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Modernizing China’s undergraduate engineering education through systemic reforms : ideas, practices, and impacts / / Tengteng Zhuang
| Modernizing China’s undergraduate engineering education through systemic reforms : ideas, practices, and impacts / / Tengteng Zhuang |
| Autore | Zhuang Tengteng <1988-> |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (105 pages) |
| Disciplina | 607.11 |
| Collana | SpringerBriefs in Education |
| Soggetto topico |
Educational change - China
Engineering - Study and teaching (Higher) - China Enginyeria Educació superior Reforma de l'educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-9963-88-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Introduction -- Chapter 2: Policies and Major Areas of China’s Engineering Education Reforms at National and Institutional Levels -- Chapter 3: Developing a Synergistic Approach to Engineering Education through University-industry Collaborative Education -- Chapter 4: Striving for High Caliber Performance through Four Quality Assurance Approaches -- Chapter 5: Innovating Instructional Practices in and outside Classrooms -- Chapter 6: Case Studies -- Chapter 7: Impact, Challenges and Prospects of the Engineering Education Reform -- Chapter 8: Drawing the Strands together: A Systematic Analysis. |
| Record Nr. | UNINA-9910768169103321 |
Zhuang Tengteng <1988->
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Moving Beyond Grades to Purposeful Learning [[electronic resource] ] : Lessons from Singaporean Research / / edited by David Wei Loong Hung
| Moving Beyond Grades to Purposeful Learning [[electronic resource] ] : Lessons from Singaporean Research / / edited by David Wei Loong Hung |
| Autore | Hung David Wei Loong |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (192 pages) |
| Disciplina | 370 |
| Collana | Studies in Singapore Education: Research, Innovation & Practice |
| Soggetto topico |
Education
Life skills Education and state International education Comparative education Life Skills Educational Policy and Politics International and Comparative Education Finalitats de l'educació Reforma de l'educació Política educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-9947-05-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1 Discovering purpose and meaning in learning -- 2 Singapore’s education system and the overemphasis on performance -- 3 Gradual shifts in policy and practice towards student centric learning -- 4 Youth purpose as the basis for a purposeful education -- 5 Sense of Purpose in Times of Challenges: Future Orientation and Resilience of Academically At-risk Students -- 6 Drone technology in geographical fieldwork studies: More than just ‘sparking’ interest in learning -- 7 Conceptualising, designing, and enacting a Zone of Proximal Development for an after-school coding curriculum -- 8 Purposeful learning in humanities education: Designing authentic learning experiences in History and Geography -- 9 What does meaningful learning mean? Meaningful science learning for the 1% -- 10 Fostering Interest and Purpose in Learning -- 11 Purposeful Learning and Teaching in Finland -- 12 Cultivating Purpose in a Global Context -- 13 Purpose, Interest, Embodiment, and Society. |
| Record Nr. | UNINA-9910746085603321 |
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Hung David Wei Loong
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Non-affirmative Theory of Education and Bildung [[electronic resource] /] / edited by Michael Uljens
| Non-affirmative Theory of Education and Bildung [[electronic resource] /] / edited by Michael Uljens |
| Autore | Uljens Michael |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (378 pages) |
| Disciplina | 379 |
| Collana | Educational Governance Research |
| Soggetto topico |
Education and state
Education - Curricula School management and organization School administration Educational Policy and Politics Curriculum Studies Organization and Leadership Filosofia de l'educació Finalitats de l'educació Reforma de l'educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-30551-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part I. Introduction -- Chapter 1. Non-affirmative theory of education and Bildung – problems, positionings and possibilities (Michael Uljens) -- Chapter 2. On affirmativity and non-affirmativity in the context of theories of education and ‘Bildung’ (Dietrich Benner) -- Part II. Non-affirmative interpretations of Didaktik -- Chapter 3. Knowledge, values and subject-ness - Educative teaching as a regulative idea of school development in the 21st century (Thomas Rucker) -- Chapter 4. Herbart’s educative teaching in times of Big Data-based measurement and assessment (Ling Lin) -- Chapter 5. ‘Bildung’-Centered Non-Affirmative School Didactics (Michael Uljens) -- Part III. Non-affirmative education and related theoretical positions -- Chapter 6. Dewey, existential uncertainty, and non-affirmative democratic education (Andrea R. English) -- Chapter 7. Revisiting forgotten relationships between justice and education - Non-Affirmative Education as complementing distributive justice (Juan José Sosa Alonso) -- Chapter 8. Between doxa and transformational Bildung – A phenomenological and social-theoretical rehabilitation of the formation of opinions with Egon Schütz and Pierre Bourdieu (Johannes Türstig) -- Chapter 9. Hermeneutics in non-affirmative theory of education (Mari Mielityinen-Pachmann) -- Part IV. Non-affirmative education and empirical research -- Chapter 10. Pedagogical experimentalism and the principle of verification. A quest for non-affirmative educational research (Hanno Su and Johannes Bellmann) -- Chapter 11. Non-affirmative theory of education and cultural-historical activity theory — Where do they meet? (Alex Mäkiharju) -- Chapter 12. Understanding municipal education leaders in the tension between politics, professionals and parents (Ann-Sofie Smeds-Nylund) -- Part V. Non-affirmative education perspectives on governance and policy -- Chapter 13. Operating in an outcomes-based and a democratic Bildung discourse (Lejf Moos) -- Chapter 14. On the normativity of data-driven curriculum policy-making: a discursive and non-affirmative approach (Andreas Nordin) -- Chapter 15. Bildung and 21th century competences: in need of mutual recognition? (Armend Tahirslay) -- Chapter 16. From ‘didactics’ to ‘curriculum-and-didactics’ and beyond: A non-affirmative approach to the analysis of policy changes of didactics in mainland China (Bangpin Ding) -- Part VI. Concluding reflections and openings -- Chapter 17. Non-affirmative education theory as a language for a global discourse on education (Michael Uljens). |
| Record Nr. | UNINA-9910734892203321 |
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Uljens Michael
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Pedagogy of Entanglement [[electronic resource] ] : A Response to the Complex Societal Challenges that Permeate our Lives / / by Koen Rens Wessels
| Pedagogy of Entanglement [[electronic resource] ] : A Response to the Complex Societal Challenges that Permeate our Lives / / by Koen Rens Wessels |
| Autore | Wessels Koen Rens |
| Edizione | [1st ed. 2022.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 |
| Descrizione fisica | 1 online resource (99 pages) |
| Disciplina | 501 |
| Collana | Sustainable Development Goals Series |
| Soggetto topico |
Education
Sustainability Philosophy Reforma de l'educació Complexitat (Filosofia) Condicions socials |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783031157875
9783031157868 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Toward a pedagogical response to complex societal challenges -- Chapter 2. The entangled student -- Chapter 3. Diffractions -- Chapter 4. On relational ontology and the good life -- Chapter 5. On teaching the entangled student -- Chapter 6. Living the question of integrity Chapter -- 7. In conclusion: Pedagogy of entanglement. |
| Record Nr. | UNINA-9910768164403321 |
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Wessels Koen Rens
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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The personal, place, and context in pedagogy : an activist stance for our uncertain educational future / / edited by John M. Fischer and Grzegorz Mazurkiewicz
| The personal, place, and context in pedagogy : an activist stance for our uncertain educational future / / edited by John M. Fischer and Grzegorz Mazurkiewicz |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer, , [2021] |
| Descrizione fisica | 1 online resource (386 pages) |
| Disciplina | 370.1 |
| Collana | Palgrave Studies in Educational Futures |
| Soggetto topico |
Education - Philosophy
Education and state Educational change Filosofia de l'educació Reforma de l'educació Política educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-71423-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Foreword: A way of being in the world -- Acknowledgments -- Praise for The Personal, Place, And Context In Pedagogy -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- 1 Introduction: Weaving the Pedagogical Fabric of Place, Context, and the Personal -- 1.1 Introduction -- 1.2 Our Context -- 1.3 Place -- 1.4 The Personal -- 1.5 A Theoretical Framework -- 1.6 What Do Projects and Efforts Look like? -- 1.7 Our Uncertain Educational Future -- 1.8 Conclusion -- References -- Part I Introduction to Part One: Voice and Communication in Contextual, Authentic, and Democratic Educational Practices -- 2 Lived Citizenship and Democracy in Times of Retreat and Resistance -- 2.1 Entering the Terrain: A Sense of Place -- 2.1.1 Acknowledgement of Country -- 2.2 So, Who Do We Think We Are? -- 2.3 Theories and Applications -- 2.3.1 Upon Whom Do We Draw? -- 2.4 Living in Times of Democratic Retreat and Resistance -- 2.5 Citizenship: The New Normal? -- 2.6 "Citizen Lisa" and "Citizen Marc" -- 2.7 In Conclusion -- References -- 3 Learning from Experience and Moments of Madness: Rethinking Our School System Through the Experience of Mental Illness -- 3.1 Introduction -- 3.2 Overview of My International Professional Experiences: Bright -- 3.2.1 Experiences Abroad During My Time at Secondary School -- 3.2.2 Experiences Abroad During My Undergraduate Studies -- 3.2.3 Experiences Abroad at Bowling Green State University, During My Graduate Studies -- 3.2.4 Traveling -- 3.2.5 My Experiences as a Teacher in Germany -- 3.3 Experiencing Mental Illness Within Educational Systems-DARK -- 3.3.1 First Major Episode: Being a Mentally Ill Student in Germany in 1999 -- 3.3.2 Second Major Episode: Being a Mentally Ill International Student in the United States in 2011.
3.3.3 Third Major Episode: Being a Mentally Ill Teacher at a Vocational School in Germany in 2018/2019 -- 3.4 Manic Reflections on the School System -- References -- 4 The Personal Is Pedagogy -- 4.1 Introduction -- 4.2 Contextualizing and Disrupting Multicultural Courses in Higher Education -- 4.3 Terminology -- 4.4 Guiding Framework -- 4.5 Intersectionality and Immigration -- 4.6 "Say It Openly and Honestly": Centering Community Counterstories -- 4.7 Car-Ride Counterstories -- 4.8 Final Thoughts: Personalizing Pedagogy -- References -- 5 Community Schools: A Comprehensive and Human-Centric Approach to School Reform -- 5.1 Introduction -- 5.2 Relevant Literature -- 5.2.1 Global Refugee Crisis and Education -- 5.2.2 Community Schools as Comprehensive School Reform (CSR) -- 5.3 Context of the Study -- 5.4 Methods -- 5.4.1 Sampling and Samples -- 5.4.2 Qualitative Samples -- 5.4.3 Quantitative Samples -- 5.5 Data Sources -- 5.5.1 Qualitative Interviews -- 5.5.2 Quantitative Parent Surveys -- 5.5.3 Quantitative Student Measures -- 5.6 Data Analysis -- 5.6.1 Qualitative -- 5.6.2 Quantitative -- 5.7 Results -- 5.7.1 Qualitative Findings -- Opportunities for Rebuilding -- Rebuilding with Purpose -- 5.7.2 Quantitative Findings -- Parent Survey Results -- Student Academic and Non-academic Outcomes -- 5.8 Discussion: Meta-Inferences -- 5.8.1 Enhancing Dimensions of Social Capital -- 5.8.2 Human-Centric Approach to Schooling -- 5.9 Concluding Thoughts -- References -- 6 Confronting Privilege with Community Awareness: How Art Walks Contradict or Support Current Ideologies -- 6.1 Positionality -- 6.2 Researcher Positionality -- 6.3 Background -- 6.4 Critical White Studies -- 6.5 Initial Attitudes -- 6.6 The Walk -- 6.7 Implications for Teacher Education -- References -- Part II Introduction to Part Two: Building an Activist Stance. 7 Why Global Competence Matters -- References -- 8 Second Language Acquisition and Shifting Identities -- 8.1 Introduction -- 8.2 My Background -- 8.3 Theoretical Framework -- 8.4 Gender Role Differentiation -- 8.5 Space Distance -- 8.6 Individualism Versus Collectivism -- 8.7 Tight Versus Loose Cultures -- 8.8 Power Distance -- 8.9 Discussion -- 8.10 Conclusion -- References -- 9 Seeing the Whole Person: An Integrated Social Studies Approach to Intercultural Understanding and Civic Deliberation -- 9.1 Introduction -- 9.2 Motivation -- 9.3 Why Geography? -- 9.4 Why Economics? -- 9.5 Why History? -- 9.6 Why Civics? -- 9.7 Conclusions -- Appendix -- References -- 10 How to Use Experience in Teaching Adults -- 10.1 Introduction -- 10.2 Is Adult Learning Different from Young People Learning? -- 10.2.1 Estimating Resources -- 10.2.2 Acquiring New Competencies -- 10.2.3 Practicing Skills and Their Use -- 10.3 What Is the Role of Previous Experience in Adult Learning? -- 10.4 How Can You Use the Experience Adults Have? -- 10.5 How to Organize Learning Through Experience in Working with Adults? -- 10.6 Do You Need the Same Skills to Work with Adults as You Need to Work with Youth? -- 10.7 What Conditions Must Be Met for Adults to Learn from Experience? -- 10.8 What Difficulties Are Involved in Adults Who Are Learning Through Experience? -- 10.9 Post Script -- 10.10 What Important Principles in Remote Adult Learning Can and Should Be Kept in Mind? -- References -- 11 Twenty-First-Century Skills in the Social Studies Classroom -- 11.1 Introduction -- 11.2 Twenty-First-Century Skills -- 11.3 The Impact of Social Media -- 11.4 The Flipped Classroom -- 11.5 Discussion -- References -- 12 From Listening and Speaking to Taking Action: Expeditionary Learning Profiles of the Craft of Council and the UPstander Project. 12.1 Craft of Council in Theory and Practice: Speaking and Listening from the Heart -- 12.2 The UPstander Project in Theory and Practice: Bearing Witness and Taking Action -- 12.3 Conclusion -- References -- Part III Introduction to Part Three: Experience Intersects with Place, Context and the Personal -- 13 Expedition Inside Culture: Putting Pedagogy into Action -- 13.1 Introduction: Building Toward Experience -- 13.2 Experiential Education Is Meaningful Learning -- 13.3 Expeditionary Learning -- 13.4 Expedition Inside Culture -- 13.5 Objectives of EIC -- 13.6 The Steps of Expedition Inside Culture -- 13.7 Developing Cultural Competence: Identity, Diversity, Equity -- 13.8 Building and Navigating the Learning Environment -- 13.9 Setting Challenges for the Future, Implementation, and Sustaining Efforts -- 13.10 Inspiring and Facilitating Deliberation and Reflection -- 13.11 Supporting and Motivating Experiences and Learning -- 13.12 Working to Put into Practice a Pedagogy of Context, Place, and the Personal -- References -- 14 Leading and Learning: How Becoming Better People Fosters Reimagined Roles of Leaders -- 14.1 Introduction -- 14.2 Conceptual Framework of Expeditionary Learning -- 14.3 Leaders' Experience: A Narrative Inquiry -- 14.4 Results and Interpretation -- 14.4.1 Democratic Values -- 14.4.2 Growth of Leaders -- 14.4.3 Role of Leaders -- 14.4.4 Interactions -- 14.5 Discussion -- 14.6 Conclusions -- References -- 15 Winter Is Coming, Yet Students Are Building the Walls of Human Rights -- References -- 16 Human Library: 'How a Dialogue Might Cause Understanding' -- 16.1 Introduction -- 16.2 A Short History and the Goal of the Method -- 16.3 How Does It Work? -- 16.4 The Backstage of the Human Library -- 16.5 A Human Library in Zabrze -- 16.6 Positive Effects of Our Work? -- 16.7 Conclusion -- References. 17 EIC and the Role of Informal Education: A Personal Account -- 18 My Expedition Inside Culture Souvenirs -- 18.1 Now, Add 5 Years to My Story… -- 18.2 Now Add 5 More Years to My Story -- 19 Impact of Art Within a Community -- 19.1 Pride in Art -- 19.2 Involvement Expectations -- 19.3 Leadership Values: Expectations from Leaders -- 19.4 Performance Demands -- 19.5 Community Perception -- 19.6 Community Foundation -- References -- 20 A Democratic Approach to Leadership Opportunity -- References -- 21 Teach Your Students to Think Like a Gambler, Not Like a Fan: How I Use EIC to Prepare My Students for the Future -- 21.1 Introduction -- 21.2 Our Students Are Fans: We Should Be Turning Them into Gamblers -- References -- 22 Conclusion: Leadership as Activism. What Do You Do When Tomorrow Looks so Dark? -- 22.1 Where Are We? -- 22.2 Building a Dialogic Future -- 22.3 Where Are We Going? -- 22.4 How Will We Move and Change? -- 22.5 Conclusion -- References -- Index. |
| Record Nr. | UNINA-9910488725903321 |
| Cham, Switzerland : , : Springer, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Post-Covid schooling : future alternatives to the global normal / / Clive Harber
| Post-Covid schooling : future alternatives to the global normal / / Clive Harber |
| Autore | Harber Clive |
| Pubbl/distr/stampa | Cham, Switzerland : , : Palgrave Macmillan, , [2021] |
| Descrizione fisica | 1 online resource (261 pages) |
| Disciplina | 371.3 |
| Collana | Palgrave studies in alternative education |
| Soggetto topico |
Educational innovations
Educational change COVID-19 Pandemic, 2020- Innovacions educatives Reforma de l'educació Pandèmia de COVID-19, 2020- |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9783030878245
9783030878238 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910508431103321 |
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Harber Clive
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| Cham, Switzerland : , : Palgrave Macmillan, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reforming pedagogy in Cambodia : local construction of global pedagogies / / Takayo Ogisu
| Reforming pedagogy in Cambodia : local construction of global pedagogies / / Takayo Ogisu |
| Autore | Ogisu Takayo |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2022] |
| Descrizione fisica | 1 online resource (163 pages) |
| Disciplina | 370.1 |
| Collana | Education in the Asia-Pacific Region: Issues, Concerns and Prospects |
| Soggetto topico |
Education - Evaluation
Educational change Política educativa Reforma de l'educació |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
981-16-6749-7
981-16-6750-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910743370703321 |
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Ogisu Takayo
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| Singapore : , : Springer, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Research, Policymaking, and Innovation [[electronic resource] ] : Teacher and Education Development in Belt and Road Countries / / edited by Yan Wang, Gábor Halász, Ainat Guberman, Ahmed Baghdady, Oded Mcdossi
| Research, Policymaking, and Innovation [[electronic resource] ] : Teacher and Education Development in Belt and Road Countries / / edited by Yan Wang, Gábor Halász, Ainat Guberman, Ahmed Baghdady, Oded Mcdossi |
| Autore | Wang Yan <1137-1218, > |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (389 pages) |
| Disciplina | 379 |
| Soggetto topico |
Teachers - Training of
Education and state International education Comparative education Teaching and Teacher Education Educational Policy and Politics International and Comparative Education Reforma de l'educació Política educativa Formació del professorat |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
9789811943492
9789811943485 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Part 1. Historical Evolution of Teacher Education Reforms -- Chapter 1. Cambodia: Teacher Development and Reform in Cambodia: Past, Present, and Future -- Chapter 2. Israel: The Practical Turn in Israeli Teacher Education: The Silent Reform -- Chapter 3. Qatar: Teacher Development Policies and Practices in Qatar’s Public Education System Post the Education Reform -- Chapter 4. Tajikistan: Teacher development in Tajikistan: Challenges and Opportunities in Developing Students 21st Century Skills -- Part 2. Status Quo in Teacher and Teacher Education: Issues, Trends and Challenges -- Chapter 5. India: Teachers and Teacher Education in India: Issues, Trends and Challenges -- Chapter 6. China: Teacher Development in China -- Chapter 7. Mongolia: Professional Development Needs of Teachers in Mongolian Higher -- Chapter 8. Kyrgyzstan: Teacher Professional Development in the Kyrgyz Republic: Challenges and Opportunities -- Part 3. Teacher Learning and Development: A Career Long Perspective -- Chapter 9. Singapore: Teacher Learning and Development in Singapore: A Career-long Perspective -- Chapter 10. Syria: Teacher Development in the Syrian Arab Republic – A Proposed Framework -- Chapter 11. Malaysia: Teaching Professional Development Master Plan of Malaysia -- Chapter 12. Hungary: Teacher Learning and Innovation: The Case of Hungary -- Part 4. Teacher Development and Innovation and in the Digital Era -- Chapter 13. Khazakstan: Striving toward sustainable development in education: the 10 year experience of Nazarbayev Intellectual schools -- Chapter 14. Turkey: Improving Teachers’ Skills for Pedagogic Usage of Educational Technologies: Turkish Perspective -- Chapter 15. Russia: Professional Development and Teachers Training in Russia -- Part 5 Curriculum, Teacher and Employment in Global Context -- Chapter 16. Albania: Linking professional education and labor market: Education and Employment reforms in Albania -- Chapter 17. Sri Lanka: Reforming the Secondary School Curriculum: A Sri Lankan Experience at the Dawn of the New Millennium -- Chapter 18. Lithuania: Discourse of Teacher Training Transformations in Lithuania. |
| Record Nr. | UNINA-9910686483003321 |
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Wang Yan <1137-1218, >
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| Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Rural education reform in China : a policy mapping perspective / / Eryong Xue and Jian Li
| Rural education reform in China : a policy mapping perspective / / Eryong Xue and Jian Li |
| Autore | Xue Eryong |
| Pubbl/distr/stampa | Singapore : , : Springer, , [2023] |
| Descrizione fisica | 1 online resource (118 pages) |
| Disciplina | 379 |
| Collana | Exploring education policy in a globalized world : concepts, contexts, and practices |
| Soggetto topico |
Education and state
Education and state - China Education, Rural Reforma de l'educació Política educativa Escoles rurals |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 981-19-8364-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgments -- Contents -- About the Authors -- 1 The Rural School Layout Adjustment in China -- 1.1 The Policy of "One Village, One School" in the Early Days of Reform and Opening Up -- 1.1.1 "Withdraw and Merge" Policy -- 1.1.2 "Retreat Point and School": Adjustment of Rural School Layout in the New Era -- 1.2 Historical Policy Review -- 1.2.1 Concept of Location Theory and Its Development -- 1.2.2 The Relationship Between Location Theory and Rural School Layout -- 1.2.3 The Relationship Between Scale Economy Theory and Rural School Layout -- 1.2.4 The Adaptation of Policy Development to Society -- 1.2.5 The Inevitable Requirement of Students' Healthy Growth and All-Around Development -- 1.2.6 The Purpose of Adjusting the Rural School Layout Policy Since the 18th CPC National Congress -- 1.3 Challenges and Problems in Practice -- 1.3.1 Local Governments Lack Reasonable Layout Adjustment Plans, Increasing the Pressure of Financial Investment in Education -- 1.3.2 Imbalance and Waste of Educational Resources (Teachers, Infrastructure, Students, Students' Education Costs) -- 1.3.3 Differences and Drawbacks at the School Scale -- 1.3.4 The Disappearance of the School's Cultural Radiation Function Aggravates the Cultural Crisis in Rural Areas -- References -- 2 Rural Teacher Development in China -- 2.1 Existing Research on the Construction of Rural Teachers in China -- 2.1.1 Problems Existing in the Construction of Rural Teachers in China -- 2.1.2 The Rural Revitalization Strategy Requires the Help of Rural Education -- 2.2 Policy Analysis and Implementation Data Analysis of Rural Teacher Team Construction -- 2.2.1 Rural Teachers Have Little Room for Improvement -- 2.2.2 Rural Characteristics Lead to a Series of Problems, Such as Poor Educational Environment, Low Quality of Students and Backward Educational Concepts.
2.2.3 The Quality and Quantity of Rural Teachers Can Be Prevented in This Kind of Selection to Some Extent -- References -- 3 Rural Students' All-Around Education Development in China -- 3.1 Literature Review -- 3.1.1 Good Physical Quality and a Healthy Physique -- 3.1.2 The Excellent Ideological and Moral Character and Psychological Quality -- 3.2 The Theoretical Tools -- 3.2.1 "All-round Development" -- 3.2.2 Theoretical Explanation and Guidance -- 3.2.3 Liang Shuming's Rural Education Theory -- 3.3 Challenges and Problems in Practice -- 3.3.1 Rural Students Drop Out of School -- 3.3.2 Lack of Quality Education in Rural Schools -- 3.3.3 Information Asymmetry Under the Urban‒rural Dual Pattern -- 3.3.4 Rural Education Financial System Adjustment Caused Economic Difficulties -- 3.4 The Suggestions and Comments -- 3.4.1 The Curriculum and Teaching Reform Should Be Actively Carried Out to Bring More Courses of Moral Education, Physical Education and Aesthetic Education into the School Teaching System -- 3.4.2 Improving the Quality of Teachers is also One of the Prerequisites for Vigorously Promoting Quality Education -- 3.4.3 Developing the Quality Education of Rural Students, We Should Make Full Use of Urban Education Resources to Drive the Development of Rural Education and Optimize the Educational Structure -- 3.4.4 Strengthen Educational Exchanges and Mutual Assistance Between Urban and Rural Areas and Gradually Narrow the Knowledge Gap Between Urban and Rural Areas -- References -- 4 Vocational Education in China's Rural Areas -- 4.1 The Research Background, Purpose and Significance of "Rural Oriented Vocational Education" -- 4.1.1 Study on the Value Orientation of Vocational Education for Rural Areas -- 4.1.2 Research on the Current Situation of Rural Development-Oriented Vocational Education -- 4.2 Problems and Challenges. 4.2.1 Rural Vocational Education Has Not Formed a Relatively Complete System and Mechanism -- 4.2.2 The Social Recognition of Rural Vocational Education Is Not High -- 4.3 Suggestions on "Vocational Education Oriented to Rural Areas" -- 4.3.1 Improve the Support for Rural Vocational Education -- 4.3.2 Looking Back at the Past Ten Years, Rural Vocational Education Is Indispensable in All Relevant Documents, and Its Importance Is Self-Evident -- 4.3.3 Society's Deep-Rooted Prejudice Against Vocational Education -- 4.3.4 Form a Reasonable, Distinctive and Adaptable Professional Structure -- 4.3.5 Strengthen the Strength of Teachers and Accelerate the Construction of High-Quality Teachers -- 4.3.6 Improving the Management System and Laws and Policies for Vocational Education -- 4.3.7 Innovate the School-Running System and Implement Targeted Talent Training Programs -- 4.3.8 Improve Legislation Related to the Development of Vocational Education -- References -- 5 Rural Education Informatization Development in China -- 5.1 Research Background, Purpose and Significance -- 5.1.1 The Current Situation of Education Informatization in Rural Schools in China -- 5.1.2 Comparative Study on Rural Education Informatization at Home and Abroad -- 5.1.3 Research on Government Measures, Financing Channels and Hardware Facilities of Rural Education Informatization -- 5.1.4 Research on Teacher Training and Information Literacy of Teachers -- 5.2 Rural Education Information Construction Theoretical Tools -- 5.2.1 Theory of Deep Integration of Information Technology and Curriculum -- 5.2.2 Innovation Diffusion Theory -- 5.3 Rural Education Information Construction Software Policy -- 5.3.1 Promotion of Teacher Training -- 5.3.2 Building a High-Quality Course Platform -- 5.4 Problems and Challenges of Rural Education Informatization Construction. 5.4.1 Material Resources and Human Resources -- 5.4.2 Weak Capital Investment and Low Utilization Rate -- 5.4.3 Excessive Reliance on Government Financial Input -- 5.4.4 Inadequate Capacity Construction and the Backward Consciousness of Rural Teachers -- 5.5 Countermeasures of Rural Education Informatization Construction -- 5.5.1 Optimizing Resource Allocation and Making Reasonable Use of Educational Resources -- 5.5.2 Expand the Supply of Resources, Increase the Supply of Resources -- 5.5.3 Innovate the Supply of Resources and Introduce Market Forces to Promote the Construction and Use of a Synchronized Supply of Resources -- 5.5.4 Combine Top-Level Design with Grassroots Innovation to Make Full Use of Educational Resources -- 5.5.5 Adhere to Multi-Pronged and Continue to Strengthen the Input of Rural School Education Informatization -- 5.5.6 Optimizing the Financial System and Making Rational Use of Financial Funds -- References. |
| Record Nr. | UNINA-9910633922303321 |
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Xue Eryong
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| Singapore : , : Springer, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Scaling-up Higher Order Thinking [[electronic resource] ] : Demonstrating a Paradigm for Deep Educational Change / / by Anat Zohar
| Scaling-up Higher Order Thinking [[electronic resource] ] : Demonstrating a Paradigm for Deep Educational Change / / by Anat Zohar |
| Autore | Zohar Anat |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 |
| Descrizione fisica | 1 online resource (239 pages) |
| Disciplina | 370 |
| Soggetto topico |
Education and state
International education Comparative education Teachers—Training of Educational Policy and Politics International and Comparative Education Teaching and Teacher Education Reforma de l'educació Innovacions educatives Política educativa |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-15967-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: On Thinking-Based Teaching and Large-Scale Implementation -- Chapter 2: What and How to Teach in 21st Century Schools- Common Confusions Regarding Knowledge, Thinking, Pedagogy, and The Curriculum -- Chapter 3: Substantive Pedagogy and its Role in Deep large -Scale Change Processes -- Chapter 4: Teachers’ Knowledge: The Most Central Link in Substantive Pedagogy Change Processes -- Chapter 5: It’s Not All or Nothing - System-Wide Implementation of Inquiry-Based Teaching and Learning -- Chapter 6: Developing Students’ Thinking in Civic Education as an Example of Scaling-Up HOT Across the School System -- Chapter 7: Feedback from an Ongoing Reform: Analyzing the Implementation of the Meaningful Learning Reform in High School -- Chapter 8: Wide-Scale Implementation of Higher Order Thinking (HOT) in an Era of High Stakes Testing -- Chapter 9: The Implications of Serious Consideration of Substantive Pedagogy for Policy and Implementation of Deep Changes: Summary, Conclusions and Discussion. |
| Record Nr. | UNINA-9910725927703321 |
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Zohar Anat
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| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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