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Format: 1 online resource (262 pages)

Edition: 1st ed.

ISBN: 9783031426711

Additional Edition: Print version: Reimers, Fernando M. Schools and Society During the COVID-19 Pandemic Cham : Springer,c2023 ISBN 9783031426704

Language: English

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Format: 1 online resource (140 pages)

Edition: 1st ed.

ISBN: 9789811521379

Series Statement: SpringerBriefs in Education Series

Note: Intro -- Contents -- Editor and Contributors -- 1 Building Teacher Capacity to Educate the Whole Child. Lessons from Comparative Experience -- 1.1 Goals of This Book -- 1.2 Content of the Book -- 1.3 The Value of Comparative Analysis to Understand How Professional Development Improves Instruction -- 1.4 The Importance of Studying the Implementation of Large-Scale Programs of Teacher Professional Development -- 1.5 Conclusions -- References -- 2 Supporting Mathematics Teaching for Mastery in England -- 2.1 Context -- 2.2 Differences Between South-East Asian Countries and England -- 2.3 Theory of Change -- 2.4 Description of the Reform: Pedagogy -- 2.5 Implementation -- 2.6 Twenty-First Century Knowledge and Skills -- 2.7 Cognitive Competencies -- 2.8 Intrapersonal Competencies -- 2.9 Interpersonal Competencies -- 2.10 Evaluation and Challenges -- 2.11 Conclusion -- References -- 3 Supporting Teacher Professional Development: Program Sustainability in Colombia -- 3.1 Introduction -- 3.2 Background -- 3.3 Teacher-Centered Design -- 3.4 Provision of Textbooks and Learning Materials -- 3.5 Successful Implementation -- 3.6 Conclusion -- References -- 4 Policies for Teacher Professionalization in Mexico's Education Reform -- 4.1 Chapter Outline -- 4.2 Historical Context -- 4.3 The Role of Evaluation in Teacher Professionalization -- 4.4 First Axis of the RE: Evaluation as a Tool of Professional Development -- 4.5 Second Axis: The New Educational Model as a Tool for Educators -- 4.6 Third Axis: Professional Development, Dialogue and Community Involvement -- 4.7 Analysis of the Implementation of the RE's Theory of Change -- 4.8 Analysis of the First Axis: Evaluation as an Indicator for Professional Development -- 4.9 Analysis of the Second Axis: The New Educational Model as a Tool for Educators. , 4.10 Analysis of the Third Axis: Professional Development, Dialogue and Community Involvement -- 4.11 Advances and Shortcomings of Professional Development in the Reform -- 4.12 The Curricular Component of the Reform -- 4.13 Evaluation and Its Impact on Professional Development -- 4.14 Key Lesson: Dedicated Professional Development Spaces with Teacher Input -- References -- 5 Building Teacher Capacity at the Telangana Social Welfare Residential Educational Institution Society -- 5.1 Introduction -- 5.2 Public Education in India -- 5.3 Understanding Caste-Based Discrimination -- 5.4 Inception of TSWREIS -- 5.5 Theory of Change -- 5.5.1 Ultimate Outcomes -- 5.5.2 Intervention Activities -- 5.5.3 Mediating Process -- 5.5.4 Moderators -- 5.5.5 Implicit Assumptions -- 5.6 Program Description: Principal Development -- 5.7 Program Description: Teachers -- 5.8 Program Description: Integrated Curriculum -- 5.9 Key Enablers -- 5.10 School Evaluations -- 5.11 Lessons Learned -- 5.11.1 Teachers -- 5.11.2 School Leaders -- 5.11.3 Curriculum -- 5.11.4 System Level -- 5.12 Conclusion -- References -- 6 Cambodia's New Generation Schools Reform -- 6.1 Introduction -- 6.2 Methods -- 6.3 Context of the New Generation Schools Reform -- 6.4 Design and Planning of New Generation Schools Reform -- 6.4.1 Reform Goals -- 6.4.2 Reform Design and Planning -- 6.4.3 Reform Funding -- 6.4.4 Future Planning and Implementation -- 6.5 Theory of Change of New Generation Schools -- 6.5.1 System and Culture of Teacher Professionalism -- 6.5.2 High-Quality Professional Development -- 6.5.3 Risks and Assumptions -- 6.6 Results of New Generation Schools Reform -- 6.6.1 Accreditation Results -- 6.6.2 Teacher Perspectives -- 6.6.3 Outcome Results -- 6.7 Lessons Learned from NGS Reform -- 6.8 Conclusion -- References -- 7 Twenty-First Century Learning in Burlington Public Schools. , 7.1 Intended Outcomes -- 7.2 Theory of Change -- 7.3 Developing Human Capacity Through a Culture of Bounded Autonomy -- 7.4 Teacher Professional Development -- 7.5 District Leadership -- 7.6 Investment in Infrastructure -- 7.7 Key Takeaways for Educators and Future Research -- References.

Additional Edition: Print version: Reimers, Fernando M. Empowering Teachers to Build a Better World Singapore : Springer Singapore Pte. Limited,c2020 ISBN 9789811521362

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Format: 1 online resource (207 pages)

ISBN: 9783030939519

Additional Edition: Print version: Reimers, Fernando M. Education to Build Back Better Cham : Springer International Publishing AG,c2022 ISBN 9783030939502

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Format: 1 online resource (213 pages)

ISBN: 9783030579272

Series Statement: International Explorations in Outdoor and Environmental Education Ser.

Note: Intro -- Series Editors' Foreword -- References -- Contents -- Chapter 1: The Role of Universities Building an Ecosystem of Climate Change Education -- 1.1 Introduction. The Paradox of Climate Change and Education -- 1.2 Climate Is Changing Faster Than Attitudes and Behaviors About Human-Environmental Interactions, and Knowledge Is Not Enough to Cause People to Adapt or Mitigate -- 1.3 Climate Change Education -- 1.4 The Limitations of Current Climate Change Education Efforts -- 1.5 The Need for New Strategies for Climate Change Education -- 1.6 The Need for Systemic, Multilevel and Multidimensional Perspectives In Climate Change Education -- 1.7 A Role for Universities Developing and Implementing Contextually Appropriate Strategies for Climate Change Education -- 1.8 Development of the Approaches to Climate Change Education in This Book -- References -- Chapter 2: Learn to Lead: Developing Curricula that Foster Climate Change Leaders -- 2.1 Introduction -- 2.2 Analysis of Climate Change Curricula -- 2.2.1 The Problem with Climate Change Curricula in Israel, Jordan, and Palestine -- 2.2.2 Learning from Tertiary Level Climate Change Pedagogy in the Region -- 2.2.3 Effective High School Climate Change Education Resources -- 2.2.3.1 Paleontological Research Institution: The Teacher-Friendly Guide to Climate Change -- 2.2.3.2 Climate Interactive -- 2.2.3.3 Project Look Sharp: Media Literacy -- 2.3 Climate Change Leadership Curriculum -- 2.3.1 Rationale of the Curriculum -- 2.3.1.1 Anchor Skills -- 2.3.1.2 Process-Based Skills -- 2.3.1.3 Disciplinary Tools and Concepts -- 2.3.1.4 Resources Guiding the Educator -- 2.4 Implementation and Program Theory -- 2.5 Conclusion -- Appendices -- Appendix A: Climate Change Leadership Curriculum -- Appendix B: Climate Change Leadership Project - Student Version -- References. , Chapter 3: Creating a Culture of Shared Responsibility for Climate Action in Guatemala Through Education -- 3.1 Introduction -- 3.2 Impact of Climate Change on Guatemala -- 3.3 The State of Climate Change Education in Guatemala and Opportunities for Improvement -- 3.4 What Are the Major Gaps in Climate Change Education in Guatemala? -- 3.4.1 Lack of Adequate Bilingual Education -- 3.4.2 Out-of-School Youth -- 3.4.3 Lack of Coherence and Alignment Between Different Components of the School System and Climate Change Education -- 3.5 Moving Forward with a Solution -- 3.6 Preparing a Whole-School-Centered Guidebook for Schools -- 3.7 School Leadership -- 3.8 Community Partnerships -- 3.9 Curriculum -- 3.10 Teacher Professional Development -- 3.11 Conclusion -- Appendix -- References -- Chapter 4: Rezistans Klimatik: Building Climate Change Resilience in Haiti through Educational Radio Programming. -- 4.1 Introduction -- 4.2 Analysis of Current and Anticipated Impacts of Climate Change in Haiti -- 4.2.1 Geography -- 4.2.2 Economy -- 4.2.3 Other Socioeconomic Factors -- 4.2.4 Climate Summary - Comparative Approach -- 4.2.5 Future Impacts -- 4.2.5.1 Agriculture -- 4.2.5.2 Health -- 4.2.5.3 Education -- 4.2.5.4 Economic Factors -- 4.2.5.5 Possible Domestic Solutions -- 4.3 Connecting Climate Change to Human Behavior -- 4.4 Exploring Different Alternatives of Delivering Climate Change Education -- 4.4.1 The Use of Education in Addressing Climate Change -- 4.4.2 Current Climate Change Curricula -- Best Practices and Common Themes -- 4.4.3 Government Action -- 4.4.4 Informal Education -- 4.4.5 The Use of Radio in Sustainable & -- Community Development -- 4.5 Review of Current Education Policies and Programs to Address Climate Change in Haiti -- 4.6 Implications of Climate Change Education in Haiti -- 4.7 Overview of Media in Haiti. , 4.7.1 Radio Use and Stats -- 4.7.2 Radio and Learning in Haiti -- 4.8 Theory of Change -- 4.8.1 Audience and Impacts of Project -- 4.8.2 Measuring Outcomes -- 4.9 Implementation Plan/Curriculum -- 4.9.1 Stakeholders -- 4.9.2 Goal of Program -- 4.9.3 Topics Covered & -- Objectives -- 4.9.4 Strategy -- 4.9.5 Pathway for Delivery -- 4.10 Discussion -- Appendixes -- Appendix A -- Appendix B -- References -- Chapter 5: Adaptation, Migration, Advocacy. A Climate Change Curriculum for  Out-of-School Children in Badin, Sindh -- 5.1 Introduction -- 5.2 A Shifting Attitude Towards Climate Change -- 5.3 The Risks Faced by the Population in Badin -- 5.4 Educating Out-of-School Youth -- 5.5 Conclusion -- Appendix: The Curriculum -- Phase 1: Context -- Phase 2: Adaptation -- Phase 3: Migration -- Phase 4: Advocacy -- References -- Chapter 6: Students as Partners. Implementation of Climate Change Education Within the Harvard Graduate School of Education -- 6.1 Beyond the Bottom-Up and Top-Down Debate on Climate Change Education -- 6.2 What to Consider When Integrating Climate Change Education (CCE) Within Schools of Education -- 6.2.1 A Cultural Perspective of a Student Led Curriculum of Climate Change -- 6.2.2 A Psychological Perspective of a Student Led Curriculum of Climate Change -- 6.2.3 A Professional Perspective of a Student Led Curriculum of Climate Change -- 6.2.4 An Institutional Perspective of a Student Led Curriculum of Climate Change -- 6.2.5 A Political Perspective of a Student Led Curriculum of Climate Change -- 6.3 A Case Study: Implementations of a Student Led Curriculum at the Harvard Graduate School of Education (HGSE) -- 6.3.1 Methodology -- 6.4 Implications & -- Conclusion -- Appendices -- Appendix A. Syllabus -- Appendix B. Prototype Lessons of a CCE Curriculum at HGSE -- References. , Chapter 7: Learning from Teaching Graduate Students How to Design Climate Change Education Programs -- 7.1 Introduction -- 7.2 Educating to Address Climate Change Is About Active Problem Solving, Not Contemplation -- 7.3 While Learning from Doing Is Valuable, to Advance the Field of Climate Change Education, it Is Necessary to Also Conceptualize and Theorize Practice -- 7.4 What Outcomes Matter in Climate Change Education -- 7.5 The Power of Contextually Situated Learning -- 7.6 A Pedagogy to Change Climate Through Education -- 7.7 Augmenting the Capacity for Climate Change Education Among Teachers and Schools -- 7.8 Blind Spots -- 7.9 Coda: Writing About the Role of Universities in Climate Change in Education During a Pandemic -- References.

Additional Edition: Print version: Reimers, Fernando M. Education and Climate Change Cham : Springer International Publishing AG,c2020 ISBN 9783030579265

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Format: 1 online resource (202 pages)

ISBN: 9783030570392

Note: Intro -- Contents -- Contributors -- Chapter 1: In Search of a Twenty-First Century Education Renaissance after a Global Pandemic -- 1.1 The Coronavirus Disease Pandemic and a New Consciousness About the Power of Education to Improve the World -- 1.2 How Should We Educate All Children? -- 1.3 The Need for a Science of Implementing Twenty-First Century Education and Deeper Learning Reforms -- 1.4 The Global Education Movement and the Right to Education in a Changing World -- 1.5 Broader Curriculum Goals Don't Teach Themselves. The Need for Effective Implementation Strategies That Augment Teacher Capacities -- 1.6 The Limitations of What We Know to Develop More Effective Teacher Capacities to Educate the Whole Child -- 1.7 Methods of This Study -- 1.8 Five Perspectives on Educational Change -- 1.9 Content of This Book -- References -- Chapter 2: Education Reform in Ontario: Building Capacity Through Collaboration -- 2.1 Introduction -- 2.2 British Influence -- 2.3 Strong Leadership -- 2.4 Student Success Strategy -- 2.5 Capacity Through Collaboration -- 2.6 Professional Development -- 2.7 Data-Driven Accountability -- 2.8 Results -- 2.9 Criticisms -- 2.10 Defining and Assessing Twenty-First Century Competencies -- 2.11 Twenty-First Century Skills in the Curriculum -- 2.12 Moving Forward -- 2.13 Conclusion -- References -- Chapter 3: Singapore's Teacher Education Model for the 21st Century (TE21) -- 3.1 Introduction -- 3.2 Marking the "Little Red Dot" by Its Phases of Education -- 3.3 Local and International Context -- 3.3.1 21st Century Skills -- 3.3.2 21st Century Teacher Education -- 3.4 Goals in 21st Century Teacher Education and the Theory of Action -- 3.4.1 Program Review and Enhancement 2008-2009 (PRE) -- 3.4.2 The Teacher Education Model for the 21st Century (TE21) -- 3.4.2.1 Recommendation 1 -- 3.4.2.2 Recommendation 2. , 3.4.2.3 Recommendation 3 -- 3.4.2.4 Recommendation 4 -- 3.4.2.5 Recommendation 5 -- 3.4.2.6 Recommendation 6 -- 3.5 Implementation of TE21 Recommendations in the Teacher Preparation Program -- 3.5.1 Learning e-Portfolio -- 3.5.2 Experiential Learning -- 3.6 Success and Persistent Challenges -- 3.6.1 Teaching, Learning, and Research -- 3.6.2 Institutional Strength -- 3.6.3 Autonomy at Higher Levels -- 3.6.4 Resistance Towards a Cultural Reform and Its Effects on Students -- 3.7 Conclusion -- References -- Chapter 4: 2013 Mexico's Education Reform: A Multi-dimensional Analysis -- 4.1 Introduction -- 4.2 International Context -- 4.3 Domestic Context -- 4.4 Analysis of the Reforma Educativa in a Five Dimensional Framework -- 4.4.1 Institutional -- 4.4.2 Political -- 4.4.3 Psychological and Professional -- 4.4.4 Cultural -- 4.5 Results of the Reform -- 4.6 Conclusion -- Appendices -- Appendix A: Timeline of Mexico's Education Reform -- Appendix B: Glossary -- References -- Chapter 5: The Punjab Schools Reform Roadmap: A Medium-Term Evaluation -- 5.1 Introduction -- 5.2 What Are Whole System Reforms and Capacity Building? -- 5.2.1 Whole-System Reforms -- 5.2.1.1 Implementation and Delivery Chains -- How Are Whole-System Reforms Implemented? -- Whole-System Reform Delivery Chains -- 5.2.2 Strengthening Institutional Capacity -- 5.2.2.1 International Best Practices -- 5.2.2.2 Capacity Building through the Use of Data -- 5.3 Design Elements of the Reform -- 5.3.1 The System -- 5.3.2 Theory of Change -- 5.3.3 Interventions -- 5.4 A Medium-Term Evaluation: Where Do We Stand? -- 5.4.1 Management Capacity -- 5.4.1.1 Activities and Outcomes -- 5.4.1.2 Sustainability -- 5.4.2 Teacher Capacity -- 5.4.2.1 Activities and Outcomes -- 5.4.2.2 Sustainability -- 5.4.3 Monitoring & -- Information Systems -- 5.4.3.1 Activities and Outcomes -- 5.4.3.2 Sustainability. , 5.5 Way Forward -- Annex -- References -- Chapter 6: Nurturing Every Learner's Potential: Education Reform in Kenya -- 6.1 Introduction -- 6.2 Country Context -- 6.3 Theory of Change and Reform Goals -- 6.3.1 National Curriculum Reform -- 6.3.2 National Structural Reform -- 6.4 Reform Implementation -- 6.4.1 Initial Stages -- 6.4.2 Teacher Training -- 6.5 Stakeholders Involved -- 6.6 Implementation Challenges -- 6.6.1 Framing the Reform -- 6.6.2 Mindset Challenges -- 6.6.3 Capacity Challenges -- 6.6.4 Timeline Challenges -- 6.7 Conclusion -- References -- Chapter 7: From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe -- 7.1 Introduction -- 7.2 Country Context -- 7.2.1 Zimbabwe's Education System -- 7.2.2 Conditions that Shaped the Reform -- 7.3 The Reform and its Theory of Change -- 7.4 The Reform Stages Through Five Perspectives of Educational Change -- 7.4.1 Political Perspective -- 7.4.2 Cultural Perspective -- 7.4.3 Psychological Perspective -- 7.4.4 Professional Perspective -- 7.4.5 Institutional Perspective -- 7.5 Results and Challenges -- 7.5.1 Infrastructure and Implementation -- 7.5.2 Teacher Capacity -- 7.5.3 Economic -- 7.6 Conclusion -- References -- Chapter 8: Conclusions. Seven Lessons to Build an Education Renaissance After the Pandemic -- 8.1 Introduction -- 8.2 Lesson 1. The Importance of Mindsets About Education Reform -- 8.3 Lesson 2. Implementation Matters Considerably -- 8.4 Lesson 3. The Need for Operational Clarity -- 8.5 Lesson 4. Large Scale Reform Is a Journey: Coherence, Completeness and the Five Frames -- 8.6 Lesson 5. Sequencing, Pacing and the Importance of First Steps -- 8.7 Lesson 6. Staying the Course -- 8.8 Lesson 7. Learning from Experience to Build System Level Capacity -- 8.9 Coda -- References. , Correction to: Implementing Deeper Learning and 21st Century Education Reforms.

Additional Edition: Print version: Reimers, Fernando M. Implementing Deeper Learning and 21st Century Education Reforms Cham : Springer International Publishing AG,c2020 ISBN 9783030570385

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Format: 1 online resource (256 pages)

Edition: 1st ed.

ISBN: 9783030418823

Note: Audacious Education Purposes -- Contents -- About the Contributors -- Chapter 1: Thinking Multidimensionally About Ambitious Educational Change -- 1.1 Introduction -- 1.2 What Does Teaching Look Like in These Countries and Is It Changing as These Reforms Are Implemented? -- 1.3 A Multidimensional View of Educational Change -- 1.3.1 A Cultural Perspective on Educational Change -- 1.3.2 A Psychological Perspective on Educational Change -- 1.3.3 A Professional Perspective on Educational Change -- 1.3.4 An Institutional Perspective on Educational Change -- 1.3.5 A Political Perspective on Educational Change -- 1.4 Developing a Reform Strategy and a Sequence -- References -- Chapter 2: Curriculum Reform in Brazil to Develop Skills for the Twenty-First Century -- 2.1 Introduction -- 2.2 Context -- 2.3 The Writing Process -- 2.4 The BNCC and State and City Curricula -- 2.5 The BNCC and Classroom Materials -- 2.6 The BNCC and Teacher Training -- 2.7 The BNCC and National Student Evaluations -- 2.8 The BNCC and Twenty-First Century Skills -- References -- Chapter 3: Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the Twenty-First Century -- 3.1 Introduction -- 3.2 Curriculum Reform in Basic Education: Aiming to Support the Development of Competences for the Twenty-First Century -- 3.3 Teacher Education Reform: Aiming to Support the Development of Skills for the Twenty-First Century -- 3.4 Discussion -- References -- Chapter 4: Japanese Education Reform Towards Twenty-First Century Education -- 4.1 Overview -- 4.2 Structure of the Chapter -- 4.3 Background of the Reforms -- 4.3.1 Ad Hoc Council on Education -- 4.3.2 Issues in Japanese Society -- 4.3.3 Issues with Japan's Education System -- 4.3.4 Recent Issues in Japan -- 4.4 Curriculum Reforms -- 4.4.1 Reforms in the 1990s -- 4.4.2 Reforms in the 2000s. , 4.4.3 Reforms in the 2010s -- 4.4.4 Reforms in the 2020s -- 4.4.5 Curriculum Reforms and Assessment -- 4.5 The National Assessment of Academic Ability and Decentralization -- 4.6 Reforms in University Entrance Examinations -- 4.7 Decentralization of Education and Maintenance of Education Standards -- 4.8 Education Reform in Japan Now and the Future -- References -- Chapter 5: Education Truly Matters: Key Lessons from Mexico's Educational Reform for Educating the Whole Child -- 5.1 Introduction -- 5.2 The Context at the Outset of the Reform -- 5.2.1 The Structure and Governance of the Education System -- 5.2.2 Mexico's National and International Education Outcomes -- 5.2.3 Teachers' Working Conditions: An Appraisal from TALIS -- 5.2.4 Universal Coverage of Services and the Extension of Compulsory Education -- 5.3 Key Dimensions of the Mexican Reform -- 5.3.1 A Performance-Based Reform -- 5.3.2 First Dimension: Develop a New Curriculum -- 5.3.3 Second Dimension: Place Schools at the Center of the System -- 5.3.4 Third Dimension: Reorganize Teachers' Professional Careers -- 5.3.5 Fourth Dimension: Grant Equity and Inclusion -- 5.3.6 Fifth Dimension: Build a New Governance Structure of the Education System -- 5.4 Developing Twenty First Century Skills -- 5.4.1 Mexico's Twenty First Century Education Goals -- 5.4.2 The New National Curriculum (PreK-9) -- 5.4.2.1 Academic Knowledge -- 5.4.2.2 Social and Personal Development -- 5.4.3 Curricular Autonomy -- 5.4.4 Pedagogical Principles of the Curriculum -- 5.5 Implementing the Curricular Reform -- 5.5.1 Route for the Implementation of NME -- 5.5.2 Stages of Implementation -- 5.6 The Politics of the Reform -- 5.6.1 Political Pact and Legal Reforms -- 5.6.2 Public Consultations -- 5.6.3 Reform Support and Resistance to Change -- 5.7 Assessing the Execution of Reform Policies. , 5.7.1 OCDE's General Appraisal of Mexico's Educational Reform -- 5.7.2 Piloting Curricular Autonomy -- 5.7.3 Local Authorities' Strategies to Improve Learning Outcomes and Curb Inequality -- 5.7.4 The Impact of Longer School-Hours on Learning -- 5.8 The Challenges Ahead -- References -- Chapter 6: Peru: A Wholesale Reform Fueled by an Obsession with Learning and Equity -- 6.1 Introduction -- 6.2 Increasing the Social Value of the Teaching Career -- 6.2.1 Attracting and Selecting the Best Candidates into the Teaching Profession -- 6.2.2 Rewarding Teacher's Performance and Effort -- 6.2.3 Teacher's Professional Development -- 6.3 Improving the Quality of Learning for all -- 6.3.1 Curriculum Update -- 6.3.2 Pedagogical Support to Primary Schools -- 6.3.3 Full Day Secondary School (Jornada Escolar Completa, JEC) -- 6.3.4 Initiatives to Provide each Student with the Service That She or He Requires -- 6.3.5 Expansion of Early Childhood Education Services -- 6.3.6 Institutional Arrangements for Quality in Higher Education -- 6.3.7 National Program of Scholarships and Educational Credit -- 6.4 Effective Management of the School System -- 6.5 Closing the Education Infrastructure Gap -- 6.6 Financing -- 6.7 Results in Student Learning -- 6.8 Pending Challenges -- References -- Chapter 7: Reforming Education in Poland -- 7.1 Introduction -- 7.2 The 1999 Education Reform -- 7.2.1 Social & -- Political Context of the 1999 Education Reform -- 7.3 Changes in the School System in the Wake of the Education Reform (1999) -- 7.3.1 Changes in the School Structure -- 7.3.2 Curriculum Reform -- 7.3.3 Promotion and Training for the Reform -- 7.3.4 Textbooks -- 7.3.5 Assessment -- 7.3.6 Management, Financing, & -- Quality Assurance -- 7.3.7 Teachers -- 7.4 Reform Implementation and its Consequences -- 7.5 Reform Follow-Up -- 7.5.1 Modernization of Teaching Curricula. , 7.5.2 Lowering School Starting Age -- 7.5.3 Changes After 2015 - Reversal of Reforms -- 7.6 Summary -- Chapter 8: Curriculum and Educational Reforms in Portugal: An Analysis on Why and How Students' Knowledge and Skills Improved -- 8.1 Introduction -- 8.2 From 2001 to 2010: Pragmatic Times Yield Pragmatic Reforms -- 8.3 From 2011 to 2015: A Deliberate Effort to Strengthen the Curriculum and Attain Demanding Curricular Goals -- 8.3.1 A Demanding and Well-Structured Curriculum -- 8.3.1.1 Knowledge Comes First -- 8.3.1.2 To Prioritize Basic Knowledge -- 8.3.1.3 Teaching Resources Aligned with the Curriculum: Textbook Quality -- 8.3.2 Frequent and Reliable Assessment -- 8.3.3 A Plan for School Dropout Reduction and Success Promotion -- 8.3.4 School Incentives and School Autonomy -- 8.3.4.1 Incentives to Schools Tied to Students' Improvement -- 8.3.4.2 School Autonomy -- 8.3.5 Parallel Offers and Vocational Tracks -- 8.4 A Curriculum for the Twenty-First Century -- 8.4.1 Providing High-Quality Education for All -- 8.4.2 To Promote Equal Opportunities Through a Demanding Education -- 8.4.3 To Focus on Permanent and Central Education Pillars -- 8.4.4 To Adapt Vocational Training to Country's Future Needs -- 8.4.5 To Increase Curricular Flexibility and Modernity a Par with a Focus on Central Subjects -- 8.4.6 To Increase Self-Regulation of the Educational System Through External Evaluation -- 8.4.7 To Provide Incentives to Apply Modern Science Consensus -- 8.4.8 Preparing Teachers, Preparing the Future -- 8.5 Conclusion -- References -- Chapter 9: From the "Best-in-the World" Soviet School to a Modern Globally Competitive School System -- 9.1 Introduction: Quarter Century of Major Transformations -- 9.2 Post-Socialist Education System as the Result of Path Dependence, Modernization and Global Integration -- 9.2.1 Soviet Legacy. , 9.2.2 Early Post-Soviet Period: Innovation and Adaptation -- 9.3 Return of the State to Policy Development and Implementation -- 9.4 Reform and New Understanding of Learning Outcomes -- 9.5 Reform Implementation -- 9.6 Reform Politics and Main Results -- References.

Additional Edition: Print version: Reimers, Fernando M. Audacious Education Purposes Cham : Springer International Publishing AG,c2020 ISBN 9783030418816

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Format: 1 Online-Ressource (201 p.)

ISBN: 9783030579272

Series Statement: International Explorations in Outdoor and Environmental Education

Content: This open access volume draws on a multidimensional model of educational change, the book reviews the field of climate change education and identifies some of the areas in which past efforts have fallen short in supporting effective pedagogical change at scale. It then formulates an approach to engage university students and faculty in partnering with schools and adult education institutions and directly contribute innovative curricula on climate change. The approach is illustrated with several case studies which present curricula developed to support school-based innovation in the Middle East and in Guatemala, and adult education in Haiti and Pakistan, and educators preparation at the university level. The approach followed to develop innovative curriculum follows five steps: 1) What are the specific impacts of climate change in this jurisdiction? How do they impact various human populations? 2) What knowledge, dispositions and behaviors could mitigate the impact of climate change and are there ways in which changes in the behaviors of populations in this jurisdiction could slow down climate change? 3) What are the means of delivery to reach each of the specific populations in this jurisdiction who needs to be educated on climate change? 4) What curriculum can help educate each population? 5) What role can the institution we are collaborating with play in advancing climate change education in that jurisdiction? The various chapters of the book present the conceptual foundation of these programs and illustrate how these programs respond to specific characteristics of local contexts. These programs focus in schools, non-formal settings and educator preparation institutions. The chapters offer examples of general value beyond the specific contexts for which they were designed, as they illustrate how in order to be optimally useful climate change education needs to be firmly grounded in the specifics of a context and responsive to that context

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Format: 1 Online-Ressource (357 p.)

ISBN: 9783030821593

Series Statement: Knowledge Studies in Higher Education

Content: Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach

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Format: 1 Online-Ressource (475 p.)

ISBN: 9783030815004

Content: 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

Note: English

Language: English

URL: kostenfrei

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Format: 1 Online-Ressource (131 p.)

ISBN: 9789811538872

Series Statement: SpringerBriefs in Education

Content: 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

Note: English

Language: English

URL: kostenfrei