標(biāo)題: Titlebook: Educating for the 21st Century; Perspectives, Polici Suzanne Choo,Deb Sawch,Ruth Vinz Book 2017 Springer Science+Business Media Singapore 2 [打印本頁] 作者: 領(lǐng)口 時(shí)間: 2025-3-21 19:50
書目名稱Educating for the 21st Century影響因子(影響力)
書目名稱Educating for the 21st Century影響因子(影響力)學(xué)科排名
書目名稱Educating for the 21st Century網(wǎng)絡(luò)公開度
書目名稱Educating for the 21st Century網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Educating for the 21st Century被引頻次
書目名稱Educating for the 21st Century被引頻次學(xué)科排名
書目名稱Educating for the 21st Century年度引用
書目名稱Educating for the 21st Century年度引用學(xué)科排名
書目名稱Educating for the 21st Century讀者反饋
書目名稱Educating for the 21st Century讀者反饋學(xué)科排名
作者: Gobble 時(shí)間: 2025-3-21 21:07 作者: 修剪過的樹籬 時(shí)間: 2025-3-22 00:39 作者: 滑稽 時(shí)間: 2025-3-22 06:02 作者: 飲料 時(shí)間: 2025-3-22 10:00 作者: 詞匯記憶方法 時(shí)間: 2025-3-22 16:47
Clinical Ultrasound in Benign Proctologye pedagogies organize learners’ experience to inculcate in them hallmark global competence habits of mind: investigating the world, taking perspective, communicating across difference, and taking action. They offer students ample opportunities to engage in “junior versions” of authentic practices in作者: 詞匯記憶方法 時(shí)間: 2025-3-22 19:09 作者: Jingoism 時(shí)間: 2025-3-23 01:03
Clinical Uncertainty in Primary Careice; the key contexts that apply to social justice; the specific actions that should be taken in order to help bring about a better world – a global citizenship – through education; and, finally, conclusions.作者: Congeal 時(shí)間: 2025-3-23 02:25 作者: Rodent 時(shí)間: 2025-3-23 07:08 作者: 省略 時(shí)間: 2025-3-23 09:44 作者: 拖債 時(shí)間: 2025-3-23 15:22
Basic Principles of Drug Delivery and Dosings of preparing students for the twenty-first century, was never conceived as a programmatic change in that it did not contain an explicit set of intervention strategies and targets. TSLN was an entire systemic effort encompassing the policy, cultural, curricular, assessment and professional learning作者: Ceremony 時(shí)間: 2025-3-23 19:46 作者: 無目標(biāo) 時(shí)間: 2025-3-24 01:57
https://doi.org/10.1007/978-3-662-10172-8national English curricula. Each school represents a certain category; the first school has a reputation for having ‘high quality’ education; the second school favours a more conservative Islamic environment, and the third school offers special needs and inclusive education in addition to main strea作者: 哀求 時(shí)間: 2025-3-24 06:12 作者: 簡(jiǎn)略 時(shí)間: 2025-3-24 07:44 作者: RAG 時(shí)間: 2025-3-24 12:14 作者: 討厭 時(shí)間: 2025-3-24 17:45
Digitalizing Tradition: Staging Postcolonial Elite School Identities in the Online Environment, emblems, mottos and their school curricula as they marshal these cultural resources at the crossroads of profound change precipitated by globalization and attendant neoliberal imperatives. This change is articulated across the whole gamut of global forces, connections, and aspirations. It is in re作者: 缺陷 時(shí)間: 2025-3-24 19:24
“Players in the World”: Action for Intercultural Competence in Classroom Pedagogytes the extent to which the notion of some kind of “action” in the development of Intercultural competence is communicated in educational policy and curriculum, and how “action” is enacted within school and classroom contexts. Using Australia as a case study, we present data from analysis of relevan作者: 深淵 時(shí)間: 2025-3-25 01:03
Deliberating Values for Global Citizenship: A Study of Singapore’s Social Studies and Hong Kong’s Linctions in each syllabus regarding approaches in values instruction. Documents in Singapore emphasized teaching values through transmissive methods, whereas, in Hong Kong, the Liberal Studies curriculum advocated a more deliberative pedagogy. The chapter poses broader questions regarding narrow, uti作者: 知識(shí)分子 時(shí)間: 2025-3-25 05:19 作者: Incise 時(shí)間: 2025-3-25 08:07 作者: CHIP 時(shí)間: 2025-3-25 11:49
Education for a Better World: The Struggle for Social Justice in the Twenty-First Centuryice; the key contexts that apply to social justice; the specific actions that should be taken in order to help bring about a better world – a global citizenship – through education; and, finally, conclusions.作者: Ophthalmologist 時(shí)間: 2025-3-25 19:24
Global Leadership Training for High School Students in Japan: Are Global Leadership Competencies Tra global leadership competencies are universal, trainable, tangible, and measurable. In reality, however, we argue that they are more likely to be multi-dimensional and highly context-dependent. Developing such competencies therefore requires substantial conceptual and practical changes in Japanese e作者: Interim 時(shí)間: 2025-3-25 21:16 作者: DIS 時(shí)間: 2025-3-26 04:10 作者: FOR 時(shí)間: 2025-3-26 05:29 作者: Affectation 時(shí)間: 2025-3-26 09:01 作者: 骨 時(shí)間: 2025-3-26 15:08 作者: 不理會(huì) 時(shí)間: 2025-3-26 17:50
Towards Being a “Good Cuban”: Socialist Citizenship Education in a Globalized Contextchapter examines Cuban young people’s struggle to reconcile the contradictions and tensions between these ideals and the pragmatic reality of life, implying the need for new forms of national, international, global citizenship. Cuban youth are demanding a larger role in shaping their society if the 作者: 昆蟲 時(shí)間: 2025-3-26 21:12
Teaching Global Citizenship Education with Empathy Model and Experiential Learning: Case Study of Aceal that through an adaptation of empathy learning model, even junior secondary school students can develop perspective-taking empathy with experiential learning and classroom-based inquiry learning activities. Also, whereas the first teaching cycle started with experiencing different contexts of po作者: 發(fā)酵劑 時(shí)間: 2025-3-27 01:21
ate their students for the 21st century. This volume includes contributions from leading scholars in the field as well as educators from schools and those working with schools.978-981-10-9418-7978-981-10-1673-8作者: Distribution 時(shí)間: 2025-3-27 05:28 作者: Brain-Waves 時(shí)間: 2025-3-27 09:43 作者: hermitage 時(shí)間: 2025-3-27 16:55
Exploring Top-Down and Bottom-Up Cosmopolitan Traces in Schools on the West Coast of the United Statns in schools. Finally, the aim of the chapter is to critically analyze and synthesize the two previous sections and identify areas of synergy and potential divergence. The authors make recommendations for policy, research and practice with a call for a redirection of top-down initiatives to the local, bottom-up realities of students’ lives.作者: CHYME 時(shí)間: 2025-3-27 18:34
Book 2017s insights into what this means and the ways 21st century education is theorized and implemented in practice. The first part, “Perspectives: Mapping our futures-in-the-making,” uncovers the contradictions, tensions and processes that shape 21st century education discourses. The second part, “Policie作者: Absenteeism 時(shí)間: 2025-3-27 23:27
Today’s Children, Tomorrow’s Creatives: Living, Learning and Earning in the Conceptual Agerew up in. It then moves to consider how to design pedagogical activities that are likely to result in creative learning outcomes. The changes that new technologies are making to our living, learning and earning are unprecedented. This means, among other things, that value-adding learning environmen作者: 袖章 時(shí)間: 2025-3-28 02:51
Digitalizing Tradition: Staging Postcolonial Elite School Identities in the Online Environment educational markets in selected post-developmental states. The scenarios of this competition are increasingly moving online in photo and video-sharing websites such as YouTube, Facebook and Flicker and in the websites that individual schools are creating to consecrate their school heritages. Drawin作者: Console 時(shí)間: 2025-3-28 08:19
“Players in the World”: Action for Intercultural Competence in Classroom Pedagogyace. Intercultural competence is essential for such a future. As Boix-Mansilla and Jackson (2011, p. 11) observed, it is crucial that young people view themselves as “players in the world”, participating in global events – not simply observing them; taking action “to improve conditions” in the world作者: 阻礙 時(shí)間: 2025-3-28 13:29
Deliberating Values for Global Citizenship: A Study of Singapore’s Social Studies and Hong Kong’s Liative, comparative case study approach, we situate civic education in broader contexts and analyze the ways values are represented in Singapore’s Social Studies curriculum and the Liberal Studies curriculum in Hong Kong. Through our analysis of syllabus documents and broader societal discourses, we 作者: 煩擾 時(shí)間: 2025-3-28 15:25 作者: GOUGE 時(shí)間: 2025-3-28 19:15 作者: 好色 時(shí)間: 2025-3-29 02:14
Education for a Better World: The Struggle for Social Justice in the Twenty-First Centurysity for a particular sort of educational professionalism. I argue that we need to achieve global citizenship through education. That argument is not bound by geography (my definition of global citizenship can happen locally and nationally as well as across state borders) or by precisely framed area作者: 持續(xù) 時(shí)間: 2025-3-29 05:04 作者: Devastate 時(shí)間: 2025-3-29 11:11 作者: 敵手 時(shí)間: 2025-3-29 15:13 作者: disparage 時(shí)間: 2025-3-29 17:57 作者: 言行自由 時(shí)間: 2025-3-29 22:48
Preparing Students for the Twenty-First Century: A Snapshot of Singapore’s Approach (TSLN) vision initiated a series of educational reforms to strengthen thinking and inquiry among students, preparing them for learning and working in the twenty-first century. The momentum generated from the TSLN vision led to the development of the . which articulates the twenty-first century comp作者: 種屬關(guān)系 時(shí)間: 2025-3-30 03:14
Towards Twenty-First Century Education: Success Factors, Challenges, and the Renewal of Finnish Educency. We analyze the good performance and low variation in performance of Finnish students and suggest Finnish teachers and teacher education as well as the Finnish approaches to curriculum, assessment and quality assurance as possible factors for the excellent results. In addition, we analyze possi作者: 使迷惑 時(shí)間: 2025-3-30 06:06 作者: 休戰(zhàn) 時(shí)間: 2025-3-30 10:36 作者: TOXIC 時(shí)間: 2025-3-30 13:55 作者: hurricane 時(shí)間: 2025-3-30 20:16 作者: Infantry 時(shí)間: 2025-3-30 23:02 作者: 痛苦一生 時(shí)間: 2025-3-31 01:49
Rüdiger Müller,Johannes von Kempisace. Intercultural competence is essential for such a future. As Boix-Mansilla and Jackson (2011, p. 11) observed, it is crucial that young people view themselves as “players in the world”, participating in global events – not simply observing them; taking action “to improve conditions” in the world作者: optional 時(shí)間: 2025-3-31 06:56 作者: 免除責(zé)任 時(shí)間: 2025-3-31 10:10
Clinical Ultrasound in Benign Proctologyorate with others across cultures and languages to improve conditions, and provide opportunities for them to participate positively in civic life, school, and work? Preparing students for today’s world requires not only that we think about what matters most for students to learn, but also what kind 作者: SLAG 時(shí)間: 2025-3-31 17:02
Clinical Ultrasound of the Breasted in schools and classrooms all across the globe. Canada remains one of the most diverse Western countries in the world receiving 2.5 million newcomers between 2003 and 2012; and where large metropolitan areas such as Montreal, Toronto and Vancouver are projected to have a visible minority populati作者: DAMN 時(shí)間: 2025-3-31 19:32 作者: ORBIT 時(shí)間: 2025-4-1 00:18
Testosterone Deficiency Syndromeology (MEXT) designated 56 high schools as “Super Global High Schools” (SGH). Their goal is to develop global leadership competencies that go beyond simply fluency in English or acquiring specific knowledge, which were the goals of earlier projects. In order to understand the nature of the global le
