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Via 100 entries or 'mini-chapters,' the SAGE 21st Century Reference Series volumes on Education will highlight the most important topics, issues, questions, and debates any student obtaining a degree in the field of education ought to have mastered for effectiveness in the 21st Century.
This new edition explores current issues of central importance to the academy: leadership, accountability, access, finance, technology, academic freedom, the canon, governance, and race. Chapters also deal with key constituencies -- students and faculty -- in the context of a changing academic environment.
Shift happens: Emerging technologies and globalization have resulted in political, social and cultural changes. These changes have a profound impact on all aspects of human life, including education. Yet while society has changed and continues to change, schools are slow to keep up. This book explores issues related to transforming and modernizing our educational systems, including the impact of societal shifts on education, the efforts at various levels to bring schools into the 21st century, the identification of 21st century skills, the reformation of the curriculum, the creation of alternative models of schooling, the innovative use of technology in education, and many others. It addresses questions like the following: Should schools systems adapt to better meet the needs of tomorrow’s world and how should this be accomplished? How can society better prepare students for a changing and challenging modern world? What skills do students need to lead successful lives and become productive citizens in the 21st century? How can educators create learning environments that are relevant and meaningful for digital natives? How can the school curriculum be made more rigorous to meet the needs of the 21st century? This book encourages readers to transcend the limits of their own educational experience, to think beyond familiar notions of schooling, instruction and curriculum, to consider how to best structure learning so that it will benefit future generations. It encourages a deeper analysis of the existing education system and offers practical insights into future directions focused on preparing students with 21st century skills.
"Educational leaders are empowered by a 7-steps framework to move their schools and districts forward in a quest to create community consensus and build the professional capacity for preparing students for 21st century learning."--Book cover.
Teaching and Learning in the 21st Century: Embracing the Fourth Industrial Revolution explores responsive and innovative pedagogies arising from findings of research and practitioner experiences, globally. This book clarifies concepts and issues that surround teaching and learning for the 21st century.
"Educational philosopher Nel Noddings draws on John Dewey's foundational work to reimagine education's aims and curriculum for the 21st century. Noddings looks at education as a multi-aim enterprise in which schools must address needs in all three domains of life: home and family, occupational, and civic. She raises critical questions about the current enthusiasm for standardization, the search for 'one-best-way' solutions, and the practice of maintaining a sharp separation between the disciplines. Comprehensive in its scope, chapters examine the liberal arts curriculum, vocational education, restructuring secondary school, extracurricular activities, national and global citizenship, critical thinking, and moral education."--Back cover.
This book describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries—Chile, China, India, Mexico, Singapore, and the United States—exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. Teaching and Learning for the Twenty-First Century appears at a time of heightened attention to comparative studies of national education systems, and to international student assessments such as those that have come out of PISA (the Program for International Student Assessment), led by the Organisation for Economic Co-operation and Development. This book’s crucial contribution to the burgeoning field of international education arises out of its special attention to first principles—and thus to first questions: As Reimers and Chung explain, “much can be gained by an explicit investigation of the intended purposes of education, in what they attempt to teach students, and in the related questions of why those purposes and how they are achieved.” These questions are crucial to education practice and reform at a time when educators (and the students they serve) face unique, pressing challenges. The book’s detailed attention to such questions signals its indispensable value for policy makers, scholars, and education leaders today.
What counterintuitive lessons can we learn from the meteoric rise of Mindset Theory in education? Why have computers so overwhelmingly failed to become the academic panacea many expected them to be? How can the simple act of assigning grades drive student narcissism and damage teacher professionalism? In this book, brain and behavioural research is combined with respected philosophy in order to place ten widely accepted yet rarely examined aspects of education under the microscope. - Teacher Expertise - Evidence-Based Practice - Grading - Homework - Mindset - 21st Century Skills - Computers - Rewards - Daily Organization - Function This book aims to inspire teachers, leaders, and parents to question many commonly held beliefs and empower them to re-think the role of modern schooling.
"This book contains 14 original chapters on the changing face of higher education in the 21st century. This book explores some of the latest possibilities and developments in the 21st century higher education through different context specific discussions on the contours of ODL, use of Mobile Learning, game based learning, integration of Artificial Intelligence in education and so forth which are indeed some of the latest developments. Fresh and experienced readers will greatly benefit from the chapters in this book as they deal with open education, sustainable education, skill-based education, technology enabled learning, techno pedagogy, inter institutional studies on the prospects of lifelong learning, community and ODL institutions, quality assurance in ODL institutions, education for empowerment and so on which have emerged as the most dominant concepts in recent times. However, more than anything else, this book will help readers consider the relevance of open higher education in a wider context"--
In no society do women yet enjoy the same opportunities as men. They work longer hours and they are paid less, both in total and prorata. Their choices as to how they spend their time, in both work and leisure, are more constrained than they are for men. These disparities generate substantial gaps between how much women and men can contribute to society, and how much they respectively share in its benefits. In most countries, a fundamental aspect of these disparities in inequality in access to and performance in education. The education of girls and women has been recognized for several decades as a fundamental human right and a developmental necessity. Never the less, large gender disparities in enrolment and learning achievements persist. Eradicating these disparities is well within the power and spending capacity of the world's governments. This book covers all the issues related to women education, which makes it a comprehensive and an authentic work on the subject. It will be a highly beneficial reference tool for education administrators, government and non-governmental organizations, policy makers, teachers and students of women studies and all who work for women's welfare.