Author: Publisher:
ISBN:
Category : Immigrants
Languages : en
Pages : 4
Book Description
Welcome to the United States
Author: Disaster risk reduction in school curricula: case studies from thirty countries
Author: Teachers Caught in the Action
Author: Ann LiebermanPublisher: Teachers College Press
ISBN: 9780807740996
Category : Education
Languages : en
Pages : 280
Book Description
Because what we do in staff development can best be understood in terms of Contexts, Strategies, and Structures, the remainder of the book features distinguished educators who write from their own unique experiential and theoretical stances. Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes • Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards • Lynne Miller presents a case study of a long-lived school, university partnership • Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student’s learning, to re-think their curriculum, and much more • Laura Stokes analyzes a school that successfully uses inquiry groups. There are further contributions (including some from novice teachers) by Anna Richert Ershler, Ann Lieberman, Diane Wood, Sarah Warshauer Freedman, and Joseph P. McDonald. These powerful exemplars from practice provide a much-needed overview of what matters and what really works in professional development today.
Guidance Note
Author: Asian Development BankPublisher: Asian Development Bank
ISBN: 9290921633
Category : Education
Languages : en
Pages : 57
Book Description
The education sector is vulnerable to a broad range of risks that can threaten development effectiveness. Risks can spring from several factors: substantial share of education in total government expenditure, opportunities for discretionary decision making, political interference and patronage networks, weak sector institutions, and nontransparent and inefficient systems. Vulnerabilities may exist at any stage and among any group of actors from policy makers to education providers and to education beneficiaries. Weak accountability increases the likelihood of misaligned priorities, resource leakages, and poor service delivery. This guidance note aims to explain key features of the education sector and identify entry points for mapping governance risks.
Fixing the Broken Promise of Education for All
Author: Angela HawkePublisher: United Nations Education, Scientific & Cultural Organization
ISBN: 9789291891610
Category : Education
Languages : en
Pages : 0
Book Description
Fixing the Broken Promise of Education for All, published by the UNESCO Institute for Statistics and UNICEF, presents the latest statistical evidence from administrative records and household surveys to better identify children who are out of school and the reasons for their exclusion from education. It aims to inform the policies needed to reach these children and finally deliver the promise of Education for All. Based on a series of national and regional studies and policy analysis by leading experts, the report explains why better data and cross-sector collaboration are fundamental to the design of effective interventions to overcome the barriers facing out-of-school children and adolescents. While highlighting the way forward for system-wide policies to improve educational quality and affordability, the report also presents the information needed for targeted approaches to address the compounding effects of disadvantage faced by children caught up in armed conflict, girls, working children, children with disabilities, or members of ethnic or linguistic minorities. This report presents a roadmap to improve the data, research and policies needed to catalyse action for out-of-school children as the world embarks on a new development agenda for education.
Perspectives on Thinking, Learning, and Cognitive Styles
Author: Robert J. SternbergPublisher: Routledge
ISBN: 1135663629
Category : Education
Languages : en
Pages : 286
Book Description
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.
Theosophy
Author: René GuénonPublisher: Sophia Perennis
ISBN: 9780900588808
Category : Religion
Languages : en
Pages : 362
Book Description
Since the late nineteenth century, the Theosophical Society has been a central force in the movement now known as the New Age. Just as the Communist Party was considered 'old hat' by peace activists in the '60s, so the Theosophical Society was looked upon by many in the 'spiritual revolution' of those years as cranky, uninteresting, and passé. But the Society, like the Party, was always there, and-despite its relatively few members-always better organized than anybody else. Since then, the Society's influence has certainly not waned. It plays an important role in today's global interfaith movement, and, since the flowering of the New Age in the '70s, has established increasingly intimate ties with the global elites. And its various spinoffs, such as Elizabeth Clare Prophet's Summit Lighthouse, and Benjamin Crème's continuing attempt to lead a 'World Teacher Maitreya' onto the global stage-just as the Society tried to do in the last century with Krishnamurti-continue to send waves through the sea of 'alternative' spiritualities. Guénon shows how our popular ideas of karma and reincarnation actually owe more to Theosophy than to Hinduism or Buddhism, provides a clear picture of the charlatanry that was sometimes a part of the Society's modus operandi, and gives the early history of the Society's bid for political power, particularly its role as an agent of British imperialism in India. It is fitting that this work should finally appear in English just at this moment, when the influence of pseudo-esoteric spiritualities on global politics is probably greater than ever before in Western history.
Child Friendly Schools Manual
Author: Publisher: UNICEF
ISBN: 9280643762
Category : Business & Economics
Languages : en
Pages : 244
Book Description
This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.
Investigating the Determinants of Household Welfare in Cote D'Ivoire
Author: Paul GlewwePublisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 68
Book Description
To predict the effect of economic policies on household welfare, one should first understand which characteristics of households and of the localities in which they live, enable them to raise their welfare levels. This paper outlines a simple procedure for investigating the determinants of household welfare and demonstrates its use with recent data from Cote d'Ivoire. Despite the relative simplicity, much information is obtained from its use on cross-sectional survey data. Results specific to Cote d'Ivoire include : high (low) returns to education in urban (rural) areas; high benefits from cocoa land relative to coffee land; a significant impact on economic welfare from the availability of medical services, and no apparent benefits from agricultural extension services.
Children and Familial Economic Welfare
Author: Paul RobertsPublisher: [Hull, Quebec] : Applied Research Branch, Human Resources Development Canada
ISBN:
Category : Family & Relationships
Languages : en
Pages : 84
Book Description
This study provides an initial assessment of the evidence of the effect of income on child development. It addresses the following: the income fluctuation that children's families experience year to year; the proportion of children that spend time in low income situations and how long; the proportion that leave or enter low income situations; the importance of income in affecting children's outcomes as described by cognitive & behavioural measures; whether income have a different effect on children at different ages or stages of development; and the proportions of these income fluctuations that are related to labour-market changes & to changes in family structure. The study data are drawn from the share file of the first two cycles (1994-95 & 1996-97) of the National Longitudinal Survey of Children & Youth. The researchers use cross-tabular analysis to observe the correlation between families' changing economic circumstances and children's developmental outcomes. The analysis then proceeds to investigate the independent effect of income on child outcomes employing a regression model.