Transforming Education : Global Perspectives, Experiences and Implications

Robert A. Devillar

ISBN 10: 1433120380 / ISBN 13: 9781433120381

Edité par Peter Lang, 2013

A propos de cet article

Druck auf Anfrage Neuware - Printed after ordering - This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers' understanding of the nature and complexity of educational transformation in a global context. The book's comprehensive analysis of factors associated with transforming education within globally representative geographical, cultural, and political contexts contributes to critical scholarship; its discussion of individual country findings and cross-country patterns has significant implications for educational practitioners and leaders. The volume has direct practical relevance for educational practitioners and leaders, policymakers, and researchers, as nations remain in dire need of effective ways and means to transform their respective educational systems to (1) more ably realize educational equity, (2) make learning relevant to an increasingly diverse overall student populace, (3) ensure individual and general prosperity, and (4) promote substantive global collaboration in developing the new economy.

N° de réf. du vendeur 9781433120381

Détails bibliographiques

• Titre: Transforming Education : Global Perspectives, Experiences and Implications
• Éditeur: Peter Lang
• Date de parution: 2013
• Langue: anglais
• ISBN à 10 chiffres: 1433120380
• ISBN à 13 chiffres: 9781433120381
• Reliure: Buch
• État de l'article: Neu
• Dimensions: 231 L x 155 H x 20 P (en millimètres) 231 millimètres de largeur par 155 millimètres de hauteur par 20 millimètres de profondeur
• Poids: 561 grammes

A propos de ce titre

Synopsis

This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers' understanding of the nature and complexity of educational transformation in a global context. The book's comprehensive analysis of factors associated with transforming education within globally representative geographical, cultural, and political contexts contributes to critical scholarship ; its discussion of individual country findings and cross-country patterns has significant implications for educational practitioners and leaders. The volume has direct practical relevance for educational practitioners and leaders, policymakers, and researchers, as nations remain in dire need of effective ways and means to transform their respective educational systems to (1) more ably realize educational equity, (2) make learning relevant to an increasingly diverse overall student populace, (3) ensure individual and general prosperity, and (4) promote substantive global collaboration in developing the new economy.

À propos de l?auteur

Robert A. DeVillar was educated in the United States, Spain, and Mexico. His broad experience in private sector international management and university administrative leadership has complemented his international teaching and research endeavors. DeVillar publishes in diverse fields, including education, social science, and business. Binbin Jiang received her education in China and the United States. She has over 25 years of experience in teaching, research, and educational administration spanning eight countries. Her research and publications focus on diversity, international education, teaching English learners, and leadership preparation. Jim Cummins is a professor at the University of Toronto. His research focuses on literacy development in contexts of linguistic diversity. He is the author (with Margaret Early) of Identity Texts : The Collaborative Creation of Power in Multilingual Schools. (2011).