Empowering Teachers for Equitable and Sustainable Education PDF Download

Author: Maria Teresa Tatto
Publisher: Taylor & Francis
ISBN: 1040019463
Category : Education
Languages : en
Pages : 272

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Book Description
This groundbreaking book uses a comprehensive study of a novel Master of Education program to showcase how teachers can be engaged in authoritative equity‐based research, using comparative education theory, inquiry‐based pedagogy, and the UNESCO SDGs as powerful frameworks. By developing agency to advance culturally sustaining and humanizing practices, it demonstrates how teachers can promote equity in their classrooms and communities. The central premise of the program is that teachers must become comparative, global, and local action researchers to have agency in their practice and to become effective advocates for the cultural and learning needs of their students, especially those in disadvantaged contexts or “learning at the bottom of the pyramid.” By learning comparative framing and social science methods, reviewing the literature to select verifiable educational research, and developing and implementing a plan for action research, this book offers new ideas for how teachers can effectively respond to recent UNESCO calls to reimagine and create promising futures locally. By providing formative and summative evidence of culturally and socially transformative learning, and showcasing how teacher educators can engage teachers in authoritative justice‐inquiry‐based research, this book will appeal to scholars, faculty, and researchers of comparative education and teacher education, and development.

Author: Maria Teresa Tatto
Publisher:
ISBN: 9781032699295
Category : Education
Languages : en
Pages : 0

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Book Description
"This ground-breaking book uses a comprehensive study of a novel Master of Education program to showcase how teachers can be engaged in authoritative justice-inquiry-based research, using comparative education theory and the UNESCO SDGs as powerful frameworks. By developing agency to advance culturally sustaining and humanizing practices, it demonstrates how teachers can promote social justice and equity in their classrooms and communities. The central premise of the program is that teachers must become comparative, global, and local action researchers to have agency in their practice and to become effective advocates for the cultural and learning needs of their students, especially those in disadvantaged contexts or "learning at the bottom of the pyramid". By learning comparative framing and social science methods, reviewing the literature to select verifiable educational research, and developing and implementing a plan for action research, the book offers new ideas for how teachers can effectively respond to recent UNESCO calls to reimagine and create promising futures locally. Providing formative and summative evidence of culturally and socially transformative learning, presenting effective practices and policy recommendations, and showcasing how teacher educators can engage teachers in authoritative justice-inquiry-based research, using inquiry-based pedagogy, comparative education theory, and the UNESCO SDGs as a starting point, it will appeal to scholars, faculty, and researchers of comparative education and teacher education"--

Author: Melissa Barnes
Publisher: Routledge
ISBN: 1000386848
Category : Education
Languages : en
Pages : 183

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Book Description
Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers’ attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices. It showcases how a confluence of personal, professional and environmental identities supports implementation of ESE. Additionally, this book discusses key concepts and issues surrounding ESE and the ways in which teachers may claim agency and power to create change in their classroom practices. Drawing from theoretical perspectives, such as Bourdieu’s ‘thinking tools’ habitus and capital, theories of identity, and Foucault’s concept of power and knowledge relations, this book explores how teachers negotiate policies, curriculum and institutional norms to further theoretical and practical understanding of ESE. The use of personal narratives offers new insights into teachers’ agency in creating localised yet powerful change through small and meaningful actions. The purpose of this book, therefore, is to explore ways in which meaningful change can be made in educational settings through these small agentive and yet empowering steps. This book reveals that teachers can enact agency and navigate the power structures that exist within educational settings in order to make ESE meaningful within their classrooms.

Author: OECD
Publisher: OECD Publishing
ISBN: 9264273239
Category :
Languages : en
Pages : 112

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Book Description
Despite increased funding and many reforms, most education systems are still seeking ways to better prepare their students for a world in which technological change and the digital revolution are changing the way we work, live and relate to one another. Education systems that have succeeded in ...

Author: Torsten Brinda
Publisher: Springer Nature
ISBN: 3030598470
Category : Education
Languages : en
Pages : 148

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Book Description
This book constitutes the refereed post-conference proceedings of the IFIP TC 3 Open Conference on Computers in Education, OCCE 2020, held in Mumbai, India, in January 2020. The 11 full papers and 4 short papers included in this volume were carefully reviewed and selected from 57 submissions. The papers discuss key emerging topics and evolving practices in the area of educational computing research. They are organized in the following topical sections: computing education; learners’ and teachers’ perspectives; teacher professional development; the industry perspective; and further aspects.

Author: Hassan Qudrat-Ullah
Publisher: Springer Nature
ISBN: 3031406354
Category : Science
Languages : en
Pages : 479

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Book Description
This book is about improving human decision making and performance in complex tasks. Utilizing systems thinking approach, this book presents innovative and insightful solutions to various managerial issues in various domains including agriculture, education, climate change, digital transformation, health care, supply chains, and sustainability. Practical insights and operational causal models are systematically presented. The key features of the didactic approach of this book are core knowledge, numerous tables and figures throughout the text, system archetypes, and causal loop models. This book serves as a text for college and university courses on Systems Thinking for Management Decision Making in Complex Tasks. Researchers use the developed “causal models” to design and evaluate various decision-aiding technologies. It is used as a source of practical information for a broad community of decision-makers, researchers, and practitioners concerned with the issue of improving human performance in complex organizational tasks.

Author: Nikola Hobbel
Publisher: Routledge
ISBN: 1351252283
Category : Education
Languages : en
Pages : 343

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Book Description
Navigating the Common Good in Teacher Education Policy examines the changing relationships between the state and the common (or public) good. Using teacher education policy as the frame of analysis, the authors examine history, cultural context, and lived experiences in 12 countries and the European Union to explicate which notions of justice, social inclusion and exclusion, and citizenship emerge. By situating teacher education policy within a larger philosophical framework regarding the relationship between the state and conceptions of the "common good," this book analyzes the ideological and political desires of the state---how the state understands the common good, the future of national identity, and to what end schooling is imagined.

Author: Carissa R. McCray
Publisher: Solution Tree Press
ISBN: 1952812828
Category : Education
Languages : en
Pages : 190

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Book Description
Learn practical strategies for ensuring each of your students feels valued, welcomed, and empowered. Author Carissa McCray provides the tools to combat biases inherent in education with pedagogy that encourages students to dismantle the injustices surrounding them. Tackling every angle of the classroom, from instructional practices and curriculum to classroom culture and communication, the book provides opportunities for reflection and inspires readers to ignite change. This book will build pedagogical and communication skills to: Understand the injustices inherent in education. Design a curriculum that fosters equity and justice. Create a classroom environment where any student can feel safe and heard. Enact both a mission and a vision in pedagogical practices. Enable effective communication with both students and families. Provide diverse assessments that address every type of learner. Contents: Introduction Part 1: Building a Culture of Opportunity Chapter 1: Becoming Culturally Competent Chapter 2: Expanding Curriculum Culture Chapter 3: Shaping Classroom Culture Part 2: Speaking the Language of Freedom Chapter 4: Articulating Your Purpose, Vision, and Mission Chapter 5: Communicating With Students Chapter 6: Engaging With Families Part 3: Assessing at Cultural Intersections Chapter 7: Understanding Intersectionality Chapter 8: Diversifying Assessments Chapter 9: Committing to Reflection, Professional Development, and Modification Conclusion References and Resources Index

Author: Paul Emerich France
Publisher: ASCD
ISBN: 141663231X
Category : Education
Languages : en
Pages : 220

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Book Description
Rethink your teaching practice with six mindset shifts that will transform how you approach the job, ensuring that you can sustain your energy and effectiveness while empowering and supporting learners. Traditional approaches to the practice of teaching are unsustainable. Too many educators are disengaging, burning out, and leaving the profession in response to stressors both inside and outside of schools. And high teacher turnover has a negative effect on our students. In Make Teaching Sustainable, Paul Emerich France explores six mindset shifts that you can implement to improve your educational environment—while also supporting and empowering the students you lead: * Humanity over industry * Collectivism over individualism * Empowerment over control * Minimalism over maximalism * Process over product * Flexibility over fixedness The goal of sustainable teaching is not simply to have teachers do less work, but also to help focus efforts on effective, efficient, and meaningful practices that make learning richer for students. Guided by recent research and interviews with practitioners in the field, France explores how mindset and practice shifts interact with themes of healing, regeneration, vulnerability, partnership, ritual, and simplicity. He also outlines tangible benefits to sustainable teaching, from a reduction in burnout to an increase in student engagement with learning. Whether you're a teacher, coach, or administrator, Make Teaching Sustainable will inspire you to embark on a practicable, action-oriented path to sustainability, ensuring that you can continue to be nurtured, supported, and effective in the profession that you love.

Author: Diane B. Hirshberg
Publisher: Springer Nature
ISBN: 303097460X
Category : Education
Languages : en
Pages : 263

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Book Description
This open access book provides a current view on education, equity and inclusion within the lens of education for a sustainable North. The first book published by the University of the Arctic Thematic Network for Teacher Education for Social Justice and Diversity (Including the North: A comparative study of the policies on inclusion and equity in the circumpolar North, 2019) highlighted policies of inclusion and equity in education in national and regional contexts. This new book explores in more depth the provision of education across the north, focusing on challenges and innovations in meeting the needs of diverse learners in remote and rapidly changing contexts. While many texts address issues of equity, inclusion and diversity, they are almost all focused on the global South, and miss the lessons that can be learned from Northern regions. This book offers an extended essay on teaching and learning through various perspectives and experiences with the aim of creating a more sustainable North. It is structured around two main themes: 1) Supporting Teachers for Diversity and Inclusion in the Classroom including consideration of language and identity issues, 2) Engendering community solutions to structural and geographical challenges in education in the circumpolar north.