Empowering Teachers to Build a Better World : : How Six Nations Support Teachers for 21st Century Education.
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Superior document: | SpringerBriefs in Education Series |
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Place / Publishing House: | Singapore : : Springer Singapore Pte. Limited,, 2020. ©2020. |
Year of Publication: | 2020 |
Edition: | 1st ed. |
Language: | English |
Series: | SpringerBriefs in Education Series
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Physical Description: | 1 online resource (140 pages) |
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Reimers, Fernando M. Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. 1st ed. Singapore : Springer Singapore Pte. Limited, 2020. ©2020. 1 online resource (140 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier SpringerBriefs in Education Series 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. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Print version: Reimers, Fernando M. Empowering Teachers to Build a Better World Singapore : Springer Singapore Pte. Limited,c2020 9789811521362 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6144159 Click to View |
language |
English |
format |
eBook |
author |
Reimers, Fernando M. |
spellingShingle |
Reimers, Fernando M. Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. SpringerBriefs in Education Series 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. |
author_facet |
Reimers, Fernando M. |
author_variant |
f m r fm fmr |
author_sort |
Reimers, Fernando M. |
title |
Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. |
title_sub |
How Six Nations Support Teachers for 21st Century Education. |
title_full |
Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. |
title_fullStr |
Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. |
title_full_unstemmed |
Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. |
title_auth |
Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. |
title_new |
Empowering Teachers to Build a Better World : |
title_sort |
empowering teachers to build a better world : how six nations support teachers for 21st century education. |
series |
SpringerBriefs in Education Series |
series2 |
SpringerBriefs in Education Series |
publisher |
Springer Singapore Pte. Limited, |
publishDate |
2020 |
physical |
1 online resource (140 pages) |
edition |
1st ed. |
contents |
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. |
isbn |
9789811521379 9789811521362 |
callnumber-first |
L - Education |
callnumber-subject |
LB - Theory and Practice of Education |
callnumber-label |
LB1705-2286 |
callnumber-sort |
LB 41705 42286 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6144159 |
illustrated |
Not Illustrated |
oclc_num |
1150166490 |
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Empowering Teachers to Build a Better World : How Six Nations Support Teachers for 21st Century Education. |
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