A global citizen is an individual who believes in a public responsibility for their local community to grow and interconnect amongst the world’s diverse people and things. Global citizenship education is a fast-moving process that continues to intertwine communities all over the world. As we move toward a more global world, the improvement in education, health, poverty rates, and standard of living should come with it. This global world must be a place where people are aware of what is going on and can have an impact as well. The Handbook of Research on Promoting Global Citizenship Education explores various ways to empower educators to design and implement a curriculum that incorporates global citizen education. Covering a range of topics such as global issues and academic migration, this major reference work is ideal for academicians, industry professionals, policymakers, researchers, scholars, instructors, and students.
The International Federation of Library Associations and Institutions (IFLA) is the leading international body representing the interests of library and information services and their users. It is the global voice of the information profession. The series IFLA Publications deals with many of the means through which libraries, information centres, and information professionals worldwide can formulate their goals, exert their influence as a group, protect their interests, and find solutions to global problems.
The delivery of quality education to students relies heavily on the actions of an institution’s administrative staff. Effective leadership strategies allow for the continued progress of modern educational initiatives. It is crucial to investigate how effective administrators lead their organizations in challenging and difficult times and promote the accomplishments of their organization. Research Anthology on Preparing School Administrators to Lead Quality Education Programs is a vital reference source that offers theoretical and pedagogical research concerning the management of educational systems on both the national and international scale. It also explores academic administration as well as administrative effectiveness in achieving organizational goals. Highlighting a range of topics such as strategic planning, human resources, and school culture, this multi-volume book is ideally designed for educators, administrators, principals, superintendents, board members, researchers, academicians, policymakers, and students.
The essence of this book is to shed light on the nature of current educational practices from a variety of theoretical perspectives. Both teachers and their trainers provide a better understanding of teacher training and learning processes. Mutual interrelations and the provision of knowledge between academia and schools are essential for merging discourses and aligning positions, whereby turning practice into theory and theory into practice in today’s teaching is vital for suitably responding to multiple issues and increasingly diverse contexts. The array of studies from around the world compiled in this volume allow readers to find common ground, discover shared concerns, and define goals. Studying teaching practice and training in different contexts reveals the state-of-the-art practices and identifies those issues that enable educators to understand the complexities involved. The chapters examine the development of our knowledge and understanding of teaching practices, at the same time as analysing engaging learning environments, the sustainability of learning and teaching practices, and highlighting new practices based on the use of ICTs. The diverse teaching contexts considered in this compilation of international research are organized according to the following topics: Teaching occupational learning and knowledge; Teacher beliefs and reflective thinking; and Innovative teaching procedures. The contributors are Laura Sara Agrati, Dyann Barras, Verónica Basilotta Gómez-Pablos, Benignus Bitu, Robyn Brandenburg, Heather Braund, Michael Cavanagh, Chiou-hui Chou, Jean Clandinin, Leah L. Echiverri, Maria Flores, Francisco García Peñalvo, María García-Rodríguez, Ana García-Valcárcel, Stephen Geofroy, Raquel Gómez, Jenna Granados, Hafdís Guðjónsdóttir, Jukka Husu, Jóhanna Karlsdóttir, Keith Lane, Celina Lay, Samuel Lochan, Marta Martín-del-Pozo, Ella Mazor, Sharon M. McDonough, Lennox McLeod, Juanjo Mena, Wendy Moran, Brian Mundy, Nkopodi Nkopodi, Lily Orland-Barak, Edda Óskarsdóttir, Samuel O. Oyoo, Stefinee Pinnegar, Eleftherios Soleas, Lystra Stephens-James, Linda Turner, Antoinette Valentine-Lewis, and Sarah Witt.
Many factors in the world today, such as globalization and a rise in immigration, are increasing the need for mental health practitioners to acquire the ability to interact effectively with people of different cultures. This text will be the most comprehensive volume to address this need to date, exploring the history, philosophy, processes, and trends in counseling and psychotherapy in countries from all regions of the globe. Organized by continent and country, each chapter is written by esteemed scholars drawing on intimate knowledge of their homelands. They explore such topics as their countries’ demographics, counselor education programs, current counseling theories and trends, and significant traditional and indigenous treatment and healing methods. This consistent structure facilitates quick and easy comparisons and contrasts across cultures, offering an enhanced understanding of diversity and multicultural competencies. Overall, this text is an invaluable resource for practitioners, researchers, students, and faculty, showing them how to look beyond their own borders and cultures to enhance their counseling practices.
Grenier offers a better understanding of the causes of revolution in El Salvador through an analysis of the central role of ideas and ideologues. The insurgency was not merely the charismatic embodiment of structurally determined processes, as it is commonly suggested, it was the expression of a distinct and forceful political will. The focus is placed on the period of emergence of insurgency (roughly, the 1970s and early 1980s), a period too often confounded (and not only in the Salvadoran case) with subsequent periods of the revolutionary cycle.
During the last decades, our society is witnessing an authentic revolution that, in a dizzying manner has deeply influenced, modified, and transformed the way of life of human beings. This constant and unstoppable revolution is transmuting all areas of our life: social, cultural, personal, labor, economic, training, etc. This new society is characterized by a high generation of knowledge and the constant and fluid processing of information. In this macro-context, the MOOC phenomenon emerged. MOOC (Massive Open Online Courses) courses are based on the principles of massive, free access to all materials and resources offered online. This new didactic path can be constituted in an innovative techno-social tendency, especially oriented in the panorama of Higher Education to stimulate university improvement, open opportunities at the same time for education and training or, simply, derive towards a new business model for the universities. In addition to being an entry point for the popularization of science and knowledge, the future possibilities are enormous and are being studied in all their various dimensions. Many initiatives as a result have been developed to implement this new form of education. MOOC Courses and the Future of Higher Education presents the latest research theories and current examples of MOOC courses practices in Higher Education. The chapters represent an extensive assortment of interpretations and practices examples of MOOC courses, across areas as varied as teaching methodologies, instructional innovations, educational technology, etc. This work is structured in three sections, the first one covers the university institution in the knowledge society, the second analyzes the MOOC training proposals, and the third discusses the future role of MOOCs. Technical topics discussed in the book include: The Virtualization of Teaching in Higher EducationTraining and Professional Development at the e-UniversityTaxonomy of MOOCsMOOC: Strengths and WeaknessesMOOCs and the Scientific Community: Challenges and InnovationMOOC PlatformsDirectory of MOOC ResourcesMOOC: Reflections of the Future
The 2006 edition of one of the most respected annual publication in education, focusing on research and its effects on educational policy around the globe.
This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems. What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas? The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes: globalising policy and research in education steering education research in national contexts global-local politics of education research. The 2006 volume has a truly global reach, incorporating transnational policy perspectives from the OECD and the European Commission, alongside national cases from across the world in contrasting contexts that include North and South America, Canada, France, Singapore, China, Russia and New Zealand. The range of contributions reflect how pervasive these developments are, how much is new in this situation and to what extent evidence-based policy pressures on research in education build on past relationships between education and policy. This book considers the impact of the steering processes on the work and identities of individual researchers and considers how research can be organised to play a more active role in the politics of the knowledge economy and learning society.
