LEADER 07516nam 22008893u 450 001 9910502623303321 005 20231110212905.0 010 $a3-030-82159-5 035 $a(CKB)5360000000050100 035 $aEBL6743522 035 $a(OCoLC)1313884030 035 $a(AU-PeEL)EBL6743522 035 $a(MiAaPQ)EBC6743522 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/72298 035 $a(EXLCZ)995360000000050100 100 $a20220617d2021|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aUniversity and School Collaborations During a Pandemic $eSustaining Educational Opportunity and Reinventing Education 210 $aCham $cSpringer International Publishing AG$d2021 215 $a1 online resource (352 p.) 225 1 $aKnowledge Studies in Higher Education ;$vv.8 300 $aDescription based upon print version of record. 311 $a3-030-82158-7 327 $aIntro -- 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) 327 $a1.6.3 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 327 $a1.6.16 Spain: Universidad José Camilo Cela -- 1.6.17 Turkey: Bahçe?ehir 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 327 $a2.4 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 327 $a3.5 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 327 $a4.4 The Desafío TEP Design and Its Modifications in the COVID-19 Context 330 $aBased on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as ?ivory towers? being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach. 410 0$aKnowledge Studies in Higher Education 606 $aHigher & further education, tertiary education$2bicssc 606 $aOrganization & management of education$2bicssc 606 $aEducational strategies & policy$2bicssc 606 $aEducation$2bicssc 606 $aEducació superior$2thub 606 $aPandèmia de COVID-19, 2020-$2thub 608 $aLlibres electrònics$2thub 610 $aOpen Access 610 $aHigher Education Leadership 610 $aeducational innovation 610 $aLeading learning during crises 610 $apandemic of 2020 610 $auniversity teaching during COVID-19 610 $aeducational continuity 610 $aonline platforms for students and teachers 610 $aProfessional development 610 $aInstructional resources 610 $asocio-emotional support to students 610 $aOrganizational learning and innovation 610 $aEngaging university students during COVID-19 610 $aeducational impact of the pandemic 610 $aschool system during the COVID-19 pandemic in Chile 610 $aElementary and Secondary Learning during COVID-19 in China 610 $abasic and secondary education in Colombia during the pandemic 610 $adistance learning for K12 education in Japan 610 $aupper-secondary education during the pandemic 610 $aUniversity - K12 collaboration during the pandemic in Turkey 615 7$aHigher & further education, tertiary education 615 7$aOrganization & management of education 615 7$aEducational strategies & policy 615 7$aEducation 615 7$aEducació superior 615 7$aPandèmia de COVID-19, 2020- 700 $aReimers$b Fernando M$0960016 701 $aMarmolejo$b Francisco J$01238982 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910502623303321 996 $aUniversity and School Collaborations During a Pandemic$92875081 997 $aUNINA