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This book explores how Estonia, despite high levels of poverty, has
transformed its education system to become Europe's top performer
on PISA (Programme for International Student Assessment). The
engaging narrative uncovers reforms, mistakes and lessons learnt
that have been harnessed to create a high-performing, high-equity
education system, which includes social and education policies
fostering equity, inclusion, learner autonomy, as well as
schoolteacher and principal professionalism, autonomy and
responsibility. It unearths how easy access to a wide range of data
such as perceptions of well-being, autonomy and connectedness, in
addition to examination results, builds internal and external
accountability, and contributes to collective stakeholder efficacy.
Grounded in research from Estonia and beyond, this is an ideal read
for educators, administrators, academics, university students,
change agents and parents interested in school system improvement.
As equity, equality and inclusion are core drivers of the Estonian
education system, this book would also be of interest to those
working in social justice, inclusion and diversity.
This book explores how Estonia, despite high levels of poverty, has
transformed its education system to become Europe's top performer
on PISA (Programme for International Student Assessment). The
engaging narrative uncovers reforms, mistakes and lessons learnt
that have been harnessed to create a high-performing, high-equity
education system, which includes social and education policies
fostering equity, inclusion, learner autonomy, as well as
schoolteacher and principal professionalism, autonomy and
responsibility. It unearths how easy access to a wide range of data
such as perceptions of well-being, autonomy and connectedness, in
addition to examination results, builds internal and external
accountability, and contributes to collective stakeholder efficacy.
Grounded in research from Estonia and beyond, this is an ideal read
for educators, administrators, academics, university students,
change agents and parents interested in school system improvement.
As equity, equality and inclusion are core drivers of the Estonian
education system, this book would also be of interest to those
working in social justice, inclusion and diversity.
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Uncovering CLIL (Paperback)
Peeter Mehisto, Maria Jesus Frigols, David Marsh
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R1,195
Discovery Miles 11 950
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Ships in 9 - 15 working days
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Uncovering CLIL is a practical and informative handbook which will
be of use to teachers of all levels of experience. It examines
language and content teaching, and reveals how the two can go hand
in hand, giving examples of how to use CLIL at primary, secondary
and vocational levels. Packed with practical ideas and suggestions,
it is the essential companion for CLIL teachers.
CLIL Essentials for Secondary School Teachers outlines the driving
principles of CLIL from both the content and language teachers'
perspectives. It offers a substantial bank of scaffolding
techniques to help improve student learning of both content and
language. The book provides numerous practical strategies for using
formative assessment in CLIL. These strategies build assessment
literacy to support students in becoming effective and autonomous
learners of content and language. The core characteristics and
elements of academic language are described alongside multiple
techniques to help students understand and use this language.
Intercultural competences are uncovered along with techniques for
teaching them.
This book is open access under a CC BY 4.0 license. This open
access book examines the modern role of the European School system
within the European Union, at a time when the global economy
demands a new vision for contemporary education. The European
schools are currently in a state of crisis: their 60-year-old
tradition of bilingual and multilingual education is being strained
by rapid EU expansion and the removal of English speaking teachers
as a result of Brexit. Their tried and tested model of mathematics
and science education has rapidly been overtaken by new
developments in pedagogy and assessment research, while recruitment
and retention of students and teachers has become increasingly
fraught as European member states review what they are, and what
they are not, prepared to fund. The authors draw on original and
empirical research to assess the European Schools' place in a new
Europe where the entire post-war European Project is potentially at
risk. This well-researched volume will be of interest to
practitioners working in European schools as well as students and
scholars of EU politics and international education.
This book is part of The Cambridge Teacher series, edited by senior
colleagues at the University of Cambridge Faculty of Education,
which has a longstanding tradition of involvement in high quality,
innovative teacher education and continuing professional
development. Produced with University of Cambridge International
Examinations, this is a practical guide to support school
principals in the implementation of bilingual education, and to
help schools with an existing bilingual programme to evaluate and
improve their practice. This is the first guide to focus on the
development and organisation of a bilingual education programme
from the perspective of the school principal. The book suggests how
the major stakeholders principal, teachers, students and parents
can work together effectively as a cohesive team. Drawing on best
practice and research, it includes perspectives from school
managers and teachers around the world.
This book details investments required for establishing successful
bi-/trilingual education programmes and discusses administrative,
community legislative, political, societal and institutional
complexities that shape bi-/trilingual education. It will help
readers anticipate potential consequences of various programme
development decisions and prepare them for both expected and
unexpected outcomes. The complexities of bi-/trilingual education
are organised using an innovative conceptual framework of forces,
mechanisms and counterweights. This conceptual framework is used to
analyse 13 case studies from five continents. In addition, six
'voices-from-the-field' provide the first-hand accounts of
educational professionals working in bilingual programmes.
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Loot
Nadine Gordimer
Paperback
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R398
R330
Discovery Miles 3 300
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