Empowering Teachers to Build a Better World : : How Six Nations Support Teachers for 21st Century Education.

• Superior document: SpringerBriefs in Education Series
• Author: Reimers, Fernando M.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2020.; ©2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Series: SpringerBriefs in Education Series
• Physical Description: 1 online resource (140 pages)

Table of 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.