|
|
|
|
| LEADER |
11467nam a22004693i 4500 |
| 001 |
EBC6743522 |
| 003 |
MiAaPQ |
| 005 |
20231204023218.0 |
| 006 |
m o d | |
| 007 |
cr cnu|||||||| |
| 008 |
231204s2021 xx o ||||0 eng d |
| 020 |
|
|
|a 9783030821593
|q (electronic bk.)
|
| 020 |
|
|
|z 9783030821586
|
| 035 |
|
|
|a (MiAaPQ)EBC6743522
|
| 035 |
|
|
|a (Au-PeEL)EBL6743522
|
| 035 |
|
|
|a (OCoLC)1314613726
|
| 040 |
|
|
|a MiAaPQ
|b eng
|e rda
|e pn
|c MiAaPQ
|d MiAaPQ
|
| 050 |
|
4 |
|a LB2300-2799.3
|
| 100 |
1 |
|
|a Reimers, Fernando M.
|
| 245 |
1 |
0 |
|a University and School Collaborations During a Pandemic :
|b Sustaining Educational Opportunity and Reinventing Education.
|
| 250 |
|
|
|a 1st ed.
|
| 264 |
|
1 |
|a Cham :
|b Springer International Publishing AG,
|c 2021.
|
| 264 |
|
4 |
|c ©2022.
|
| 300 |
|
|
|a 1 online resource (352 pages)
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a computer
|b c
|2 rdamedia
|
| 338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
| 490 |
1 |
|
|a Knowledge Studies in Higher Education Series ;
|v v.8
|
| 505 |
0 |
|
|a University and School Collaborations during a Pandemic -- Contents -- Chapter 1: Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020 -- 1.1 A High-Impact Global Event -- 1.2 Impact of the Pandemic on Educational Opportunity -- 1.3 Response of Educational Institutions to the Pandemic and Why Universities Would Want to Help -- 1.4 Why Study How Universities Collaborated with Schools During the Pandemic -- 1.5 The Current Study -- 1.6 Summary of the Cases -- 1.6.1 Brazil: Fundação Getulio Vargas -- 1.6.2 Chile: Pontifical Catholic University of Chile (PUC) -- 1.6.3 Chile: University of Chile (UCh) -- 1.6.4 China: Tsinghua University (TU) -- 1.6.5 Colombia: EAFIT University -- 1.6.6 India: Symbiosis International University -- 1.6.7 Japan: Keio University -- 1.6.8 Mexico: Autonomous University of Puebla (BUAP) -- 1.6.9 Mexico: Tecnológico de Monterrey University -- 1.6.10 Mexico: University of Guadalajara (UdeG) -- 1.6.11 Morocco: Al Akhawayn University -- 1.6.12 New Zealand: Massey University -- 1.6.13 Portugal: University of Lisbon -- 1.6.14 Qatar: Qatar Foundation (QF) -- 1.6.15 Russia: HSE-National Research University Higher School of Economics -- 1.6.16 Spain: Universidad José Camilo Cela -- 1.6.17 Turkey: Bahçeşehir University (BAU) -- 1.6.18 USA: Arizona State University -- 1.6.19 USA: Massachusetts Institute of Technology -- 1.6.20 Vietnam: University of Education (UEd) -- 1.7 The Results from the Survey -- 1.8 Conclusion -- Appendix A: Survey Administered to an Intentional Sample of Universities in June 2020 -- GEII_HigherEducation_K12 -- References -- Chapter 2: Fundação Getulio Vargas' Efforts to Improve Basic Education Before, During, and After the Pandemic -- 2.1 Introduction -- 2.2 About FGV -- 2.3 FGV High School -- 2.4 FGV High School's Response to the Pandemic.
|
| 505 |
8 |
|
|a 2.5 FGV Free Online Program -- 2.6 FGV Free Online Program's Response to the Pandemic -- 2.7 FGV's Policy Centers -- 2.8 Webinar Series -- 2.9 Publications in the Context of Covid-19 -- 2.10 Conclusion: What Is Next? -- References -- Chapter 3: Pontificia Universidad Católica Support for the School System During the Covid-19 Pandemic in Chile -- 3.1 Introduction -- 3.2 Chilean Context During Covid-19 -- 3.3 PUC's Mission and Role in Society -- 3.4 Collaboration Venue: Joint Venture of Leading Universities -- 3.5 PUC's Efforts to Support the School System: A Timeline -- 3.6 Concepts that Frame Efforts to Support School Continuity at PUC -- 3.7 Conclusion -- References -- Chapter 4: Desafío TEP - Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic -- 4.1 The Universidad of Chile and Its Support to Schooling System in the COVID-19 Context -- 4.2 Desafío TEP. A Public-Private Alliance to Reduce Exclusion in Public Schools -- 4.2.1 An Initiative in the Context of a New Public Education System -- 4.3 Desafío TEP Proposal -- 4.4 The Desafío TEP Design and Its Modifications in the COVID-19 Context -- 4.5 Learnings from the COVID-19 Context -- 4.5.1 Making Students Feel Competent and Secure -- 4.5.2 Socio-emotional Bond with Families and Students -- 4.5.3 Making Teachers Feel Competent, Safe, and Learning from Each Other -- 4.5.4 Workplans in Social Distancing Must Be Based on Existing and Currently Used Technological Resources -- 4.5.5 Make Visible the Achievements of Students and Schools with a Focus on Comprehensive Care and Learning -- 4.6 Sustainability and Projection -- References -- Chapter 5: Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University -- 5.1 Introduction -- 5.2 Connecting Online, Bridging the Gap -- 5.3 Rationale and Motivation.
|
| 505 |
8 |
|
|a 5.4 Case 1: ITC Open Forum -- 5.4.1 Participants -- 5.4.2 Method -- 5.4.3 Data and Results -- 5.4.4 Next Steps -- 5.5 Case 2: Minds of Youth, an Inclusive Blended Learning Community -- 5.5.1 Participants -- 5.5.2 Method -- 5.5.3 Data and Results -- 5.5.4 Feedback from Participants -- 5.5.5 Feedback from Parents and Teachers -- 5.5.6 Future Plan -- 5.6 Discussion of this Chapter -- References -- Chapter 6: A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic -- 6.1 About EAFIT -- 6.2 Background: 30 Years Working for the Consolidation of a National Ecosystem of Educational Innovation in Colombia -- 6.3 The Covid-19 Pandemic: An Opportunity for the UbiTAG Model to Evolve -- 6.4 A Sense of Possibility: The Challenge for Education in Colombia -- References -- Chapter 7: Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic -- 7.1 Introduction -- 7.2 The Journey of Symbiosis -- 7.3 SIU's Support for K-12 Schools during the Pandemic -- 7.4 Key Methodology during the Pandemic -- 7.4.1 Addressing Emerging Concerns -- 7.4.2 Change Management -- 7.4.3 Inspire Peer Learning -- 7.4.4 Nurture Innovation in Policy and Practice -- 7.5 The Hits and Misses -- 7.6 Beyond Imagination: What Did Not Work -- 7.7 A Revolution that Is Not -- References -- Chapter 8: Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model -- 8.1 Introduction -- 8.2 Universities: The Pioneers of Distance Learning in Japan -- 8.3 Distance Learning: A System Used in Daily Education Becomes a Solution to Disrupted Learning in the Disaster Situation -- 8.4 K-12 Education System and Reform in Japan -- 8.4.1 The Principles of K-12 Education -- 8.5 Reform of the High School and University Articulation System.
|
| 505 |
8 |
|
|a 8.6 Pressing Needs for Distance Learning in K-12 Education -- 8.7 Emergence of a New ICT Policy in Education -- 8.8 Distance Learning for Education Continuity during the Covid-19 Pandemic -- 8.9 The "Nagasaki-Takaoka Model": A Prototype of Distance Learning in K-12 Education -- 8.9.1 Requirements of the "Nagasaki-Takaoka Model" -- 8.9.2 Implementation of the "Nagasaki-Takaoka Model" -- 8.10 Conclusion -- References -- Chapter 9: Benemérita Universidad Autónoma de Puebla (BUAP). A Transversal Model to Support Educational Continuity Fostering Resilience, Innovation, and Entrepreneurship -- 9.1 Introduction -- 9.2 The Benemérita Universidad Autónoma de Puebla -- 9.3 Support to K-12 Systems -- 9.4 Actions During the Pandemic -- 9.5 Evaluation and Learning -- 9.6 Future Plans -- References -- Chapter 10: Academic Continuity During the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education -- 10.1 Introduction -- 10.2 The Education 4.0 Concept Applied for Academic Continuity -- 10.3 The Flexible-Digital Model for Academic Continuity During the Covid-19 Global Health Emergency -- 10.4 The Implementation Process of the Flexible and Digital Model -- 10.5 Case Studies: The Flexible-Digital Model Applied in the Secondary Education Level -- 10.5.1 The Experience of the Bilingual Secondary School, Carlos Darwin, Irapuato, Guanajuato, Mexico -- 10.5.2 The Experience of the Bilingual Secondary School, Tec de Monterrey, Ciudad Juárez, Chihuahua, Mexico -- 10.6 Discussion -- 10.7 Conclusions -- References -- Chapter 11: University of Guadalajara: Transforming and Innovating Through Stronger Collaboration Between Higher and Upper-Secondary Education During the Pandemic -- 11.1 National Context of Mexican Upper-Secondary and Higher Education.
|
| 505 |
8 |
|
|a 11.2 Challenges for Higher Education Institutions -- 11.3 The University of Guadalajara's Context -- 11.4 Internal Governance and Collaboration Within UdeG -- 11.5 The Impacts of Covid-19: Online Transition in a Macro University -- 11.6 SEMS's Academic Response to Online Transition -- 11.7 Academic Innovation Through Collaborative Teacher Training Between Higher Education and SEMS: Rethinking Our Educational Model in the Face of the Pandemic -- 11.8 What Does Our Faculty Think? The Emerging Discussion Over an Innovative Educational Model and the Articulation Between Systems -- 11.9 Conclusions -- References -- Chapter 12: University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility -- 12.1 Introduction -- 12.2 Al Akhawayn University -- 12.3 University Social Responsibility (USR) -- 12.4 Digital Science Materials for Middle Schools -- 12.5 A Center for Community Development -- 12.6 Crowdsourced Production of Children's Stories -- 12.7 PING Project: One Million Tablets - The Digital Leapfrog of the Moroccan Public Education System -- 12.8 Conclusion -- Chapter 13: Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic -- 13.1 Introduction -- 13.2 Culturally Sustaining Mathematics Pedagogy -- 13.3 Massey University -- 13.4 Developing Mathematical Inquiry Communities -- 13.5 Methodology -- 13.6 Findings and Discussion -- 13.6.1 A Well-Being Orientation to Building Relationships -- 13.6.2 Opening Spaces for Mathematics Learning -- 13.6.3 Taking Mathematics into Homes Through Digital Means -- 13.6.4 Growing Relationships Through Changing the Boundaries -- 13.7 Conclusions and Implications -- References -- Chapter 14: Supporting Schools in Times of Crisis: A Case of Partnerships and Networking with Schools by the Institute of Education at the University of Lisbon -- 14.1 Introduction.
|
| 505 |
8 |
|
|a 14.2 An Overview on School/University Partnerships.
|
| 588 |
|
|
|a Description based on publisher supplied metadata and other sources.
|
| 590 |
|
|
|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
|
| 655 |
|
4 |
|a Electronic books.
|
| 700 |
1 |
|
|a Marmolejo, Francisco J.
|
| 776 |
0 |
8 |
|i Print version:
|a Reimers, Fernando M.
|t University and School Collaborations During a Pandemic
|d Cham : Springer International Publishing AG,c2021
|z 9783030821586
|
| 797 |
2 |
|
|a ProQuest (Firm)
|
| 830 |
|
0 |
|a Knowledge Studies in Higher Education Series
|
| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6743522
|z Click to View
|
