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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.
This book offers a practical and approachable overview of central
theories in comparative and international education (CIE). The
chapters focus in depth on specific theoretical perspectives and
seek to elucidate the histories, assumptions, and recent
developments of these theories. The chapters also situate the
theories within CIE, include specific case studies of theoretical
application, and outline suggestions for further reading. Written
by leading scholars from around the world, this is must-have
reference work for anyone teaching, researching, studying, or
working in CIE. The handbook includes chapters on a diverse
collection of theories, including but not limited to:
Structural-functionalism, Colonialism/Imperialism, Marxism, Human
Capital Theory, Dependency/World Systems Theory, Post-Colonialism,
Post-Socialism, Post-Foundationalism, Neo-liberalism,
Neo-Institutionalism, Neo-Marxism, Policy Borrowing and Lending,
Peace Theories, Human Rights, Constructivism, Racism, Gender, Queer
Theory, Social Network Theory, Capabilities Theory, and Cultural
Political Economy.
Reshapes the current public and academic conversations about higher
education policy and practice to determine what is good higher
education policy. Brings together a group of higher education
experts from different disciplinary backgrounds including policy
studies, history, sociology, political science, and education to
explain the Australian university experience today. Covers topics
of great interest to researchers, postgraduate students,
practitioners of higher education policy and practice; historians
of education, politics, and Australian life; and general readers
interested in universities as social institutions. Australian
Universities: A conversation about public good highlights
contemporary challenges facing Australian universities and offers
new ideas for expanding public good. More than 20 experts take up
the debate about our public universities: who they are for; what
their mission is (or should be); what strong higher education
policy entails; and how to cultivate a robust and constructive
relationship between government and Australian universities. Issues
covered include: How to change a culture of exclusion to ensure all
are welcome in universities, especially Aboriginal and Torres
Strait Islander students as well as those from low socio-economic
backgrounds. How "educational disadvantage" in Australia often
begins in school and is still the major barrier to full university
participation. The reality that funding for research and major
infrastructure requires significant additional funds from
non-government sources (e.g. international student fees). A lack of
policy recognition that international university students increase
Australias social, cultural and economic capital. Pathways to
making policy decisions wide-ranging, consultative, inclusive and
inspired rather than politically partisan and deologically driven.
The impact of COVID-19 on universities, and particularly how the
pandemic and governmental responses exacerbated extant and emerging
issues. Australian Universities rekindles a much-needed
conversation about the vital role of public universities in our
society, arguing for initiatives informed by the realities of
university life and offering a way forward for government,
communities, students and public universities together to advance
public good.
This book offers a practical and approachable overview of central
theories in comparative and international education (CIE). The
chapters focus in depth on specific theoretical perspectives and
seek to elucidate the histories, assumptions, and recent
developments of these theories. The chapters also situate the
theories within CIE, include specific case studies of theoretical
application, and outline suggestions for further reading. Written
by leading scholars from around the world, this is must-have
reference work for anyone teaching, researching, studying, or
working in CIE. The handbook includes chapters on a diverse
collection of theories, including but not limited to:
Structural-functionalism, Colonialism/Imperialism, Marxism, Human
Capital Theory, Dependency/World Systems Theory, Post-Colonialism,
Post-Socialism, Post-Foundationalism, Neo-liberalism,
Neo-Institutionalism, Neo-Marxism, Policy Borrowing and Lending,
Peace Theories, Human Rights, Constructivism, Racism, Gender, Queer
Theory, Social Network Theory, Capabilities Theory, and Cultural
Political Economy.
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