LEADER 01786nam 2200601 450 001 9910459895003321 005 20200520144314.0 010 $a0-19-933592-3 010 $a0-19-933591-5 035 $a(CKB)3710000000250680 035 $a(OCoLC)892430092 035 $a(CaPaEBR)ebrary10949503 035 $a(SSID)ssj0001351504 035 $a(PQKBManifestationID)12573032 035 $a(PQKBTitleCode)TC0001351504 035 $a(PQKBWorkID)11301382 035 $a(PQKB)10144639 035 $a(MiAaPQ)EBC1802473 035 $a(Au-PeEL)EBL1802473 035 $a(CaPaEBR)ebr10949503 035 $a(CaONFJC)MIL654952 035 $a(EXLCZ)993710000000250680 100 $a20141016h20152015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEntertaining judgment $ethe afterlife in popular imagination /$fGreg Garrett 210 1$aNew York, New York :$cOxford University Press,$d2015. 210 4$dİ2015 215 $a1 online resource (264 p.) 300 $aIncludes index. 311 $a1-322-23672-0 311 $a0-19-933590-7 606 $aPopular culture$xReligious aspects 606 $aFuture life 606 $aPopular culture$zUnited States$xHistory$y20th century 606 $aPopular culture$zUnited States$xHistory$y21st century 608 $aElectronic books. 615 0$aPopular culture$xReligious aspects. 615 0$aFuture life. 615 0$aPopular culture$xHistory 615 0$aPopular culture$xHistory 676 $a202/.3 700 $aGarrett$b Greg$0958124 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910459895003321 996 $aEntertaining judgment$92170610 997 $aUNINA LEADER 04458nam 22007215 450 001 9910404250103321 005 20250628110045.0 010 $a9789811521379 010 $a9811521379 024 7 $a10.1007/978-981-15-2137-9 035 $a(CKB)4100000010770738 035 $a(MiAaPQ)EBC6144159 035 $a(DE-He213)978-981-15-2137-9 035 $a(Au-PeEL)EBL6144159 035 $a(OCoLC)1150166490 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/26789 035 $a(ODN)ODN0010068509 035 $a(oapen)doab26789 035 $a(EXLCZ)994100000010770738 100 $a20200323d2020 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEmpowering Teachers to Build a Better World $eHow Six Nations Support Teachers for 21st Century Education /$fedited by Fernando M. Reimers 205 $a1st ed. 2020. 210 $d2020 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2020. 215 $a1 online resource (VIII, 135 p. 1 illus.) 225 1 $aSpringerBriefs in Education,$x2211-193X 327 $a1 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. 330 $aThis 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. 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