The contemporary education system is disrupted by the plethora of emerging technologies, the aftermath of the COVID-19 pandemic, global financial woes, and the ever-present shifting of higher education structuration and needs. There is a necessity for a marker to capture this transition in order to teach future generations how to recover educational losses in crisis situations. Cases on Global Innovative Practices for Reforming Education broadens the perspective of global educators on innovative methodologies for ensuring the resilience of teaching and learning in the 21st century. Discussing teaching and learning cases from Africa, the Americas, Asia, Australia, and Europe, this research creates scholarship and documentation of various innovative practices in education, covering crisis contexts, green education, and education technologies. This book provides a valuable resource for educators, school administrators, K-university, educational researchers, educational software developers, textbook publishers, pre-service teachers, professors, academicians, organizations interested in funding educational initiatives, and national education policymakers.

Writing with wit and precision, Miller shows why the system of higher education has been particularly resistant to reform. Unraveling stereotypes about conservative, liberal, and radical reform efforts, Miller looks at what has acutally happened when theories about education have been put into practice. What did Matthew Arnold do as a school inspector to promote the study of "the best that has been thought and said in our time"? ...

Vietnam is a dynamic member of the community of Southeast Asian nations. Consistent with aspirations across the region, it is seeking to develop its higher education system as rapidly as possible. Vietnam’s approach stands out, however, as being extremely ambitious. Indeed, it may be at risk of attempting to do too much too quickly. By 2020, for example, Vietnam expects its higher education system to be advanced by modern standards and highly competitive in international terms. This vision faces many challenges. The economy, though growing rapidly, remains reliant on the availability of unskilled labour and the exploitation of natural resources, and decision making in many areas of public life continues to be hamstrung by a legacy of over-regulation and centralised control. A large number of goals and objectives have been set for reform of the higher education system by 2020. The success of these reforms will have a major bearing on the future quality of the system. This sober assessment Vietnam’s global competitiveness forms a backdrop to the subject matter of this book, that is, the state of Vietnam’s higher education system. The book provides a comprehensive and scholarly review of various dimensions of the higher education system in Vietnam, including its recent history, its structure and governance, its teaching and learning culture, its research and research commercialisation environment, its socio-economic impact, its strategic planning processes, its progress with quality accreditation, and its experience of internationalisation and privatisation.

In the wake of the 1997 Asian financial crisis, various reform initiatives, policies and programmes have been carried out in different countries within the Asia-Pacific region. All these reform efforts aim to restructure different aspects of schooling in order to promote learning and to prepare students for future challenges in globalised economies. These measures to a certain extent challenge traditional practices, established arrangements and deep-seated assumptions related to different aspects of learning. The authors in this book discuss educational reforms in different countries in the Asia-Pacific region in light of student learning, clarify their concepts, evaluate implementation and impact on the learning processes, with a hope that we can learn better from each other and develop a better understanding of "contemporary" learning and teaching processes within the region. The central argument running through different chapters in this book highlights the importance of understanding reforms and learning within their historical, political and sociocultural contexts. Reforming learning involves changes in established cultural practices in our schools, classrooms, and other learning sites, and therefore inevitably arouses tensions and negotiations. The discussion in this book puts to the fore the disputable nature of reforming learning and the significance of contextualising the complex relationship between reforms and learning.

This volume presents specifics of the School Development Program holistic model in action, a plan that received the 1996 Heinz Award for improving the quality of American education. Topics discussed include children’s psychosocial development, group dynamics of effective school communities, teacher preparation and school/university partnerships, appropriate alignment of classroom content to standardized tests, increased student engagement and learning time, research and evaluation, community health, government initiatives, and school/business partnerships.

How what we know about K–12 education can revolutionize learning in college. Honorable Mention in the Foreword INDIES Award for Education by FOREWORD Reviews, Winner of the 2021 Bronze IPPY Award for Education II Amid the wide-ranging public debate about the future of higher education is a tension about the role of the faculty as instructors versus researchers and the role of teaching in the mission of a university. What is absent from that discourse is any clear understanding of what constitutes good teaching in college. In Convergent Teaching, masterful professors of education Aaron M. Pallas and Anna Neumann make the case that American higher education must hold fast to its core mission of fostering learning and growth for all people. Arguing that colleges and universities do this best through their teaching function, the book portrays teaching as a professional practice that teachers should actively hone. Drawing on rich research on K–12 classroom teaching, the authors develop the novel idea of convergent teaching, an approach that attends simultaneously to what students are learning and the personal, social, and cultural contexts shaping this process. Convergent teaching, they write, spurs teachers to join students' cognitions with the students' emotions and identities as they learn. Offering new ways to think about how college teachers can support and advance their students' learning of core disciplinary ideas, Pallas and Neumann outline targeted actions that campus administrators, public policy makers, and foundation leaders can take to propel such efforts. Vivid examples of instructors enacting three key principles—targeting, surfacing, and navigating—help bring the idea of convergent teaching to life. Full of research-based, practical ideas for better teaching and learning, Convergent Teaching presents numerous instances of successful campus-based initiatives. It also sets a bold agenda for disciplinary organizations, philanthropies, and the federal government to support teaching improvement. This book will challenge higher education students while motivating college administrators and faculty to enact change on their campuses.