work and life in the twenty-first
century, and the need to create and enhance professional
development programs for teachers that will help them cultivate
these competencies in their students. Preparing Teachers to Educate
Whole Students offers a unique and helpful contribution to our
understanding of fundamental educational goals and the professional
development programs for teachers that aim to further those goals.
This open access book is a comparative analysis of recent large
scale education reforms that broadened curriculum goals to better
prepare students for the 21st century. The book examines what
governments actually do when they broaden curriculum goals, with
attention to the details of implementation. To this end, the book
examines system level reforms in six countries at various levels of
development. The study includes system level reforms in
jurisdictions where students achieve high levels in international
assessments of basic literacies, such as Singapore and Ontario,
Canada, as well as in nations where students achieve much lower
levels, such as Kenya, Mexico, Punjab-Pakistan and Zimbabwe. The
chapters examine system-level reforms that focus on strengthening
the capacity to teach the basics, as in Ontario and Pakistan, as
well as reforms that aim at building the capacity to teach a much
broader set of competencies and skills, such as Kenya, Mexico,
Singapore and Zimbabwe. The volume includes systems at very
different levels of spending per student and reforms at various
points in the cycle of policy implementation, some just starting,
some struggling to survive a governmental transition, and others
that have been in place for an extended period of time. From the
comparative study of these reforms, we aim to provide an
understanding of how to build the capacity of education systems to
teach 21st century skills at scale in diverse settings.
This open access book examines the implications of the COVID-19
Pandemic for education systems and argues that major education
reforms will be necessary, particularly in the Global South, to
address the learning loss caused by the pandemic. To inform those
reforms, knowledge about the implementation reforms in the Global
South is necessary, and such knowledge is seriously lacking as the
existing literature on the implementation of educational change
focused principally in reforms in countries in the Global North.
This book contributes to address this gap by examining five major
education reforms in India, Egypt, Taiwan, Vietnam, and Senegal,
and by presenting two novel approaches to climate change education
using a bottoms up strategy of reform. The chapters examine the
implementation process drawing on a theoretical model of
educational change by Reimers (published in Educating Students to
Improve the World by Springer in 2020). The book concludes
discussing the implementation of such reforms as an evolutionary
and learning process, characterized by four dimensions: the goals
of the reform, the drivers of the reform, the reform strategy, and
the mindsets about educational change which undergird the
implementation strategy.
This open access book offers a comparative study of eight ambitious
national reforms that sought to create opportunities for students
to gain the necessary breath of skills to thrive in a rapidly
changing world. It examines how national governments transform
education systems to provide students opportunities to develop such
skills. It analyses comprehensive education reforms in Brazil,
Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and
yields original and important insights on the process of
educational change. The analysis of these 21st century skills
reforms shows that reformers followed approaches which are based on
the five perspectives: cultural, psychological, professional,
institutional and political. Most reforms relied on institutional
and political perspectives. They highlight the systemic nature of
the process of educational change, and the need for alignment and
coherence among the various elements of the system in order. They
underscore the importance of addressing the interests of various
stakeholders of the education system in obtaining the necessary
impetus to initiate and sustain change. In contrast, as the book
shows, the use of a cultural and psychological frame proved rarer,
missing important opportunities to draw on systematic analysis of
emerging demands for schools and on cognitive science to inform the
changes in the organization of instruction. Drawing on a rich array
of sources and evidence the book provides a careful account of how
education reform works in practice.
When a group of educators from Massachusetts traveled to Singapore
to visit schools and talk to teachers, teacher educators, and
school and system-level leaders in the fall of 2015, they were
determined to learn how Singapore had built a high-performing
education system. Singapore has transitioned from an education
system focused simply on universal literacy and primary education
to one that aims for universal high school graduation and
post-secondary success. It has gone from a developing nation in
1965 to a first-world economy today-and it has done so largely by
focusing on education. In this series of letters, members of the
delegation identify the educational practices and policies that
have enabled Singapore to become a prosperous knowledge economy.
Many of their practices and successes could be transferred to the
United States and elsewhere.
This open access book addresses how to help students find purpose
in a rapidly changing world. In a probing and visionary analysis of
the field of global education Fernando Reimers explains how to lead
the transformation of schools and school systems in order to more
effectively prepare students to address today's' most urgent
challenges and to invent a better future. Offering a comprehensive
and multidimensional framework for designing and implementing a
global education program that combines cultural, psychological,
professional, institutional and political perspectives the book
integrates an extensive body of empirical literature on the
practice of global education. It discusses several global
citizenship curricula that have been adopted by schools and school
networks, and ties them into an approach to lead school change into
the uncharted territory of the future. Given its scope, the book
will help teachers, school and district leaders tackle the change
management needed in order to introduce global education, and more
generally increase the relevancy of education. In addition, the
book offers a "bridge" for more productive collaboration and
communication between those who lead the process of educational
change, and those who study and theorize this important work. At a
time when the urgency of our shared global challenges calls for
more understanding and collaboration and when the rapid
transformation of societies requires that we help students develop
a clear sense of relevancy and purpose, this book offers a way to
pursue deep and sustainable change in instruction and school
culture, so that students learn that nothing human is foreign and
that they can find meaning in lives aligned with audacious purposes
to make the world better.
|
You may like...
The Car
Arctic Monkeys
CD
R238
Discovery Miles 2 380
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|