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 $aThis open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students? curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers? capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aTeachers$xTraining of 606 $aEducation and state 606 $aEducation$xCurricula 606 $aEducational sociology 606 $aTeaching and Teacher Education 606 $aEducational Policy and Politics 606 $aCurriculum Studies 606 $aEducation Policy 606 $aSociology of Education 615 0$aTeachers$xTraining of. 615 0$aEducation and state. 615 0$aEducation$xCurricula. 615 0$aEducational sociology. 615 14$aTeaching and Teacher Education. 615 24$aEducational Policy and Politics. 615 24$aCurriculum Studies. 615 24$aEducation Policy. 615 24$aSociology of Education. 676 $a370.711 686 $aEDU007000$aEDU034000$aEDU040000$aEDU046000$aSOC026000$2bisacsh 700 $aReimers$b Fernando M$4edt$0960016 702 $aReimers$b Fernando M$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910404250103321 996 $aEmpowering Teachers to Build a Better World$93567593 997 $aUNINA