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Implementing Deeper Learning and 21st Century Education Reforms : Building an Education Renaissance after a Global Pandemic.

Bibliographic Details
Main Author: Reimers, Fernando M.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2020.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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.
  • 3.4.2.3 Recommendation 3
  • 3.4.2.4 Recommendation 4
  • 3.4.2.5 Recommendation 5
  • 3.4.2.6 Recommendation 6
  • 3.5 Implementation of TE21 Recommendations in the Teacher Preparation Program
  • 3.5.1 Learning e-Portfolio
  • 3.5.2 Experiential Learning
  • 3.6 Success and Persistent Challenges
  • 3.6.1 Teaching, Learning, and Research
  • 3.6.2 Institutional Strength
  • 3.6.3 Autonomy at Higher Levels
  • 3.6.4 Resistance Towards a Cultural Reform and Its Effects on Students
  • 3.7 Conclusion
  • References
  • Chapter 4: 2013 Mexico's Education Reform: A Multi-dimensional Analysis
  • 4.1 Introduction
  • 4.2 International Context
  • 4.3 Domestic Context
  • 4.4 Analysis of the Reforma Educativa in a Five Dimensional Framework
  • 4.4.1 Institutional
  • 4.4.2 Political
  • 4.4.3 Psychological and Professional
  • 4.4.4 Cultural
  • 4.5 Results of the Reform
  • 4.6 Conclusion
  • Appendices
  • Appendix A: Timeline of Mexico's Education Reform
  • Appendix B: Glossary
  • References
  • Chapter 5: The Punjab Schools Reform Roadmap: A Medium-Term Evaluation
  • 5.1 Introduction
  • 5.2 What Are Whole System Reforms and Capacity Building?
  • 5.2.1 Whole-System Reforms
  • 5.2.1.1 Implementation and Delivery Chains
  • How Are Whole-System Reforms Implemented?
  • Whole-System Reform Delivery Chains
  • 5.2.2 Strengthening Institutional Capacity
  • 5.2.2.1 International Best Practices
  • 5.2.2.2 Capacity Building through the Use of Data
  • 5.3 Design Elements of the Reform
  • 5.3.1 The System
  • 5.3.2 Theory of Change
  • 5.3.3 Interventions
  • 5.4 A Medium-Term Evaluation: Where Do We Stand?
  • 5.4.1 Management Capacity
  • 5.4.1.1 Activities and Outcomes
  • 5.4.1.2 Sustainability
  • 5.4.2 Teacher Capacity
  • 5.4.2.1 Activities and Outcomes
  • 5.4.2.2 Sustainability
  • 5.4.3 Monitoring &amp
  • Information Systems
  • 5.4.3.1 Activities and Outcomes
  • 5.4.3.2 Sustainability.
  • 5.5 Way Forward
  • Annex
  • References
  • Chapter 6: Nurturing Every Learner's Potential: Education Reform in Kenya
  • 6.1 Introduction
  • 6.2 Country Context
  • 6.3 Theory of Change and Reform Goals
  • 6.3.1 National Curriculum Reform
  • 6.3.2 National Structural Reform
  • 6.4 Reform Implementation
  • 6.4.1 Initial Stages
  • 6.4.2 Teacher Training
  • 6.5 Stakeholders Involved
  • 6.6 Implementation Challenges
  • 6.6.1 Framing the Reform
  • 6.6.2 Mindset Challenges
  • 6.6.3 Capacity Challenges
  • 6.6.4 Timeline Challenges
  • 6.7 Conclusion
  • References
  • Chapter 7: From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe
  • 7.1 Introduction
  • 7.2 Country Context
  • 7.2.1 Zimbabwe's Education System
  • 7.2.2 Conditions that Shaped the Reform
  • 7.3 The Reform and its Theory of Change
  • 7.4 The Reform Stages Through Five Perspectives of Educational Change
  • 7.4.1 Political Perspective
  • 7.4.2 Cultural Perspective
  • 7.4.3 Psychological Perspective
  • 7.4.4 Professional Perspective
  • 7.4.5 Institutional Perspective
  • 7.5 Results and Challenges
  • 7.5.1 Infrastructure and Implementation
  • 7.5.2 Teacher Capacity
  • 7.5.3 Economic
  • 7.6 Conclusion
  • References
  • Chapter 8: Conclusions. Seven Lessons to Build an Education Renaissance After the Pandemic
  • 8.1 Introduction
  • 8.2 Lesson 1. The Importance of Mindsets About Education Reform
  • 8.3 Lesson 2. Implementation Matters Considerably
  • 8.4 Lesson 3. The Need for Operational Clarity
  • 8.5 Lesson 4. Large Scale Reform Is a Journey: Coherence, Completeness and the Five Frames
  • 8.6 Lesson 5. Sequencing, Pacing and the Importance of First Steps
  • 8.7 Lesson 6. Staying the Course
  • 8.8 Lesson 7. Learning from Experience to Build System Level Capacity
  • 8.9 Coda
  • References.
  • Correction to: Implementing Deeper Learning and 21st Century Education Reforms.

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