東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Empowering teachers to build a bette...

Reimers, Fernando M.

FindBook

Google Book

Amazon

博客來

Empowering teachers to build a better world = how six nations support teachers for 21st Century education /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Empowering teachers to build a better world/ edited by Fernando M. Reimers.
其他題名:	how six nations support teachers for 21st Century education /
其他作者:	Reimers, Fernando M.
出版者:	Singapore :Springer Singapore : : 2020.,
面頁冊數:	viii, 135 p. :ill., digital ;24 cm.
內容註:	1 Building teacher capacity to educate the whole child. Lessons from comparative experience -- 2 Supporting mathematics instruction for mastery in England -- 3 Supporting all teachers in learning in Colombia -- 4 Policies for Teacher Professionalization in Mexico's Education Reform -- 5 Building teacher capacity at the Telangana Social Welfare Residential Educational Institution Society -- 6 Cambodia's New Generation Schools Reform -- 7 Twenty first century learning in Burlington Public Schools.
Contained By:	Springer eBooks
標題:	Educational change. -
電子資源:	https://doi.org/10.1007/978-981-15-2137-9
ISBN:	9789811521379

Empowering teachers to build a better world = how six nations support teachers for 21st Century education /
Empowering teachers to build a better worldhow six nations support teachers for 21st Century education /[electronic resource] :edited by Fernando M. Reimers. - Singapore :Springer Singapore :2020. - viii, 135 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

1 Building teacher capacity to educate the whole child. Lessons from comparative experience -- 2 Supporting mathematics instruction for mastery in England -- 3 Supporting all teachers in learning in Colombia -- 4 Policies for Teacher Professionalization in Mexico's Education Reform -- 5 Building teacher capacity at the Telangana Social Welfare Residential Educational Institution Society -- 6 Cambodia's New Generation Schools Reform -- 7 Twenty first century learning in Burlington Public Schools.

Open access.

This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students' curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers' capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.

ISBN: 9789811521379

Standard No.: 10.1007/978-981-15-2137-9doiSubjects--Topical Terms:

524379
Educational change.

LC Class. No.: LB2806 / .E476 2020

Dewey Class. No.: 379

Empowering teachers to build a better world = how six nations support teachers for 21st Century education /
LDR:03150nmm a2200349 a 4500 001 2216993
003 DE-He213
005 20200731134407.0
006 m d
007 cr nn 008maaau
008 201120s2020 si s 0 eng d
020 $a 9789811521379 $q (electronic bk.)
020 $a 9789811521362 $q (paper)
024 7 $a 10.1007/978-981-15-2137-9 $2 doi
035 $a 978-981-15-2137-9
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2806 $b .E476 2020
072 7 $a JNMT $2 bicssc
072 7 $a EDU046000 $2 bisacsh
072 7 $a JNMT $2 thema
082 0 4 $a 379 $2 23
090 $a LB2806 $b .E55 2020
245 0 0 $a Empowering teachers to build a better world $h [electronic resource] : $b how six nations support teachers for 21st Century education / $c edited by Fernando M. Reimers.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2020.
300 $a viii, 135 p. : $b ill., digital ; $c 24 cm.
490 1 $a SpringerBriefs in education, $x 2211-1921
505 0 $a 1 Building teacher capacity to educate the whole child. Lessons from comparative experience -- 2 Supporting mathematics instruction for mastery in England -- 3 Supporting all teachers in learning in Colombia -- 4 Policies for Teacher Professionalization in Mexico's Education Reform -- 5 Building teacher capacity at the Telangana Social Welfare Residential Educational Institution Society -- 6 Cambodia's New Generation Schools Reform -- 7 Twenty first century learning in Burlington Public Schools.
506 $a Open access.
520 $a This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students' curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers' capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.
650 0 $a Educational change. $3 524379
650 0 $a Education and state. $3 525456
650 1 4 $a Teaching and Teacher Education. $3 1001835
650 2 4 $a Educational Policy and Politics. $3 927935
650 2 4 $a Curriculum Studies. $3 895988
650 2 4 $a Education Policy. $3 2186666
650 2 4 $a Sociology of Education. $3 1001905
700 1 $a Reimers, Fernando M. $3 3449852
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a SpringerBriefs in education. $3 1567955
856 4 0 $u https://doi.org/10.1007/978-981-15-2137-9
950 $a Education (Springer-41171)