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What kind of textbooks do we use in special schools? 我们特殊学校用什么样的教科书?
Q1 Social Sciences
Prospects
Pub Date : 2022-02-16 DOI: 10.1007/s11125-021-09589-z
G. Nikolić, M. Cvijetić, V. Minić, Borka Vukajlović
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引用次数: 0
Applying the street-level bureaucracy framework for education policy discernment to curriculum and exam policies in India 将街头官僚主义框架应用于印度的课程和考试政策的教育政策识别
Q1 Social Sciences
Prospects
Pub Date : 2022-02-16 DOI: 10.1007/s11125-022-09598-6
Matthew A. Witenstein, Joanne Abdallah
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引用次数: 2
Using a combined bio-ecological and capability perspective to understand inclusive education in South Africa 用生物生态学和能力的结合视角来理解南非的全纳教育
Q1 Social Sciences
Prospects
Pub Date : 2022-01-27 DOI: 10.1007/s11125-021-09584-4
Anwynne Kern
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引用次数: 1
International schools, international mindedness, and the development of global citizenship: Reflections from a case study of international schools in Cyprus 国际学校、国际意识和全球公民的发展:来自塞浦路斯国际学校案例研究的思考
Q1 Social Sciences
Prospects
Pub Date : 2022-01-20 DOI: 10.1007/s11125-021-09585-3
Martyna Elerian, Emilios Solomou
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引用次数: 4
How will a conceptualized GCE curriculum function within Chinese secondary schools? 概念化的高考课程将如何在中国中学发挥作用？
Q1 Social Sciences
Prospects
Pub Date : 2022-01-19 DOI: 10.1007/s11125-021-09596-0
Yi Hong

Global citizenship education (GCE) advocates global interdependency and interconnectedness, encouraging students to actively defend social justice, equity, and sustainable development at both local and global levels. When putting GCE into use, educators need specifications to transform it from normative ideals into knowledge suitable for conceptual learning. This case study explores Chinese educators' views on GCE regarding operationalized intents, practices, and preparation for implementation in a curriculum. It aims to understand how the conceptualization of GCE functions as a curriculum innovation at secondary school level. Principals (n = 6) and teachers (n = 10) from six participating schools in an anonymous city in Jiangsu province were purposely sampled, providing data for the researcher in semistructured interviews. The study reveals a GCE curriculum prototype in which the intents were subject to Confucian values and Moral Education's disciplines, whereas pedagogies and instructional approaches were planned to be consistent with constructivist teaching and delivered in an authentic learning context.

全球公民教育（GCE）倡导全球相互依存和相互联系，鼓励学生在地方和全球层面积极捍卫社会正义、公平和可持续发展。在运用全球公民教育时，教育者需要将其从规范性的理想转化为适合概念学习的知识。本案例研究探讨了中国教育工作者对全球教育大会的看法，包括可操作的意图、实践以及在课程中实施的准备工作。本研究旨在了解普通教育证书的概念化如何在中学阶段发挥课程创新的作用。研究人员特意抽取了江苏省某无名城市六所参与研究学校的校长（n = 6）和教师（n = 10），通过半结构式访谈为研究人员提供数据。研究揭示了一个高考课程原型，其意图受制于儒家价值观和德育学科，而教学法和指导方法则计划与建构主义教学保持一致，并在真实的学习情境中实施。
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引用次数: 0
More than skills: The importance of social and community connections in youth development 不仅仅是技能:社会和社区联系在青年发展中的重要性
Q1 Social Sciences
Prospects
Pub Date : 2022-01-15 DOI: 10.1007/s11125-021-09586-2
C. Johnstone, Bethany Schowengerdt
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引用次数: 2
Teaching values, valuing experience: A pedagogical model from the Global South to address the ethical dimension of citizenship education 教学价值，重视经验:来自全球南方的教学模式，以解决公民教育的伦理层面
Q1 Social Sciences
Prospects
Pub Date : 2022-01-10 DOI: 10.1007/s11125-021-09592-4
Maria del Pilar O’Cadiz, O. Pescador, D. Schugurensky, C. Torres
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引用次数: 1
Global citizenship education in Vietnam: Exploring contested terrains for a new ideal citizen 越南的全球公民教育:探索新的理想公民的竞争领域
Q1 Social Sciences
Prospects
Pub Date : 2022-01-10 DOI: 10.1007/s11125-021-09593-3
H. Le, Bich-Hang Duong
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引用次数: 2
Post-pandemic citizenship: The next phase of global citizenship education. 后公民意识：全球公民教育的下一阶段。
Q1 Social Sciences
Prospects
Pub Date : 2022-01-04 DOI: 10.1007/s11125-021-09594-2
Evan Saperstein

As globalization has grown, the concept of "global citizenship" has also evolved. The drive to expand citizenship beyond national borders spurred a nascent discipline known as global citizenship education (GCE). This article examines the continuum from globalization, to global citizenship, to a global pandemic (Covid-19)-and how the lessons from this growing age of globalism can serve as a blueprint for a new form of global citizenship following the pandemic, defined as "post-pandemic citizenship". The first part chronicles the drive toward globalization since the second half of the 20th century. The second part details the defining traits of global citizenship. The third part calls for a new form of global citizenship that should become part of GCE and be included in global-studies-related secondary-school courses and curricula in the wake of Covid-19-a so-called post-pandemic citizenship education (PPCE)-that emphasizes public health, empathy and compassion, self-sacrifice, and cooperative spirit.

随着全球化的发展，"全球公民意识 "的概念也在不断演变。将公民意识扩展到国家边界之外的驱动力催生了一门新兴学科，即全球公民教育（GCE）。本文探讨了从全球化到全球公民意识，再到全球大流行病（Covid-19）的连续过程--以及如何从这一日益发展的全球主义时代吸取经验教训，为大流行病后新形式的全球公民意识（被定义为 "大流行病后公民意识"）提供蓝本。第一部分记录了自 20 世纪下半叶以来的全球化进程。第二部分详细介绍了全球公民的基本特征。第三部分呼吁在 Covid-19 之后，建立一种新形式的全球公民意识，强调公共卫生、同理心和同情心、自我牺牲和合作精神，并将其作为全球教育的一部分，纳入与全球研究相关的中学课程。
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引用次数: 0
Teacher absenteeism, improving learning, and financial incentives for teachers. 教师缺勤，改善学习，以及对教师的经济激励。
Q1 Social Sciences
Prospects
Pub Date : 2022-01-01 DOI: 10.1007/s11125-022-09623-8
Margo O'Sullivan

We know that learning is in crisis. We know that teachers are key to addressing the crisis. Yet, the significant investments in supporting teachers to improve learning have not enabled improved learning outcomes. This article examines a key reason for this: teacher absenteeism. Poor teacher motivation is highlighted as an explanation for teacher absenteeism, with poor remuneration emerging as teachers' main reason for not attending school and/or class. This article explores the use of financial incentives, which have been sidelined within the education aid architecture, to improve teacher motivation, address teacher absenteeism, and improve learning. It distils the successes and lessons learned from the research literature, which can be used to devise a framework to guide financial-incentive-focused strategies. The framework is currently informing a research-based intervention in schools in Uganda that is using a cost-effective mobile-phone-based and teacher-motivation-focused strategy and tools to improve learning.

我们知道学习正处于危机之中。我们知道，教师是解决危机的关键。然而，在支持教师改善学习方面的大量投资并没有改善学习成果。本文探讨了造成这一现象的一个关键原因:教师缺勤。教师动机差是教师缺勤的一个突出原因，薪酬低是教师不上学和/或不上课的主要原因。本文探讨了在教育援助架构中被边缘化的财政激励的使用，以提高教师的积极性，解决教师缺勤问题，并改善学习。它提炼了从研究文献中获得的成功和经验教训，可以用来设计一个框架来指导以财务激励为重点的战略。该框架目前正在为乌干达学校的一项以研究为基础的干预提供信息，该干预正在使用一种具有成本效益的基于移动电话和以教师激励为重点的战略和工具来改善学习。
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引用次数: 0
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