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*Winner, 2022 Outstanding Book Award from the Society of Professors
of Education* *Winner, 2021 Book Award from the Globalization and
Education SIG, Comparative and International Education Society*
Examining Teach For All brings together research focused on Teach
For All and its affiliate programmes to explore the organisation's
impact on education around the world. Teach For All is an expanding
global network of programmes in more than 50 countries that aim to
radically transform education systems by recruiting talented
graduates to teach for two years in under-resourced schools and
developing them into lifelong advocates of reform. The volume
offers nuanced insights into the interests and contexts shaping
Teach For All and the challenges and possibilities inherent in
broader efforts to enact education reform on a global scale. This
volume is the first of its kind to present empirical research on
the emergence and expansion of Teach For All programmes, which
replicate and adapt the Teach For America model around the world.
The volume traces the network's expansion from its initial launch
in 2007 to its growing international presence, as chapters present
new research from national contexts as diverse as Bangladesh,
Lebanon, and Spain. Using evidence from a range of perspectives and
research methodologies, the chapters collectively highlight the
ways in which Teach For All and its affiliate programmes are
working to alter educational landscapes worldwide. This book will
be of great interest for scholars, educators, post-graduate
students, and policymakers in the fields of comparative education,
teacher education, education leadership, and education policy. It
paves the way for future critical inquiry into this expanding
global network as well as further investigations of educational
change around the world.
*Winner, 2022 Outstanding Book Award from the Society of Professors
of Education* *Winner, 2021 Book Award from the Globalization and
Education SIG, Comparative and International Education Society*
Examining Teach For All brings together research focused on Teach
For All and its affiliate programmes to explore the organisation's
impact on education around the world. Teach For All is an expanding
global network of programmes in more than 50 countries that aim to
radically transform education systems by recruiting talented
graduates to teach for two years in under-resourced schools and
developing them into lifelong advocates of reform. The volume
offers nuanced insights into the interests and contexts shaping
Teach For All and the challenges and possibilities inherent in
broader efforts to enact education reform on a global scale. This
volume is the first of its kind to present empirical research on
the emergence and expansion of Teach For All programmes, which
replicate and adapt the Teach For America model around the world.
The volume traces the network's expansion from its initial launch
in 2007 to its growing international presence, as chapters present
new research from national contexts as diverse as Bangladesh,
Lebanon, and Spain. Using evidence from a range of perspectives and
research methodologies, the chapters collectively highlight the
ways in which Teach For All and its affiliate programmes are
working to alter educational landscapes worldwide. This book will
be of great interest for scholars, educators, post-graduate
students, and policymakers in the fields of comparative education,
teacher education, education leadership, and education policy. It
paves the way for future critical inquiry into this expanding
global network as well as further investigations of educational
change around the world.
Drawing on frameworks of teacher research and critical literacy,
this volume documents the experiences of educators in New Mexico
who participate in Teaching Out Loud—an intergenerational,
professional development program that focuses on the creation and
implementation of imaginative, critical curriculum with
historically marginalized students. This text offers a set of
conceptual tools and pedagogical practices for teacher educators
and researchers seeking to advance teacher learning and leadership
through the use of critical study groups rather than the more
scripted professional development approaches that dominate
mainstream educational settings. Specifically, this book uses the
voices of a diverse set of teachers to demonstrate the role of
teacher inquiry in shifting curriculum and advancing equity, even
when faced with formidable circumstances like a global pandemic.
The authors examine how participation in Teaching Out Loud helped
teachers foster social-emotional learning, foreground issues of
race and identity, build and sustain community, promote self-care,
and center play within and against challenging local and global
contexts. Book Features: Highlights the voices of teachers
representing a range of diverse perspectives and experience levels.
Explains classroom practices and approaches in detail. Examines the
challenges posed by the COVID-19 pandemic. Explicitly addresses
critical issues like race and social justice. Focuses on the
American Southwest.
Drawing on frameworks of teacher research and critical literacy,
this volume documents the experiences of educators in New Mexico
who participate in Teaching Out Loud-an intergenerational,
professional development program that focuses on the creation and
implementation of imaginative, critical curriculum with
historically marginalized students. This text offers a set of
conceptual tools and pedagogical practices for teacher educators
and researchers seeking to advance teacher learning and leadership
through the use of critical study groups rather than the more
scripted professional development approaches that dominate
mainstream educational settings. Specifically, this book uses the
voices of a diverse set of teachers to demonstrate the role of
teacher inquiry in shifting curriculum and advancing equity, even
when faced with formidable circumstances like a global pandemic.
The authors examine how participation in Teaching Out Loud helped
teachers foster social-emotional learning, foreground issues of
race and identity, build and sustain community, promote self-care,
and center play within and against challenging local and global
contexts. Book Features: Highlights the voices of teachers
representing a range of diverse perspectives and experience levels.
Explains classroom practices and approaches in detail. Examines the
challenges posed by the COVID-19 pandemic. Explicitly addresses
critical issues like race and social justice. Focuses on the
American Southwest.
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