Kooperativer Bibliotheksverbund

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Umfang: 1 online resource (262 pages)

Ausgabe: 1st ed.

ISBN: 9783031426711

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

Sprache: Englisch

Schlagwort(e): Electronic books. ; Electronic books.

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UID:

Umfang: 1 online resource (202 pages)

ISBN: 9783030570392

Anmerkung: 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.

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

Sprache: Englisch

Schlagwort(e): Electronic books. ; Electronic books.

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Umfang: 1 online resource (384 pages).

ISBN: 9783839462577 , 3839462576

Serie: Gegenwartsliteratur : TRSGELI ; 17

Inhalt: In addition to geographical and physical aspects, the city is also a poetic and subjective space in which individual worldviews meet, interact with each other and even transform. Fernando Toledo deals with urban space and its effects on identity and narrative representations in a context dominated by globalization processes and the development of so-called "ephemeral modernity". Through an innovative theoretical contextualization in literary studies, his interdisciplinary study offers a new perspective on contemporary German-language and Brazilian literature and their similarities and differences.

Anmerkung: Front Matter (Pp. 1-4); Table Of Contents (Pp. 5-6); Danksagung (Pp. 7-8); Einleitung (Pp. 9-16); 1. Theoretische Grundlagen (Pp. 17-118); 2. Flüchtige Kulturelle Identität: Cafe Cyprus (Pp. 119-158); 3. Flüchtige Selbst- Und Fremdbilder: Nachtzug Nach Lissabon (Pp. 159-200); 4. Flüchtige Bindungen: Die Habenichtse (Pp. 201-256); 5. Flüchtige Stadtfragmente: Es Waren Viele Pferde (Pp. 257-296); 6. Flüchtige Sprache: Budapest (Pp. 297-344); 7. Schlussbemerkungen (Pp. 345-362); Literaturhinweise (Pp. 363-381); Back Matter (Pp. 382-384); , In German.

Sprache: Deutsch

Fachgebiete: Germanistik

Schlagwort(e): Criticism, interpretation, etc.

URL: https://www.degruyter.com/isbn/9783839462577

URL: Cover

URL: JSTOR

URL: https://doi.org/10.1515/9783839462577?locatt=mode:legacy

URL: https://www.degruyter.com/isbn/9783839462577

UID:

Umfang: 1 online resource.

ISBN: 9783030579272 , 3030579271

Serie: International explorations in outdoor and environmental education,

Inhalt: 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.

Anmerkung: Chapter 1. Climate Change Education and the role of Universities(Fernando M. Reimers) -- Chapter 2. Learn to Lead: Developing Curricula that Foster Climate Change Leadership (Margaret Wang and David Rhodes) -- Chapter 3. Creating a Culture of Shared Responsibility for Climate Action in Guatemala through Education (Lina Lopez Lalinde and Carrie Maierhofer) -- Chapter 4. Building Climate change resilience in Haiti through educational radio programming (Ashley Bazin and Christelle Saintis) -- Chapter 5. Adaptation, Migration, Advocacy. A Climate Change Curriculum for Out-of-School Children in Badin, Sindh (Natasha Japanwala) -- Chapter 6. How Can Schools of Education Prepare Their Students to Teach Climate Change? from the Implementation of a Climate Curriculum at the Harvard Graduate School of Education (Annie Nam and Sueyoon Lee).

Weitere Ausg.: 3030579263

Weitere Ausg.: 9783030579265

Sprache: Englisch

Schlagwort(e): Electronic books.

DOI: 10.1007/978-3-030-57927-2

URL: SpringerLink

URL: Click here to view book

URL: https://library.oapen.org/bitstream/20.500.12657/43285/1/2021_Book_EducationAndClimateChange.pdf

UID:

Umfang: 1 online resource (207 p.)

ISBN: 9783030939519 , 3030939510

Inhalt: 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.

Anmerkung: Education in Crisis. Transforming schools for a post-Covid-19 Renaissance -- Multi-Skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning -- Education 2.0: A Vision for Educational Transformation in Egypt -- On the Path Toward Lifelong Learning: An Early Analysis of Taiwan's 12-Year Basic Education Reform -- An Emerging Dragon: Vietnamese Education after Resolution 29 -- Case des Tout-Petits: Reforming Early Childhood Education in Senegal -- Middle School Climate Change Mitigation and Adaptation Curriculum Peers Lead Peers through Change and Action -- Creating Brighter Futures: Building Climate Leaders through a Community-Focused Curriculum -- Conclusions.

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

Sprache: Englisch

Schlagwort(e): Electronic books. ; Electronic books.

DOI: 10.1007/978-3-030-93951-9

URL: Click here to view book

URL: SpringerLink

UID:

Umfang: 1 online resource (107 p.).

ISBN: 9780311000074 , 031100007X

Serie: Economía Ser. ; v.125

Anmerkung: Description based upon print version of record.

Weitere Ausg.: Print version: Uribe, Yrene Cecilia Las MYPES. Impacto en el Desarrollo Económico Peruano Texas : Editorial Tecnocientifica Americana (ETECAM),c2020

Sprache: Englisch

Schlagwort(e): Electronic books.

URL: Click here to view book

UID:

Umfang: 1 online resource

ISBN: 9781839625770 , 1839625775 , 9781839625763 , 1839625767

Sprache: Englisch

Schlagwort(e): Electronic books.

URL: http://whel-primo.hosted.exlibrisgroup.com/openurl/44WHELF_NLW/44WHELF_NLW_services_page?u.ignore_date_coverage=true&rft.mms_id=991108955402419

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UID:

ISBN: 978-3-031-36584-3

In: pages:37-50

In: The archives of critical theory / Isabelle Aubert, Marcos Nobre, Editors, Cham, Switzerland, 2023, Seite 37-50, 978-3-031-36584-3

Sprache: Englisch

Schlagwort(e): Walter-Benjamin-Archiv ; Interview

UID:

Umfang: 1 online resource

ISBN: 9783030418823 , 3030418820 , 9783030418830 , 3030418839 , 9783030418847 , 3030418847

Inhalt: 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.--

Anmerkung: Chapter 1. Thinking multidimensionally about ambitious educational change (Fernando M. Reimers) -- Chapter 2. Curriculum Reform in Brazil to Develop Skills for the 21st Century (Claudia Costin and Teresa Pontual) -- Chapter 3. Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the 21st Century (Jari Lavonen) -- Chapter 4. Japanese Education Reform towards 21st Century Education (Shinichi Yamanaka and Kan Hiroshi Suzuki) -- Chapter 5. Education truly matters: Key Lessons from Mexico's Educational Reform for Educating the Whole Child (Elisa Bonilla-Rius) -- Chapter 6. Peru: a wholesale reform fueled by an obsession with learning and equity (Jaime Saavedra and Marcela Gutierrez-Bernal) -- Chapter 7. Reforming Education in Poland (Jerzy Wisniewski and Marta Zahorska) -- Chapter 8. Curriculum and educational reforms in Portugal: An analysis of why and how students' knowledge and skills improved (Nuno Crato) -- Chapter 9. From the "best in the world" Soviet school to modern globally competitive school system (Isak Froumin and Igor Remorenko).

Weitere Ausg.: Print version: Audacious education purposes. Cham : Springer, 2020 ISBN 3030418812

Weitere Ausg.: ISBN 9783030418816

Sprache: Englisch

DOI: 10.1007/978-3-030-41882-3

URL: ProQuest Ebook Central

URL: SpringerLink

URL: SpringerLink

URL: VLeBooks

UID:

Umfang: 1 online resource (viii, 135 pages)

ISBN: 9789811521379 , 9811521379 , 9811521360 , 9789811521362 , 9789811521386 , 9811521387

Serie: SpringerBriefs in Education

Inhalt: This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students' curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers' capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.

Anmerkung: 6 Cambodia's New Generation Schools Reform , 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

Weitere Ausg.: Print version: Reimers, Fernando M. Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. Singapore : Springer, ©2020 ISBN 9789811521362

Sprache: Englisch

DOI: 10.1007/978-981-15-2137-9

URL: ProQuest Ebook Central

URL: SpringerLink

URL: SpringerLink

URL: https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9789811521379