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.