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  • UB Potsdam  (13)
  • Feministisches Archiv
  • DZA Berlin
  • SB Templin
  • Reimers, Fernando M.  (13)
  • 1
    Online Resource
    Online Resource
    Schools and Society During the COVID-19 Pandemic : How Education Systems Changed and the Road Ahead (2024)
    Cham : Springer Nature
    Details
    UID:
    gbv_1877772925
    Format: 1 Online-Ressource (262 p.)
    ISBN: 9783031426711 , 9783031426704
    Content: This open access book provides an analysis of the effects of the COVID-19 Pandemic on diverse education systems, and of the results of the policies adopted to sustain educational opportunities. Through a series of diverse national case studies, the book examines the preexisting fragilities and vulnerabilities in educational structures which shaped the nature of the varied responses, around the world, to teaching and learning during the worst crisis in public education in recent history. The chapters in the book take stock of how educational opportunities changed in various education systems around the world as a result of the Covid-19 pandemic, answering the question of what did education systems, and societies, learn about education as a result of the pandemic. The book covers diverse education systems, with varying levels of resources and facing distinct education challenges, including Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, and the United States
    Note: English
    Language: Undetermined
    Keywords: Electronic books.
    URL: kostenfrei
    URL: Click here to view book
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Stabi Berlin
    UB Potsdam
    HPol Brandenburg
  • 2
    Online Resource
    Online Resource
    Education and Climate Change : The Role of Universities (2021)
    [Erscheinungsort nicht ermittelbar] : Springer Nature
    Details
    UID:
    gbv_1778424546
    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
    Note: English
    Language: English
    URL: kostenfrei
    URL: Cover
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Stabi Berlin
    UB Potsdam
  • 3
    Online Resource
    Online Resource
    Implementing Deeper Learning and 21st Century Education Reforms : Building an Education Renaissance after a Global Pandemic (2020)
    Cham : Springer International Publishing AG
    Details
    UID:
    gbv_1785437690
    Format: 1 online resource (202 pages)
    ISBN: 9783030570392
    Content: 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.
    Note: Description based on publisher supplied metadata and other sources
    Additional Edition: ISBN 9783030570385
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9783030570385
    Language: English
    Keywords: Electronic books.
    URL: lizenzpflichtig
    URL: Click here to view book
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    Online Resource
    UB Potsdam
    HPol Brandenburg
  • 4
    Online Resource
    Online Resource
    Audacious Education Purposes : How Governments Transform the Goals of Education Systems (2020)
    Cham : Springer Nature
    Details
    UID:
    gbv_1778472125
    Format: 1 Online-Ressource (250 p.)
    ISBN: 9783030418823
    Content: 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
    Note: English
    Language: English
    URL: kostenfrei
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Stabi Berlin
    UB Potsdam
  • 5
    Online Resource
    Online Resource
    Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education (2020)
    Singapore : Springer Nature
    Details
    UID:
    gbv_1778474233
    Format: 1 Online-Ressource (135 p.)
    ISBN: 9789811521379
    Series Statement: SpringerBriefs in Education
    Content: 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
    Note: English
    Language: English
    URL: kostenfrei
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Stabi Berlin
    UB Potsdam
  • 6
    Online Resource
    Online Resource
    University and School Collaborations During a Pandemic : Sustaining Educational Opportunity and Reinventing Education (2021)
    Cham : Springer International Publishing AG
    Details
    UID:
    gbv_1809176352
    Format: 1 online resource (352 pages)
    ISBN: 9783030821593
    Series Statement: Knowledge Studies in Higher Education Ser. v.8
    Content: Intro -- Contents -- Chapter 1: Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020 -- 1.1 A High-Impact Global Event -- 1.2 Impact of the Pandemic on Educational Opportunity -- 1.3 Response of Educational Institutions to the Pandemic and Why Universities Would Want to Help -- 1.4 Why Study How Universities Collaborated with Schools During the Pandemic -- 1.5 The Current Study -- 1.6 Summary of the Cases -- 1.6.1 Brazil: Fundação Getulio Vargas -- 1.6.2 Chile: Pontifical Catholic University of Chile (PUC) -- 1.6.3 Chile: University of Chile (UCh) -- 1.6.4 China: Tsinghua University (TU) -- 1.6.5 Colombia: EAFIT University -- 1.6.6 India: Symbiosis International University -- 1.6.7 Japan: Keio University -- 1.6.8 Mexico: Autonomous University of Puebla (BUAP) -- 1.6.9 Mexico: Tecnológico de Monterrey University -- 1.6.10 Mexico: University of Guadalajara (UdeG) -- 1.6.11 Morocco: Al Akhawayn University -- 1.6.12 New Zealand: Massey University -- 1.6.13 Portugal: University of Lisbon -- 1.6.14 Qatar: Qatar Foundation (QF) -- 1.6.15 Russia: HSE-National Research University Higher School of Economics -- 1.6.16 Spain: Universidad José Camilo Cela -- 1.6.17 Turkey: Bahçeşehir University (BAU) -- 1.6.18 USA: Arizona State University -- 1.6.19 USA: Massachusetts Institute of Technology -- 1.6.20 Vietnam: University of Education (UEd) -- 1.7 The Results from the Survey -- 1.8 Conclusion -- Appendix A: Survey Administered to an Intentional Sample of Universities in June 2020 -- GEII_HigherEducation_K12 -- References -- Chapter 2: Fundação Getulio Vargas' Efforts to Improve Basic Education Before, During, and After the Pandemic -- 2.1 Introduction -- 2.2 About FGV -- 2.3 FGV High School -- 2.4 FGV High School's Response to the Pandemic -- 2.5 FGV Free Online Program.
    Note: Description based on publisher supplied metadata and other sources
    Additional Edition: ISBN 9783030821586
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9783030821586
    Language: English
    Keywords: Electronic books.
    URL: lizenzpflichtig
    URL: Click here to view book
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    UB Potsdam
    HPol Brandenburg
  • 7
    Online Resource
    Online Resource
    Education to Build Back Better : What Can We Learn from Education Reform for a Post-pandemic World (2022)
    Cham : Springer Nature
    Details
    UID:
    gbv_1794556656
    Format: 1 Online-Ressource (204 p.)
    ISBN: 9783030939519
    Content: 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
    Note: English
    Language: English
    URL: kostenfrei
    URL: lizenzpflichtig
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    Online Resource
    Stabi Berlin
    UB Potsdam
  • 8
    Online Resource
    Online Resource
    Primary and Secondary Education During Covid-19 : Disruptions to Educational Opportunity During a Pandemic (2021)
    Cham : Springer International Publishing AG
    Details
    UID:
    gbv_1809176654
    Format: 1 online resource (467 pages)
    ISBN: 9783030815004
    Content: Intro -- Contents -- 1 Learning from a Pandemic. The Impact of COVID-19 on Education Around the World -- 1.1 Introduction -- 1.2 Goals and Significance of this Study -- 1.3 A Stylized Global Summary of the Facts -- 1.4 The Backdrop to the Pandemic: Enormous and Growing Inequality and Social Exclusion -- 1.5 The Pandemic and Health -- 1.6 The Pandemic, Poverty, and Inequality -- 1.7 Readiness for Remote Teaching During a Pandemic -- 1.8 What are the Short-term Educational Impacts of the Pandemic? -- 1.9 Methods -- References -- 2 Experiences with Risk-Management and Remote Learning During the COVID-19 Pandemic in Brazil: Crises, Destitutions, and (Possible) Resolutions -- 2.1 Introduction -- 2.2 Education and Its Discontents with COVID-19 in Brazil: When the Wave of Uncertainty Hits the Hardest, Risk-Management Needs to Be in Place -- 2.3 The Loss of Instructional Time and the Sense of Urgency to Mitigate COVID-19 Shocks -- 2.4 New Means of Instruction and Curriculum Reprioritization in the COVID-19 Context -- 2.5 The Variance of Responses Against COVID-19 and the Waning of Learning and Participation -- 2.6 The Attempt to Gradually Reopen Schools to Avoid Further Losses: The Contentious Site of Education -- 2.7 Planting Seeds of Hope in Shaken Terrain: The Possibilities to Build a Future After a Traumatic Event -- Appendix -- References -- 3 The Fragility of the School-in-Pandemic in Chile -- 3.1 Education in Chile: Basic Context -- 3.2 Policies Adopted to Confront the Pandemic in Education -- 3.3 Effects of the Pandemic on the Educational Process and the Responses of Actors -- 3.4 The Fragility of the Experience of Schooling at Home -- 3.5 Final Reflections: Looking to the Post-pandemic School -- Appendix 1 -- References -- 4 Experiences of Moving Quickly to Distance Teaching and Learning at All Levels of Education in Finland -- 4.1 Introduction.
    Note: Description based on publisher supplied metadata and other sources
    Additional Edition: ISBN 9783030814991
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9783030814991
    Language: English
    Keywords: Electronic books.
    URL: lizenzpflichtig
    URL: Click here to view book
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    Online Resource
    UB Potsdam
    HPol Brandenburg
  • 9
    Online Resource
    Online Resource
    Education and Climate Change : The Role of Universities (2020)
    Cham : Springer International Publishing AG
    Details
    UID:
    gbv_1785437380
    Format: 1 online resource (213 pages)
    ISBN: 9783030579272
    Series Statement: International Explorations in Outdoor and Environmental Education Ser.
    Content: 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.
    Note: Description based on publisher supplied metadata and other sources
    Additional Edition: ISBN 9783030579265
    Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 9783030579265
    Language: English
    Keywords: Electronic books.
    URL: lizenzpflichtig
    URL: Cover
    URL: FULL  ((Currently Only Available on Campus))
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    Online Resource
    Berlin International
    UB Potsdam
  • 10
    Online Resource
    Online Resource
    Primary and Secondary Education During Covid-19 : Disruptions to Educational Opportunity During a Pandemic (2022)
    [Erscheinungsort nicht ermittelbar] : Springer Nature
    Details
    UID:
    gbv_1794591559
    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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    Online Resource
    Stabi Berlin
    UB Potsdam
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