Описание: Presents current and emerging knowledge related to the aftermath of COVID-19. The questions explores are related to how the pandemic has changed the practices of education, and whether the pandemic has triggered a paradigm shift in the future of education so that current practices become a `new normal`.
Описание: India has one of the largest student populations in the world; the quality of teaching is blamed for the poor performance by Indian students on internationally-comparative assessments. By analyzing various measures of teacher quality, this book provides a framework for policymakers to further improve teacher quality in India.
Описание: Open, distance, and blended learning environments have had global momentum over the past 15 months due to the Covid-19 pandemic. Stakeholders in the educational sector are facing new challenges on how to take advantage of the knowledge, skills, and experiences gained due to the pandemic and how to move forward towards digitally transforming education. This book identifies cases, best practices, and experiences that highlight digital transformation via online, blended, and open learning environments in all levels (k-12 and higher education).
It aims to present, discuss, and explain how digital transformation can be achieved and what is needed to be achieved at the macro and micro-level. The book also aims to examine and discuss the influence of leadership, human resources, knowledge, skills, processes, and technologies in promoting digital transformation. It is an ideal resource for researchers, practitioners, educators, educational leaders, policymakers, and instructional designers.
Автор: JoAnn (Jodi) Crandall and Kathleen M. Bailey Название: Global perspectives on language education policies ISBN: 1138090824 ISBN-13(EAN): 9781138090828 Издательство: Taylor&Francis Рейтинг: Цена: 7195.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The fifth volume in the Global Research on Teaching and Learning English series, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field, presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role.
Описание: Presents global research on the response of higher education to the COVID-19 pandemic from both the East and the West. The book sheds light on the relevant challenges, strategies, and effectiveness of the policies set in place in response to the pandemic.
Описание: Presents global research on the response of higher education to the COVID-19 pandemic from both the East and the West. The book sheds light on the relevant challenges, strategies, and effectiveness of the policies set in place in response to the pandemic.
Описание: Providing perspectives across multiple nations and settings, this volume is essential reading for higher education staff, researchers, and policy makers, to ensure higher education across the world is prepared to offer the best quality teaching and learning in the Covid and Post-Covid world.
Описание: A review of current (education) policy and practice endorses the view of an apparent paradox in policy implementation. Although tremendous investments (in terms of energy, time and financial resources) are made in enacting policies, there is ample evidence to suggest that policy actors are impervious to policy information. Change agents and implementers of policy are often seen as pursuing different agendas when it comes to the task policy implementation. As aptly asserted by Sabatier and Jenkins-Smith (1993, cited by Shulock, 1999, p. 228), apolicymakers and implementers core beliefs are unaffected by policy information, major policy change results rather from external factors such as inflation and elections. This book re-conceptualizes this policy phenomenon for rumination. The book essentially unravels perspectives on the policy implementation paradox, and through that exemplifies the abest suited approach for demystifying the policy/practice gap to bring understanding to the messiness and contested nature of (education) policy processes. To help draw conceptual leverage on the phenomenon described as the apolicy implementation paradox, this eight chapter book performs two major functions. First, Chapters 1 to 4 set the context for the book. Chapter 1 defines (education) policy, and in the process, the traditional problem-solving definition of policy is juxtaposed with the process model, and through that a third conception (i.e. the theoretical eclecticism approach) is gauged to help provide both practical and theoretical bases for understanding how policy and practice exist in dynamic and iterative relationships. Chapters 2 and 3 give insights into how education policy-making is made and implemented respectively to unravel some of the influences on policy processes. Chapter 4 explicates (from within relevant literature) the policy paradox to assist readers to understand perspectives that are advanced in latter chapters to unravel and/or explain the existence or occurrence of this policy phenomenon. Second, Chapters 5 to 7 draw on literature from disparate sources to unravel perspectives on the policy implementation paradox, whilst Chapter 8 presents the key messages that are tangential to achieving the objectives of the book. Overall, the Chapter 8 performs three functions, namely it: summarizes perspectives presented in the scholarly literature to demystify and unravel the policy implementation paradox illustrates the reasons for the choice of the post-modernist perspective as the most appropriate and/or best suited perspective for unravelling this policy phenomenon; and outlines the relevance (and/or justifications) of the post-modernist conception of policy as both atext and adiscourse as a framework for understanding the policy implementation paradox and the dynamism of policy processes at large. The contribution of this book is seen particularly in its ability to leverage the post-modernist conception of policy as both atext and adiscourse to stress the importance of recognizing the role of implementation in actually changing policy. Brought directly into the context of the policy implementation paradox, the book (drawing on the post-modernist conception of policy) clearly propels the dynamism of policy processes, and uses this to explain the reasons why policy implementation outcomes most often differ from policy-makers intentions. First, the book makes the point aptly and forcefully that because policy processes are dynamic, there is usually conflicts among those who make policy as well as those who put policy provisions into practice, about what the important issues or problems for policy are and what the desired policy goals ought to be. Second, it puts down the issue of disconnect between policy intentions in theory and policy implementation outcomes in practice invariably to the active processes involved in interpreting policy. Policy statements, in the view of the book and in the post-modernist tradition, are almost always subject to multiple interpretations and re-interpretations depending upon the standpoint of the people doing the interpretive awork. Third, the policy/practice gap is explained as existing and/or occurring because the practice of policy on the ground is extremely complex, both that which is being adescribed by policy and those that are aintended to put policy into effect or practice. The point, according to the post-modernist thinking on which this book draws, is that simple policy descriptions of practice do not capture the multiplicity and complexity of the practice of policy on the ground, as such, the implementation of policy in practice almost always means outcomes differ from policy-makers intentions. Against the backdrop of these three reasons alluded to, the book attributes the underlying causes of the policy implementation paradox to two interrelated factors. One, it is argued that the paradox in policy implementation occurs mainly because of what post-modernist thinkers call policy refraction. That is to say, because policies in practice tend to evolve through the interactions of a multiplicity of actors, they become distorted and less coherent as they are interpreted and put into practice by the aground-level actors and implementers. Two, it is contended that the emergence of post-modern theory (with its contemporary understanding of the nature of reality and how to ago on in life) has undermined the amodernist philosophy to such an extent that older ideas of fixed structures conditioning behaviour and imposing regularity and predictability on social life have become considerably weakened, if not demolished completely. Essentially, the book argues that the post-modern theoretical movement has had tremendous effect of stressing the unpredictability of human behaviour in policy implementation processes, and by extension, the unpredictability of policy outcomes as against policy intentions.
Описание: The book analyzes worldwide changes in school organization and the teaching profession, and how the profession has been impacted by education policies that promote assessments and accountability. It also identifies some shifts in professional positions, statuses and profiles, and characterizes the impact and contextualization of professional standards that shape teaching practices and the management of schools. Further, the book provides relevant comparative and empirical data on the restructuring of the teaching profession in an era of globalization through a critical perspective on and an overview of the main research and comparative findings across countries. As such, the book is not only directed to educational researchers but will also interest professionals and policymakers, addressing a broader education and policy community concerned by the new aspects shaping the teaching profession in the 21st century.
Название: Global Perspectives on Language Education Policies ISBN: 1138090816 ISBN-13(EAN): 9781138090811 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The fifth volume in the Global Research on Teaching and Learning English series, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field, presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role.
Автор: Md Mahbub Alam Prodip Название: Refugee Education in South Asia: Policies and Perspectives ISBN: 153619459X ISBN-13(EAN): 9781536194593 Издательство: Nova Science Рейтинг: Цена: 22491.00 р. Наличие на складе: Невозможна поставка.
Описание: This edited volume aims to understand the policies, practices and limitations of refugee education in four South Asian countries: Bangladesh, India, Nepal and Pakistan. Evidence suggests that refugee education in three countries including Bangladesh, India and Pakistan is being viewed as a relief activity, whereas education for Bhutanese refugees in Nepal is being observed as a development activity. This book suggests that refugee education in Bangladesh, India and Pakistan should be provided from a development point of view whereby refugee children can live with honor and dignity if they have an opportunity to be integrated in host countries, resettled in third countries or repatriated in their home countries.
Описание: This book addresses essential educational dimensions of the university that are often overlooked, not only by prevailing discourses and practices but also by standard critical approaches to higher education.
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