Suchergebnisse

The leading value of "Four Good Teachers" in China -- The teacher salary management policy in China -- The teacher evaluation policy in China -- The teachers' professional title appointment policy in China -- The teachers' ethic policy in China's education system. .

This book presents a story of school improvement activity in East Africa from 1985 to 2000, which focused on sustained teacher development. The core of the book consists of six evaluations of school-and district-wide school improvement projects (SIPs) supported by the Aga Khan Foundation in Tanzania, Kenya, and Uganda. The case studies present an evolving body of knowledge about the successes and challenges of a comprehensive approach to school improvement grounded in a common set of strategic principles. The strategic principles embody the belief that the chances for quality improvement in teaching and learning are greater when change efforts *are school-based, *involve whole schools as the unit of change, *emphasize the ongoing professional development of teachers, *attend to school management and organizational conditions affecting the capacity of teachers to implement change, * prepare for the institutionalization of organizational structures and processes that enable continuous school development, and *evolve through partnerships among relevant education stakeholders. The book concludes with commentaries by international experts in school improvement and teacher development on the SIP project designs, implementation and outcomes, and on lessons that can be drawn from the projects and their evaluations for school improvement policy, practice and theory in developing and developed countries around the world.

Intro -- Title Page -- Copyright -- Contents -- About the Author -- Preface -- 1 Introduction -- 2 Choosing Materials -- 3 Adapting Materials -- 4 Materials Outside and Inside the Classroom -- 5 Materials and Learning Tools on the Internet -- References.

Intro -- Title Page -- Copyright -- Contents -- About the Author -- Preface -- 1. Literacy and the New Technologies -- 2. Multiple Forms of Literacy -- 3. Different Forms of Digital Literacies -- 4. Assessment of Digital Literacies -- 5. Becoming a Teacher of Digital Literacies -- 6. Conclusion -- References.

Intro -- Title Page -- Copyright -- Contents -- About the Author -- Preface -- 1 Introduction -- 2 The Nature of Classroom Interaction -- 3 The Structure of L2 Classroom Interaction -- 4 Classroom Interaction and Teaching -- 5 Interaction for Language Teaching: Future Developments -- References -- Appendix A: Transcription System -- Appendix B: Commentary on Personal Reflection 4.

Intro -- Title Page -- Copyright -- Contents -- Series Editor's Preface -- Chapter 1: Sociolinguistics and Language Teaching -- Chapter 2: Multilingualism -- Chapter 3: Which English? Whose English? -- Chapter 4: Language and Gender -- Chapter 5: Identity in Language Learning and Teaching -- Chapter 6: Language Planning -- Chapter 7: Reflecting on Sociolinguistics and Language Teaching -- References.

This book examines the pre-service teacher education policy development of seven countries, including the USA, the UK, Japan, Canada, Singapore, Australia, and Russia. This book reviews the history of pre-service teacher education policies in those countries and discusses relative case studies on pre-service teacher training practices. It also identifies problems in current pre-service teacher education in those countries and proposes potential countermeasures to resolve those issues. This book serves as a useful reference for various stakeholders in the teacher education field.

Teacher education and the development of democratic citizenship in Europe / Andrea Raiker & Matti Rautiainen -- Competences for democratic culture : towards new priorities in European educational systems? / Claudia Lenz -- Teacher education and the development of democratic education in England / Neil Hopkins -- Democratic citizenship in scarce conditions : educating citizens in neoliberal Estonia / Mari-Liis Jakobson, Eve Eisenschmidt & Leif Kalev -- Democratic citizenship and teacher education in Finland / Matti Rautiainen, Perttu Männistö & Aleksi Fornaciari -- Education for democratic citizenship in Ireland / Cathal Butler -- From the concept of citizenship to the transversal skills for global citizenship in schools / Federica Zanetti & Elena Pacetti -- The evolving concept of democracy in Kosovo education system : reflections on teacher education role / Blerim Saqipi -- Itinerant curriculum theory in the making : towards alternative ways to do alternative forms of teacher education / João M. Paraskeva & Maria Alfredo Moreira -- "Democracy for me is saying what I want" : the teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context / Silvia Edling & Johan Liljestrand -- Changing society, changing teacher education / Matti Rautiainen & Andrea Raiker.

This research-based book provides details on how educators can dramatically increase student achievement. It offers numerous experience-based ideas and strategies which can be applied to any school or district.This book will help you: establish a results-oriented focus on the curriculum, increase time-on-task and academic rigor for ALL students, provide a supportive accountability system for all staff members, identify and eliminate educational practices that lower student achievement, and introduce an achievement audit process that will increase student performance in any school or district

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

Understand Existentialism is an essential guide to what can often be challenging terrain. Suitable for newcomers as well as students of philosophy, this book explores the origins and development of existentialism as well as the contemporary relevance of existential ways of thinking

These proceedings present a selection of papers from the ICTTE 2021 conference. While face-to-face classroom instruction is brought back, there are a lot of lessons learned from the COVID-19 pandemic that schools, teacher training and education institutions, and government have to take into account. There is a need to reconsider what additional knowledge and skills pre-service teachers and in-service teachers need to be prepared for to anticipate such a similar unexpected situation in the future. Additionally, there is also a need to listen to in-service teacher experiences during the emergency remote teaching and integrate the positive lessons that they have gained, such as the use of technology, into the current post pandemic face-to-face classroom instruction. This proceeding is designed for teacher educators, researchers, in-service teachers, and pre-service teachers inthe field of language education, math and science education and social science education, who are interested in these topics.