Preparing Teachers to Educate Whole Students offers a wide-ranging comparative account of how innovative professional development programs in a number of countries guide and support teachers in their efforts to promote cognitive and socio-emotional growth in their students. The book focuses on holistic educational outcomes in an effort to better serve students in the twenty-first century and examines seven programs in all—in Chile, China, Colombia, India, Mexico, the United States, and Singapore.
Fernando M. Reimers, Connie K. Chung, and their contributors focus on a pair of issues of great significance to educators throughout the world: the need to identify and promote a full range of competencies in students as they prepare for work and life in the twenty-first century, and the need to create and enhance professional development programs for teachers that will help them cultivate these competencies in their students.
Preparing Teachers to Educate Whole Students offers a unique and helpful contribution to our understanding of fundamental educational goals and the professional development programs for teachers that aim to further those goals.
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Table of Contents
Chapter 1. A Study in How Teachers Learn to Educate Whole Students and How Schools Build the Capacity to Support Them
Fernando M. Reimers
Chapter 2. Providing Relevant Twenty-First-Century Science Education for All Students
A Case Study of the Chilean Inquiry-Based Science Education Program
Liliana Morawietz and Cristián Bellei
Chapter 3. Building the Capacity for Twenty-First-Century Education
A Study of China’s Qingyang School District
Xueqin Jiang and Zhijuan Ma
Chapter 4. An Inclusive, Whole-School, and Sustainable Approach to Building Teachers’ Capacity to Promote Twenty-First-Century Skills
Lessons Learned from the Public-Private Partnership of Escuela Activa Urbana in Manizales, Colombia
Silvia Diazgranados Ferráns, Luis Felipe Martínez-Gómez, and María Figueroa
Chapter 5. Developing Life Skills in Children
A Study of India’s Dream-a-Dream Program
Aditya Natraj and Monal Jayaram
Chapter 6. Developing Twenty-First-Century Competencies in Mexico
How UNETE and School Communities Broaden the Goals of Education by Using Educational Technology
Sergio Cárdenas, Roberto Arriaga, and Francisco Cabrera
Chapter 7. Creating Cultures of Learning in the Twenty-First Century
A Study of EL Education in the United States
Connie K. Chung
Chapter 8. Working in Times of Uncertainty to Prepare for the Future
A Study of Singapore’s Leaders in Education Program
Oon-Seng Tan and Ee-Ling Low
Chapter 9. Conclusions
Fernando M. Reimers and Connie K. Chung
Notes
Acknowledgments
About the Editors
About the Contributors
Index
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Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and director of the Global Education Innovation Initiative and of the International Education Policy Master’s Program at Harvard University.
Connie K. Chung is a researcher and former high school English teacher who works with education organizations that are focused on ensuring young people can thrive in a rapidly changing world.
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