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

Bibliographic Details
Main Author: Reimers, Fernando M.
Format: eBook
Language:English
Published: Singapore : Springer Singapore Pte. Limited, 2020.
Edition:1st ed.
Series:SpringerBriefs in Education Series
Subjects:
Electronic books.
Online Access:Click to View
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.

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