Global Perspectives on Education Research, Vol. II
Routledge (Verlag)
978-0-367-70598-5 (ISBN)
Presenting a wide range of new research from World Education Research Association (WERA)-affiliated scholars pertaining to democracy and education, this volume including topics such as school readiness in Mongolia, high-stakes teacher evaluation policy in Japan, and family and community involvement in global educational advocacy.
This collection arrives at a time of extreme global challenges, leaving researchers, teachers, students, families and policymakers without a baseline of how to act, react and be proactive to stem the chronic flow of disruption to global education systems. These challenges require researchers worldwide to consider how evidence can support individuals and systems to buffer against extreme global health distress and conflict whilst simultaneously supporting the continued functioning of education systems and processes. Such processes must allow students, teachers, leaders, administrators and members of the educational communities to retain positive self-esteem and maintain supportive relationships and systems that provide the appropriate conditions for such processes.
Global Perspectives on Education Research pulls together contributions from different contexts and cultures to distil vistas and research results that can enlighten a worldwide community of researchers, education professionals and practitioners, as well as policymakers and local, national or supra-national decision-makers. This text is also the ideal companion for educators and leaders alike as they navigate the uncertainty within global health and social justice.
Liesel Ebersöhn is Director of the Centre for the Study of Resilience and Professor in the Department of Educational Psychology in the Faculty of Education. Ingrid Gogolin is Professor of International Comparative and Intercultural Education Research at the University of Hamburg.
Introduction Part I: Global Perspectives on New Technologies and Education 1. Prepared for Distance Learning? International Evidence on the Use and Perception of Information and Communication Technology by Teachers 2. Response to COVID-19 In Remote Russian Schools: Readiness to Online Education and Coping Strategies 3. Participatory Research and Biographical Introspection – Methodological Reflections on Research with Youth without School-Leaving Certificates Part II: Global Perspectives on Socio-Emotional Dimensions of Education 4. Researching Educational Advocacy: Findings from the WERA International Research Network on Engaging Families, Communities, and Educators as Educational Advocates 5. The Role of Empathy in Improving Social and Emotional Learning Skills Among Educators and Students in the Era of COVID-19 6. Cultural Values, Happiness and Harmful Peer Aggression Reported by Adolescents in 12 World Regions Part III: Global Perspectives on Educational Practices 7. Reading through English Curricula of Cambodia, Guatemala, Japan, Myanmar, and the Philippines: A Case Study of Teacher Reflections 8. Successful Leadership by a Japanese High School Principal: A Case Study 9. An Alternative Review of Multi-age (Multi-grade) Teaching and Learning in Global Communities 10. The associations between Engaging Teaching, Interest, Self-Concept, Socio-economic Status, and Year 4 Science Achievement: Evidence from TIMSS 2015
| Erscheinungsdatum | 20.07.2023 |
|---|---|
| Zusatzinfo | 11 Tables, black and white; 13 Line drawings, black and white; 4 Halftones, black and white; 17 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 521 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 0-367-70598-2 / 0367705982 |
| ISBN-13 | 978-0-367-70598-5 / 9780367705985 |
| Zustand | Neuware |
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