Teaching and Learning for the Twenty-First Century
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adaptive leadership
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Category=JNF
critical thinking
digital literacy
educational aims and objectives
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international student assessments
twenty-first century curriculum reform
US educational reform
Product details
- ISBN 9781612509228
- Weight: 420g
- Dimensions: 152 x 226mm
- Publication Date: 30 May 2016
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
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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.
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.
Fernando M. Reimers is the Ford Foundation Professor of Practice in International Education and the director of the Global Education Innovation Initiative and the International Education Policy Program at Harvard Graduate School of Education (HGSE), USA.
Connie K. Chung is the research director of the Global Education Innovation Initiative at HGSE, USA.
Connie K. Chung is the research director of the Global Education Innovation Initiative at HGSE, USA.
