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University and School Collaborations During a Pandemic : Sustaining Educational Opportunity and Reinventing Education.

Bibliographic Details
Main Author: Reimers, Fernando M.
Other Authors: Marmolejo, Francisco J.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2021.
Edition:1st ed.
Series:Knowledge Studies in Higher Education Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 14.2 An Overview on School/University Partnerships.

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