书评:归属之路:学校归属的当代研究

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2020-08-01 DOI:10.1177/1475240920945124

R. Pearce

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引用次数: 4

摘要

（研究性教学）、LTN（网络学习）、LTC（案例学习）、LTI（沉浸式学习）和MICS（国际化动机课程量表）偏离了本书的主要目的。一个有价值的目的是：探索和检验有效的教育。今天，新冠肺炎危机为我们提供了国际教学的替代（技术）方式。再加上让-弗朗索瓦有用的全球教育概念介绍，它们很可能会为少数学生带来更具包容性的全球学习方法，超越过时的全球流动模式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Book Review: Pathways to Belonging: Contemporary Research in School Belonging

(Research Informed Teaching), LTN (Learning Through Networks), LTC (Learning Through Cases), LTI (Learning Through Immersion) and MICS (Motivation for Internationalization Curriculum Scale) distract from the book’s main purpose. And a worthwhile purpose it is: to explore and examine effective education. Today, the COVID-19 crisis presents us with alternative (technological) ways of teaching internationally. Together with Jean Francois’ useful glocal education concept introduction, they might well lead to more inclusive approaches to global learning, beyond an outdated global mobility paradigm for a minority of students.

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来源期刊

Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.30

自引率

14.30%

发文量

期刊介绍： The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.