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The Resource Educating for the 21st Century : Perspectives, Policies and Practices from Around the World

Educating for the 21st Century : Perspectives, Policies and Practices from Around the World

Educating for the 21st Century : Perspectives, Policies and Practices from Around the World
Educating for the 21st Century
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Perspectives, Policies and Practices from Around the World
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Educating for the 21st Century : Perspectives, Policies and Practices from Around the World
Educating for the 21st Century : Perspectives, Policies and Practices from Around the World
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  • Preface -- Acknowledgements -- Contents -- Part I: Perspectives: Mapping Our Futures-In-The-Making -- Chapter 1: Today's Children, Tomorrow's Creatives: Living, Learning and Earning in the Conceptual Age -- New Pathways, New Identities -- Going Digital -- Doubting the Data -- Singular Times -- The 'Too Hard' Basket -- W(h)ither Schooling? -- What Price Relevance? -- If 'Average' is Over -- Successful, Improvable Schools -- References -- Chapter 2: Digitalizing Tradition: Staging Postcolonial Elite School Identities in the Online Environment -- The Structure of the Chapter -- A Postcolonial Re-reading of History-Making in the Digital Era -- Traditions and Contemporary Portraits: Online Productions Chronicle Rippon College History -- Schooling Ancient and Modern: The World Lifted Online at Old Cloisters -- Conclusion -- References -- Chapter 3: "Players in the World": Action for Intercultural Competence in Classroom Pedagogy -- Twenty-First Century Pedagogy -- Intercultural Competence as Twenty-First Century Pedagogy -- Active Pedagogy for Intercultural Competence -- An Overview of the Australian Curriculum -- Educating Global Citizens in Australia -- Methodological Framework -- Method -- Results -- Australian Curriculum: "Action" in Intercultural Competence -- Qualitative Surveys from School: "Action" in the Classroom -- Discussion -- Implications -- Appendix: Australian syllabus examples of Intercultural Understanding with action examples -- References -- Chapter 4: Deliberating Values for Global Citizenship: A Study of Singapore's Social Studies and Hong Kong's Liberal Studies Curricula -- Education for Civic Values: East/West Tensions and Intersections -- Neoliberalism and Civic Education in Global Cities -- The Study -- Theoretical and Analytical Approach -- Contexts -- Singapore: Illiberal Global City
  • Hong Kong: De/politicization in a Chinese Global City -- Analysis of Documents -- Singapore Social Studies -- The Appreciation of Values -- Instrumental Values Aligned with State Agenda -- Hong Kong Liberal Studies -- Deliberating Plural Perspectives and Values -- Criticality Versus Priority Values -- Discussion -- Conclusion -- References -- Chapter 5: Signature Pedagogies in Global Competence Education: Understanding Quality Teaching Practice -- Overview -- Educating for "Global Competence" - What Are the Learning Outcomes We Seek? -- A Constructivist View of Deep, Long-Lasting, and Relevant Learning -- Beyond Knowledge, Skills, Attitudes and Behaviors -- Teaching for Global Competence: How Should We Design Instruction for the Kind of Learning We Are After? -- Signature Pedagogies in Global Education: Our Contribution -- Core Principles for Quality Practice -- Signature Pedagogies: Pictures of Practice -- A Pedagogy of Travel -- Nurturing Global Competence Through Research Expeditions to a Distant Place -- Key Experiences in a Travel Pedagogy Arc -- A Pedagogy of Purposeful Comparisons -- Nurturing Global Competence Through Cross-Case Analysis -- Key Experiences in the Pedagogy of Purposeful Comparisons Arc -- Making Informed Decisions -- Signature Pedagogies Revisited: Deepening Instructional Tropes in Global Education -- Clear Global Competence Focus -- Strong Disciplinary Foundation -- Attentive to Learning Demands -- A Case-Based Core -- Spiraling Presence -- Adaptive Practice -- To Conclude: Added Value and a Note on Teacher Expertise -- References -- Chapter 6: Voices from the Field: What Can We Learn from Leaders of Diverse Schools in Ontario Canada, Tensions and Possibilities? -- Culturally Responsive and Transcultural Leadership -- Methodology -- Voices from the Field - Enacting Culturally Responsive and Transcultural Leadership
  • Discussion -- References -- Chapter 7: Education for a Better World: The Struggle for Social Justice in the Twenty-First Century -- Part 1: What Does 'Social Justice' Mean? -- Part 2: Contexts in Which Social Justice and Global Citizenship Through Education May Be Considered -- Part 3: Action Points -- Conclusion -- References -- Part II: Policies: Constructing the Future Through Policy Making -- Chapter 8: Global Leadership Training for High School Students in Japan: Are Global Leadership Competencies Trainable, Universal, and Measurable? -- Background -- What Is Super Global High School (SGH) Project? -- Societal and Policy Backgrounds of the SGH Project -- Our Analyses of the SGH Project -- Goal Statements in Accepted Proposals -- MEXT's Measurement Criteria for Project Evaluation -- Types of Schools Appointed as SGHs -- Project Characteristics -- Discussion -- New Types of Competencies: Are They Trainable at School? -- Imagined Communities of Global Elites -- Exclusion of Language/Cultural Minority Students -- Conclusion -- References -- Chapter 9: Exploring Top-Down and Bottom-Up Cosmopolitan Traces in Schools on the West Coast of the United States -- A Void of Cosmopolitanism from Above: Multilayered Policy -- Hints of Cosmopolitanism from Below: Multidimensional Students' Identities -- Looking at Twenty-First Century Skills Through a Critical Cosmopolitan Perspective -- References -- Chapter 10: Exploring the Transformative Potential of a Global Education Framework: A Case-{u00AD}Study of a School District in the United States -- Theoretical Framework -- Methodology -- Background -- Findings: The Integration of Global Education in a School District -- Ground-Up Integration of Global Education -- Development of a Common Language Through a Twenty-First Century Framework -- Utilizing the Framework to Encourage Deeper Levels of Rigor
  • Encouraging Adoption of the Framework Through Focus on Student Learning Rather than Teacher Improvement -- Perceptions of Enhanced Student Performance and Engagement -- Shared Knowledge Around a Common Purpose Contributes to Teacher Agency -- Higher Sense of Self and Collective Efficacy Provides Permission to Take Pedagogical Risks -- Challenges of a "Whole-School" Approach to Global Education -- The Framework's Emphasis on Competencies -- The Perceived Ease of Transference of Certain Capacities Versus Others -- A Change Initiative Reduced to a Product, Not a Process -- Conclusion -- References -- Chapter 11: For Whom Is K-12 Education: A Critical Look into Twenty-First Century Educational Policy and Curriculum in the Philippines -- Introduction -- Context of Philippines Basic Education -- K-12 Education as a Twenty-First Century Response -- K-12 Curriculum View of Twenty-First Century Challenges -- Conclusion -- References -- Chapter 12: Preparing Students for the Twenty-First Century: A Snapshot of Singapore's Approach -- Beginning with the Thinking Schools, Learning Nation Vision -- Systems Approach to Thinking Schools, Learning Nation -- Building a Culture of Continual Improvement -- Reforms in Curriculum, Pedagogy, and Assessment -- Teaching Practices and Professional Learning Under TSLN -- Conclusion -- References -- Chapter 13: Towards Twenty-First Century Education: Success Factors, Challenges, and the Renewal of Finnish Education -- Finnish Education Context -- Knowledge-Based Society -- Educational Equity -- Culture of Trust -- Reasons Behind the Success of Finnish Education -- Finnish Teachers Are Professional Teachers -- Teacher Education in Finland -- National and Local Curriculum -- Quality Assurance and Assessment -- Challenges of Finnish Education -- Twenty-First Century Competencies -- Challenges in the Classroom
  • Challenges in the School -- Challenges at the Municipality Level -- National-Level Challenges -- Challenges for Teacher Education -- Quality Assurance Challenges -- Renewal of Finnish Education -- The New National-Level Curriculum -- New Forms of Professional Development -- Discussion -- References -- Chapter 14: Imagining the Cosmopolitan Global Citizen? Parents' Choice of International Schools in Kuwait -- Background -- Methodology -- Discussion -- Choosing an International School -- Views on Curriculum and Teachers' Capacities -- Curriculum -- Teachers' Capacities -- Conclusion -- References -- Chapter 15: Towards Being a "Good Cuban": Socialist Citizenship Education in a Globalized Context -- Value Formation -- The "New Man" and the "Ever Newer Man" -- Internationalism -- Cuban Civic Education: Rights and Responsibilities -- Globalization and the Threat of "Anti-values" -- The Global Citizen in Contemporary Cuba -- Internationalism of the 1990s and 2000s -- Globalizing Cuba -- Conclusion -- References -- Part III: Practices: Enacting the Future in Local Contexts -- Chapter 16: Teaching Global Citizenship Education with Empathy Model and Experiential Learning: Case Study of Action Research on Developing Empathy in a Hong Kong Secondary School -- Hong Kong's Civic Education and Globalization -- Action Research, the School and Subject -- Global Citizenship Education, Empathy Learning -- The Action Research Teaching Cycles -- First Teaching Cycle (2013-2014) -- Making Concrete and Personal Connections - Experiential Learning Activities -- Inquiring and Imagining - Classroom-Based Inquiry Learning Activities -- Investigating Content Resources - Learning About Different Stories -- Acting as If{u2026}Ask Students to Solve Problems -- Reflection After First Teaching Cycle
  • Second Teaching Cycle (School Term 2, 2014-2015) - Adopting Improvements After Reflection
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