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| education in the 2000s: Issues in Contemporary Teaching: The context of education in the 2000s , 2011 ... Examines issues that inform the changing nature of teacher work, including: teacher capabilities for the information age ; the changing nature of school curriculms ; the global education environment ; the neurosciences and the diverse range of student needs in today's classrooms--Back cover of v. 1. |
| education in the 2000s: Failure to Disrupt Justin Reich, 2020-09-15 A Science “Reading List for Uncertain Times” Selection “A must-read for anyone with even a passing interest in the present and future of higher education.” —Tressie McMillan Cottom, author of Lower Ed “A must-read for the education-invested as well as the education-interested.” —Forbes Proponents of massive online learning have promised that technology will radically accelerate learning and democratize education. Much-publicized experiments, often underwritten by Silicon Valley entrepreneurs, have been launched at elite universities and elementary schools in the poorest neighborhoods. But a decade after the “year of the MOOC,” the promise of disruption seems premature. In Failure to Disrupt, Justin Reich takes us on a tour of MOOCs, autograders, “intelligent tutors,” and other edtech platforms and delivers a sobering report card. Institutions and investors favor programs that scale up quickly at the expense of true innovation. Learning technologies—even those that are free—do little to combat the growing inequality in education. Technology is a phenomenal tool in the right hands, but no killer app will shortcut the hard road of institutional change. “I’m not sure if Reich is as famous outside of learning science and online education circles as he is inside. He should be...Reading and talking about Failure to Disrupt should be a prerequisite for any big institutional learning technology initiatives coming out of COVID-19.” —Inside Higher Ed “The desire to educate students well using online tools and platforms is more pressing than ever. But as Justin Reich illustrates...many recent technologies that were expected to radically change schooling have instead been used in ways that perpetuate existing systems and their attendant inequalities.” —Science |
| education in the 2000s: Condition of Education , 2011 |
| education in the 2000s: The Schools Our Children Deserve Alfie Kohn, 1999 Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint. |
| education in the 2000s: Restructuring Education Through Technology Theodore Wayne Frick, 1991 This paper examines the role of technology in restructuring education by analyzing how it influences seven important relationships in the educative process: (1) teacher-student relationships; (2) student-content relationships; (3) teacher-content relationships; (4) student-context relationships; (5) teacher-context relationships; (6) content-context relationships; and (7) educational system-environment relationships. After a brief historical overview of the uses of technology in education, the paper discusses the nature of systems in education and examines the process of restructuring through systems change in the seven pairs of relationships as they exist today and as they might change in a restructured educational system. How educational technology can empower teachers and students is then discussed with emphasis on how electronic technology is transforming the way information is communicated and processed. A brief discussion of the role of the teacher in evaluating the worth of content--i.e., selecting the best of culture for sharing with students--concludes the report. (ALF) |
| education in the 2000s: A Crucible Moment National Task Force on Civic Learning and Democratic Engagement, Association of American Colleges and Universities, 2012 This report from the National Task Force on Civic Learning and Democratic Engagement calls on the nation to reclaim higher education's civic mission. Commissioned by the Department of Education and released at a White House convening in January 2012, the report pushes back against a prevailing national dialogue that limits the mission of higher education to workforce preparation and training while marginalizing disciplines basic to democracy. It calls on educators and public leaders to advance a 21st century vision of college learning for all students, a vision with civic learning and democratic engagement an expected part of every student's college education. The report documents the nation's anemic civic health and includes recommendations for action that address campus culture, general education, and civic inquiry as part of major and career fields as well as hands on civic problem solving across differences. This report was prepared at the invitation of the U.S. Department of Education under the leadership of the Global Perspective Institute, Inc. (GPI) and AAC&U. It was developed with input from a series of national roundtables involving leaders from all parts of the higher education and civic renewal communities. |
| education in the 2000s: Education at a Glance 2018 OECD, Oecd, 2018-09-19 - Foreword - Editorial - Education's promise to all - Introduction: The Indicators and their Framework - Reader's guide - Executive summary - Equity in the Education Sustainable Development Goal - Indicator A1 To what level have adults studied? - Indicator A2 Transition from education to work: Where are today's youth? - Indicator A3 How does educational attainment affect participation in the labour market? - Indicator A4 What are the earnings advantages from education? - Indicator A5 What are the financial incentives to invest in education? - Indicator A6 How are social outcomes related to education? - Indicator A7 To What extent do adults participate equally in education and learning? - Indicator B1 Who participates in education? - Indicator B2 How do early childhood education systems differ around the world? - Indicator B3 Who is expected to graduate from upper secondary education? - Indicator B4 Who is expected to enter tertiary education? - Indicator B5 Who is expected to graduate from tertiary education? - Indicator B6 What is the profile of internationally mobile students? - Indicator B7 How equitable are entry and graduation in tertiary education? - Indicator C1 How much is spent per student on educational institutions? - Indicator C2 What proportion of national wealth is spent on educational institutions? - Indicator C3 How much public and private investment on educational institutions is there? - Indicator C4 What is the total public spending on education? - Indicator C5 How much do tertiary students pay and what public support do they receive? - Indicator C6 On what resources and services is education funding spent? - Indicator C7 Which factors influence teachers' salary cost? - Indicator D1 How much time do students spend in the classroom? - Indicator D2 What is the student-teacher ratio and how big are classes? - Indicator D3 How much are teachers and school heads paid? - Indicator D4 How much time do teachers spend teaching? - Indicator D5 Who are the teachers? - Indicator D6 Who makes key decisions in education systems? - Characteristics of Education Systems - Reference Statistics - Sources, Methods and Technical Notes - Australia - Austria - Belgium - Canada - Chile - Czech Republic - Denmark - Estonia - Finland - France - Germany - Greece - Hungary - Iceland - Ireland - Israel - Italy - Japan - Korea - Latvia - Luxembourg - Mexico - Netherlands - New Zealand - Norway - Poland - Portugal - Slovak Republic - Slovenia - Spain - Sweden - Switzerland - Turkey - United Kingdom - United States - Argentina - Brazil - China - Colombia - Costa Rica - India - Indonesia - Lithuania - Russian Federation - Saudi Arabia - South Africa - Ibero-American countries |
| education in the 2000s: Exploring America in the 2000s Molly Sandling, Kimberley Chandler, 2021-09-03 Exploring America in the 2000s: New Millennium, New U.S. is an interdisciplinary humanities unit that looks at literature, art, and music of the 2000s to provide an understanding of how those living through the decade experienced and felt about the world around them. Through the lens of identity, it explores life in America and the myriad groups that coexisted in harmony and, often, with friction. Cultural movements like the rise of social media and the advancements of minorities are examined alongside larger issues such as 9/11 and its profound effect on American identity, our redefined role in the War on Terror, increasing environmental awareness, and economic recession and corporate struggles. The unit uses field-tested instructional strategies for language arts and social studies from The College of William and Mary, as well as new strategies, and it includes graphic organizers and other tools for analyzing primary sources. Grades 6-8 |
| education in the 2000s: Rethinking Teacher Education Richard Smith, David Lynch, 2010 From the people who turned teacher education on its ear in Australia in 2001 comes a text about preparing the next generation of teachers. Richard Smith and David Lynch, two of Australia's leading teacher education researchers and the architects of the acclaimed Bachelor of Learning Management program (BLM), take their previously published ideas about teaching and teacher education further to detail a new paradigm in the preparation of teachers. Drawing on 30 years of teacher education research and their own experiences in redeveloping teacher education in Australia, Smith and Lynch explore what it means to be a teacher in the 2000s, outlining a new vision for the preparation of teachers in a Knowledge Age. |
| education in the 2000s: 120 Years of American Education , 1993 |
| education in the 2000s: The Teacher from the Black Lagoon Mike Thaler, 2008-08 Will I have a friend?: A little boy makes a friend on his first day of school. |
| education in the 2000s: Curriculum Windows Thomas S. Poetter, Kelly Waldrop, Kimberly Pietsch Miller, Cynthia Sanders, Andy Hatton, 2021-05-01 Curriculum Windows: What Curriculum Theorists of the 2000s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2000s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 2000s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2000s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editors revisit and interpret several of the most important works in the curriculum field of the 2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert. |
| education in the 2000s: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| education in the 2000s: Hispanic Entrepreneurs in the 2000s Alberto Dávila, Marie T. Mora, 2013-10-16 Hispanics account for more than half the population growth in the United States over the last decade. With this surge has come a dramatic spike in the number of Hispanic-owned businesses. Hispanic Entrepreneurs in the 2000s is a pioneering study of this nascent demographic. Drawing on rich quantitative data, authors Alberto Dávila and Marie T. Mora examine key economic issues facing Hispanic entrepreneurs, such as access to financial capital and the adoption and vitality of digital technology. They analyze the varying effects that these factors have on subsets of the Hispanic community, such as Mexican Americans, Puerto Ricans, Cubans, and Salvadorans, while considering gender and immigrant status. This account highlights key policies to drive the success of Hispanic entrepreneurs, while drawing out strategies that entrepreneurs can use in order to cultivate their businesses. Far-reaching and nuanced, Hispanic Entrepreneurs in the 2000s is an important study of a population that is quickly becoming a vital component of American job creation. |
| education in the 2000s: Race for Education Mark Hunter, 2019-01-24 An examination of families and schools in South Africa, revealing how the marketisation of schooling works to uphold the privilege of whiteness. |
| education in the 2000s: The Palgrave Handbook of African Colonial and Postcolonial History Martin S. Shanguhyia, Toyin Falola, 2018-01-28 This wide-ranging volume presents the most complete appraisal of modern African history to date. It assembles dozens of new and established scholars to tackle the questions and subjects that define the field, ranging from the economy, the two world wars, nationalism, decolonization, and postcolonial politics to religion, development, sexuality, and the African youth experience. Contributors are drawn from numerous fields in African studies, including art, music, literature, education, and anthropology. The themes they cover illustrate the depth of modern African history and the diversity and originality of lenses available for examining it. Older themes in the field have been treated to an engaging re-assessment, while new and emerging themes are situated as the book’s core strength. The result is a comprehensive, vital picture of where the field of modern African history stands today. |
| education in the 2000s: Past, Present and Future of Computing Education Research Mikko Apiola, Sonsoles López-Pernas, Mohammed Saqr, 2023-04-17 This book presents a collection of meta-studies, reviews, and scientometric analyses that together reveal a fresh picture about the past, present, and future of computing education research (CER) as a field of science. The book begins with three chapters that discuss and summarise meta-research about the foundations of CER, its disciplinary identity, and use of research methodologies and theories. Based on this, the book proceeds with several scientometric analyses, which explore authors and their collaboration networks, dissemination practices, international collaboration, and shifts in research focus over the years. Analyses of dissemination are deepened in two chapters that focus on some of the most influential publication venues of CER. The book also contains a series of country-, or region-level analyses, including chapters that focus on the evolution of CER in the Baltic Region, Finland, Australasia, Israel, and in the UK & Ireland. Two chapters present case studies of influential CER initiatives in Sweden and Namibia. This book also includes chapters that focus on CER conducted at school level, and cover crucially important issues such as technology ethics, algorithmic bias, and their implications for CER.In all, this book contributes to building an understanding of the past, present and future of CER. This book also contributes new practical guidelines, highlights topical areas of research, shows who to connect with, where to publish, and gives ideas of innovative research niches. The book takes a unique methodological approach by presenting a combination of meta-studies, scientometric analyses of publication metadata, and large-scale studies about the evolution of CER in different geographical regions. This book is intended for educational practitioners, researchers, students, and anyone interested in CER. This book was written in collaboration with some of the leading experts of the field. |
| education in the 2000s: Agriculture and Rural Development in Russia Since the 2000s Andrey Baldanov, Lily Kiminami, Shinichi Furuzawa, 2020-05-10 This book clarifies the status quo and mechanisms of agricultural and rural development in today’s Russia, especially focusing on human capital and human development. It provides readers insights into agricultural and rural development from the perspectives of agricultural economics, developmental economics, and regional–spatial science. Further, it addresses key research questions such as whether agricultural development in Russia has made significant strides, whether it has improved the nation’s food security and rural development, and whether structural changes in the agricultural sector as well as human capital have had impacts on agricultural development since the 2000s. In terms of analytical methods, structural equation modeling and stochastic frontier analysis are employed to capture the relationship between agriculture and rural development in regional Russia. In closing, policy challenges are identified to promote social innovation for rural development by enhancing the human capital of rural youth, including entrepreneurship. Given its scope, the book is highly recommended for all readers seeking an in-depth and up-to-date overview of agricultural and rural development in contemporary Russia. |
| education in the 2000s: World Education Report United Nations Educational, Scientific and Cultural Staff, Unesco, 2000-05-01 Researchers can use this report to find information on global trends & developments in education & educational policies affecting teachers, their status & work, & their education & training. Includes data on key aspects of education in over 180 countries. |
| education in the 2000s: The 2000s Bob Batchelor, 2008-11-30 Welcome to Pop Culture 2.0. In the 2000s, Generation eXposure, emerged from the marriage of new technology and the nation's obsession with celebrity. Social media technology, such as MySpace, YouTube, Facebook, and countless blogs, gave everyman a voice and a public persona that they could share with friends across the street or around the world. Suddenly, it was not enough to imitate Britney Spears or Paris Hilton, technology gave everyone a platform to launch their own 15 minutes of fame. The fixation on self and celebrity acted as a diversion from more serious challenges the nation faced, including President George W. Bush's War on Terror. The wars overseas sharply divided the country, after a moment of national unity after the terrorist attacks on 9/11, which took away one of the world's most recognizable buildings. The era witnessed interest rates dropping to historic lows, but later subprime became one of the most searched terms on Google as the nation teetered on recession. Big was in like never before and suddenly people nationwide could buy or build their own McMansion-a slice of the American dream. While supersized homes and fast food meals became commonplace, the electronics and transportation advances proved that good things came in increasingly smaller packages. Apple's iPod reinvented how people interacted with music, hybrids changed thoughts on fuel efficiency as a gallon of gas topped $3. Cell phones usage ballooned in our always on society, while physically shrinking to the size of a deck of cards. Yes, me-centric Pop Culture 2.0, which the pundits predicted would some day arrive, burst onto the scene and ultimately transformed the way we interact with one another and the world around us. Chapters inside the latest volume in the American Popular Culture Through History series explore various aspects of popular culture, including advertising, literature, leisure activities, music visual arts, and travel. Supplemental resources include a timeline of important events, cost comparisons, and an extensive bibliography for further reading. |
| education in the 2000s: The New Politics of Class Geoffrey Evans, James Tilley, 2017-02-16 This book explores the new politics of class in 21st century Britain. It shows how the changing shape of the class structure since 1945 has led political parties to change, which has both reduced class voting and increased class non-voting. This argument is developed in three stages. The first is to show that there has been enormous social continuity in class divisions. The authors demonstrate this using extensive evidence on class and educational inequality, perceptions of inequality, identity and awareness, and political attitudes over more than fifty years. The second stage is to show that there has been enormous political change in response to changing class sizes. Party policies, politicians' rhetoric, and the social composition of political elites have radically altered. Parties offer similar policies, appeal less to specific classes, and are populated by people from more similar backgrounds. Simultaneously the mass media have stopped talking about the politics of class. The third stage is to show that these political changes have had three major consequences. First, as Labour and the Conservatives became more similar, class differences in party preferences disappeared. Second, new parties, most notably UKIP, have taken working class voters from the mainstream parties. Third, and most importantly, the lack of choice offered by the mainstream parties has led to a huge increase in class-based abstention from voting. Working class people have become much less likely to vote. In that sense, Britain appears to have followed the US down a path of working class political exclusion, ultimately undermining the representativeness of our democracy. They conclude with a discussion of the Brexit referendum and the role that working class alienation played in its historic outcome. |
| education in the 2000s: The Sunset Strip Diaries Amy Asbury, 2024-02-17 There comes a time in every girl's life, when she has to choose good or choose bad. Amy Asbury chose bad, hands down. Good meant wallflowers, secretaries and subservient wives. Bad meant power- and a possible escape from a life of secrets. At twelve years old she was trying to make sense of a drug-addicted father and his disturbing behavior. By fifteen she was dealing with horrendous depression, blackouts and rape. At sixteen she was in a mental institution for suicidal tendencies and violent behavior. She knew she could never be normal. The only place for a girl like her was Hollywood. Read the true story of the social ascent (and eventual decline) of a girl in the Sunset Strip music scene of the early 1990's. From crazy parties to glittered junkies and man-eating strippers, Amy has chronicled what life was like back in the days of excess and debauchery. It is not just a fascinating look into an amusing time in pop culture, but also details the mindset of a young woman trying to find confidence and self-worth in a life full of pain and chaos. The party came screeching to a halt when the Grunge movement took over and heroin became more prominent. How far off track can a person go before it's too late? |
| education in the 2000s: Government and Private Education in the North-East India Lalnuntluangi, India is making all possible efforts for mass education and equalization of educational opportunities for its people. But the task of providing adequate educational facilities for its vast population proves to be too heavy a burden for the government. Private schools, therefore, have made a niche in the country. This book makes a comparative study of government and private high schools in Mizoram regarding different aspects—infrastructural facilities, teachers, qualifications, training, workload, salary and other benefits, scholastic as well as co-curricular activities, academic achievements, and parents' expenditure on their children's education. The study of socio-economic status of parents and their preferences for schools also make part of the book. |
| education in the 2000s: Rethinking Japanese Studies Kaori Okano, Yoshio Sugimoto, 2017-08-04 Japanese Studies has provided a fertile space for non-Eurocentric analysis for a number of reasons. It has been embroiled in the long-running internal debate over the so-called Nihonjinron, revolving around the extent to which the effective interpretation of Japanese society and culture requires non-Western, Japan-specific emic concepts and theories. This book takes this question further and explores how we can understand Japanese society and culture by combining Euro-American concepts and theories with those that originate in Japan. Because Japan is the only liberal democracy to have achieved a high level of capitalism outside the Western cultural framework, Japanese Studies has long provided a forum for deliberations about the extent to which the Western conception of modernity is universally applicable. Furthermore, because of Japan’s military, economic and cultural dominance in Asia at different points in the last century, Japanese Studies has had to deal with the issues of Japanocentrism as well as Eurocentrism, a duality requiring complex and nuanced analysis. This book identifies variations amongst Japanese Studies academic communities in the Asia-Pacific and examines the extent to which relatively autonomous scholarship, intellectual approach or theories exist in the region. It also evaluates how studies on Japan in the region contribute to global Japanese Studies and explores their potential for formulating concrete strategies to unsettle Eurocentric dominance of the discipline. |
| education in the 2000s: International Perspectives on Designing Professional Practice Doctorates Valerie A. Storey, 2016-04-08 An outcome of international conferences on the professional practice doctorate has been a continuing conversation amongst scholarly practitioners focused on addressing challenges and issues being encountered concerning in the number and variety of professional practice doctorates in the twenty-first century. These conversations have resulted in a proliferation of programs utilizing a variety of pedagogical models focused on practicing professionals undertaking research and development in the workplace. Grounded by critical friend theory, contributions from scholar practitioners in Australia, Canada, England, Ireland, Israel, New Zealand, USA, and Wales address trends and themes in international professional practice doctoral programs. These include how knowledge is produced, organized, developed and used; doctoral program design; program capstone models; insider- outsider collaborative research partnerships; and collaborative ways to work across national boundaries in different settings. |
| education in the 2000s: Education for All Kōichirō Matsuura, Unesco, 2004 In 2000 at the World Education Forum, over 160 countries committed themselves to six Education for All (EFA) goals to expand basic educational opportunities for all by 2015, as part of the international community's strategy to reduce global poverty levels. This report focuses on the factors which determine the quality of education, including financial and material resources for schools, staffing resources and training, core subjects and leadership issues. It includes case studies from a number of countries to show how both rich and developing nations are addressing the quality issue, and finds that progress so far is insufficient in several regions of the world to meet the EFA targets. The report goes on to map out key policies for improving the teaching and learning process, especially in low-income countries. |
| education in the 2000s: 25 Years of Ed Tech Martin Weller, 2020-02-26 In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students. |
| education in the 2000s: The Age of Entrepreneurship Education Research Andrew C. Corbett, Louis D. Marino, Gry A. Alsos, 2023-04-20 The collection of renowned entrepreneurship education researchers explores topics such as the theory of ideation, how to develop an expertise approach, how to reimagine entrepreneurship education to promote gender equality, how to activate an entrepreneurial mindset for neuro-diverse students, and more. |
| education in the 2000s: The Condition of Education , |
| education in the 2000s: Educational Leadership and Nancy Fraser Jill Blackmore, 2016-06-10 Drawing on the work of Nancy Fraser, this book offers a critical view of contemporary educational leadership and reform discourses, exploring how her key concepts of redistribution, recognition and representation may apply to social and therefore educational justice. Fraser offers a political and pragmatic reconciliation between feminist, neo-Marxist, critical and post-structuralist theories. This book outlines how Fraser has worked on and worked over theories of social justice and how this can inform how we can understand educational theory, policy and practice generally. In particular, the book focuses on the field of educational administration and leadership (ELMA) as it relates to equity issues such as school choice and inequality, gender and inclusive leadership, and alternative schooling. Fraser’s argument about ‘scaling up’ social justice theory is shown to be highly salient given the emergence of the field of transnational education policy and its role in the context of intensified nation-state and edu-business competition. Overall, through the lens of Nancy Fraser’s unitary framework, this book considers epistemological questions about the nature of knowledge, examines the relationship between the state, the individual, education and social movements, addresses the difficulties and dilemmas which arise due to the intersections of gender, class, race, sexuality and culture in a globalized context, and illustrates how the principles of social justice can be mobilized by leaders in everyday practice. Educational Leadership and Nancy Fraser is an illuminating read for those policymakers, researchers and practitioners engaged in the field of educational administration, leadership and social justice. |
| education in the 2000s: An International Handbook of Tourism Education David Airey, John Tribe, 2006-08-11 As tourism matures as an academic subject and the number of tourism higher education providers continues to expand world-wide, there is an increasing interest in its educational aspects. At the same time the development of research into education issues related to tourism means that there is now a developing literature on the subject. This international handbook offers a timely evaluation of the sate of the art of tourism higher education. The book brings together expert contributors from around the world to present current thinking and practice about what is now a major element of education provision world-wide. It is structured round four key themes: - Curriculum - International perspective - Teaching, learning and assessment - Resources, progression and quality Its global survey of tourism education offers a comprehensive basis for comparative review. In addition to setting out the development and current provision of tourism education it also addresses cutting edge issues such PhD education, non-formal education, cultural issues in learning, research and teaching, e-learning and e-assessment. It offers practical advice for the design, delivery, evaluation and resourcing of courses and concludes with a reflective agenda of issues for the future. |
| education in the 2000s: Annual Report of the Board of Education for the School Year Ending ... Cleveland (Ohio). Board of Education, 1907 |
| education in the 2000s: How Teachers Taught Larry Cuban, 1993 In the first edition of this seminal study, Larry Cuban presented the last century of American teaching as one of a stable teacher-centered pedagogy. Within this framework, Cuban explored how major school reform efforts to alter classroom teaching often resulted in modest shifts in pedagogy in elementary schools and even less change in secondary schools.Now, in this second edition, How Teachers Taught: Constancy and Change in American Classrooms, 1890–1990, Larry Cuban returns to his pioneering inquiry into the history of teaching practice in the United States, responds to criticisms, and incorporates the scholarship of the last ten years. While not abandoning his basic thesis of the remarkable continuity in teacher-based instruction, Cuban now examines more closely the phenomenon of “hybrids” of student-centered and teacher-centered pedagogy, and finds many instances of classroom change sufficient to give pause to those who see futility in classroom reform. The author looks closely at socioeconomic contexts and the evolution of curriculum content. In the final chapter, Cuban directly assesses the implications of his work for policymakers, practitioners, and researchers. Historians, sociologists, and educators will also find powerful relevancy to their work, and the general reader will join in an exciting search for historical realities. “There are no bumper-sticker solutions to educational problems here, no election year gimmicks. Rather, this book presents the seasoned hopefulness and skeptical wisdom of a scholar-practitioner who gives us a better map of where we have been and a sense of where we might go.” —From the Foreword by David Tyack |
| education in the 2000s: Understanding Excessive Teacher and Faculty Entitlement Tara Ratnam, Cheryl J. Craig, 2021-09-30 Understanding Excessive Teacher and Faculty Entitlement develops a body of professional knowledge by providing a deeper understanding of what manifests itself as 'excessive entitlement', by presenting a theoretical framework within which one can investigate issues and helps those concerned with education and teacher education. |
| education in the 2000s: Japanese Lesson Study in Mathematics Masami Isoda, 2007 In Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century (2000) in the US, the authors quote from James Stigler's conclusions from various videotape research studies of mathematics teaching: ?The key to long-term improvement [in teaching] is to figure out how to generate, accumulate, and share professional knowledge?. Japanese Lesson Study has proved to be one successful means.This book supports the growing movement of lesson study to improve the quality of mathematics education from the original viewpoints of Japanese educators who have been engaging in lesson study in mathematics for professional development and curriculum implementation. This book also illustrates several projects related to lesson study in other countries. |
| education in the 2000s: Ready to Learn Tara Beteille, Namrata Tognatta, Michelle Riboud, Shinsaku Nomura, 2020-03-06 Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6†“11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skilling opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by nonstate actors—private nonprofit and forprofit entities—in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy. |
| education in the 2000s: World Yearbook of Education 2019 Radhika Gorur, Sam Sellar, Gita Steiner-Khamsi, 2018-10-03 Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy. |
| education in the 2000s: Education in a Digital World Neil Selwyn, 2013 The book takes a comprehensive look at digital technology use in educational settings around the world. Drawing on a wealth of theoretical and empirical work, the book tackles a number of pressing questions-- |
| education in the 2000s: Outdoor Learning Across the Curriculum Simon Beames, Peter Higgins, Robbie Nicol, Heidi Smith, 2023-09-14 Following the acclaim for Learning Outside the Classroom in 2012, this latest book more deeply explains how well constructed outdoor learning experiences can benefit children and young people’s academic development and health and wellbeing. Outdoor Learning Across the Curriculum outlines the theory and practice to enable preservice and experienced primary and secondary school teachers to systematically incorporate meaningful outdoor learning opportunities into their daily teaching activities, in a range of environments and with diverse groups of students. Six of the chapters are substantially re-worked versions of the 2012 book, two are completely re-imagined, and four are entirely new. Topics for developing learning and teaching outdoors include: Inclusive educational design Learning for sustainability Community-based learning The role of student curiosity and wonder Evidencing learning Developing a whole school approach Place-responsive education Integrating digital technology With practical and engaging chapters containing aims, case studies, and guidelines for practice, this timely book provides teachers the tools with which they can integrate outdoor learning into their daily timetable. It will also be a valuable resource to other professions which use the outdoors for educational purposes. |
| education in the 2000s: Theorising Identity and Subjectivity in Educational Leadership Research Richard Niesche, Amanda Heffernan, 2020-03-11 Theorising Identity and Subjectivity in Educational Leadership Research brings together a range of international scholars to examine identity and subjectivities in educational leadership in new and original ways. The chapters draw on a variety of approaches in theory and method to demonstrate the important new developments in understanding identity and subjectivity beyond the traditional ways of understanding and thinking about identity in the field of educational leadership. The book highlights empirical, theoretical and conceptual research that offers new ways of thinking about the work of educational leaders. The authors take critical approaches to exploring the influences of gender, race, sexuality, class, power and discourse on the identity and subjectivity formation of educational leaders. It provides global perspectives on educational leadership research and researchers and offer exciting new approaches to theorising and researching these issues. This book will appeal to researchers, students, and professionals working in the fields of educational leadership and sociology, and the chapters within offer readers new perspectives in understanding educational leaders, their work and their identities. |
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