Skip to main content

Home/ Teachers Without Borders/ Group items tagged knowledge

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Teachers Without Borders

Pan-African Knowledge Hub: INEE | Inter-Agency Network for Education in Emergencies - 0 views

www.ineesite.org/...urce_pan-african-knowledge-hub

network INEE peace education hub Africa

shared by Teachers Without Borders on 27 Mar 12 - No Cached
  • Teachers Without Borders on 27 Mar 12
     
    The joint INEE-GIZ Pan-African Knowledge Hub, established in March 2012, focuses on international funding for education. The Knowledge Hub is part of the "German BACKUP Initiative -- Education in Africa" (or BACKUP Education), a programme of GIZ ("Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH"), and is implemented by the Inter-Agency Network for Education in Emergencies (INEE). The Knowledge Hub is based out of Nairobi, Kenya, with coverage of the entire Africa region. It is managed by a Coordinator and Deputy Coordinator who are part of the INEE Secretariat.
Teachers Without Borders

Bulgaria: Teachers in Berlin at 'End of Tether' over German-illiterate Roma Kids - Novi... - 0 views

www.novinite.com/view_news.php

bulgaria teachers roma children Romania Germany teaching

shared by Teachers Without Borders on 27 Jan 12 - No Cached
  • Teachers Without Borders on 27 Jan 12
     
    Since Romania and Bulgaria's accession to the EU, more and more Roma have flocked to Germany, many of whom send their children to school without any knowledge of the language, the Berliner Umschau states. The teachers at the Hermann Schulz primary school in Berlin-Reinickendorf have sent a letter to the authorities to complain about the matter. In one of the classes at the school, 20% of the children are Roma with no knowledge of German. The teachers have complained that they are no longer capable of catering to the needs of the entire classes and are finding it impossible to teach the curriculum.
Teachers Without Borders

Nigeria: FG to restructure Colleges of Education curriculum - 0 views

dailytrust.dailytrust.com/index.php

Nigeria teacher education reform pre-service

shared by Teachers Without Borders on 14 Jan 11 - No Cached
  • The National Commission for Colleges of Education (NCCE) is to restructure the curriculums and programmes offered by the Colleges of Education in the country in a bid to produce quality teachers in Nigeria who are knowledgeable, skilled and professional in their attitudes.
  • Dr Agada explained that for Colleges of education to realise their full potentials towards the production of the kind of teachers Nigeria needs in the 21st century, there is need to review and reposition Colleges of Education and all NCE awarding institutions for effective performance that meets international standards.
  • the restructuring was necessitated by public outcry about the inability of NCE graduates to effectively deliver instruction at the primary school.
  • Teachers Without Borders on 14 Jan 11
     
    The National Commission for Colleges of Education (NCCE) is to restructure the curriculums and programmes offered by the Colleges of Education in the country in a bid to produce quality teachers in Nigeria who are knowledgeable, skilled and professional in their attitudes.
Konrad Glogowski

Educators in Exile - 0 views

publications.thecommonwealth.org/educators-in-exile-965-p.aspx

Education_Under_Attack teachers report refugees PDF

shared by Konrad Glogowski on 27 May 13 - No Cached
  • Konrad Glogowski on 27 May 13
     
    Much of the literature surrounding education in emergencies focuses on the impact of armed conflict on children. Surprisingly little focuses explicitly on teachers, and yet it is commonly acknowledged that the biggest influences on the education a child receives are the knowledge, skills and attitudes of their teacher. Through field research from Kenya, South Africa and Uganda, the study examines the role and status of teachers in emergencies. It identifies the issues refugee teachers face and makes recommendations on how policy can better address their particular needs and protect their rights, and thus improve access to and quality of education to populations affected by an emergency. The research findings also include data on South Sudan and the status of teachers returning there from exile.
Teachers Without Borders

BBC News - Raise teacher status to improve schools, says OECD - 0 views

www.bbc.co.uk/...education-17357646

OECD report teachers teaching status salary

shared by Teachers Without Borders on 17 Mar 12 - No Cached
  • Teaching must be made more attractive for the brightest students, says a report from the Organisation for Economic Co-operation and Development. Report author Andreas Schleicher says teachers need to be given "status, pay and professional autonomy". The international report identifies the quality of teachers as the key to raising education standards. The most successful systems, such as Finland and Singapore, recruit high-achieving students, says the report.
  • Mr Schleicher, the OECD's special adviser on education, argues in his report that if school systems want to be competitive they need to recruit and reward the right type of staff. He says that a modern economy needs teachers who are "high-level knowledge workers" - able to support the learning of children in a digital age.
  • "But people who see themselves as knowledge workers are not attracted by schools organised like an assembly line, with teachers working as interchangeable widgets in a bureaucratic command-and-control environment," says Mr Schleicher.
  • ...1 more annotation...
  • In Finland, a high social status is attached to teaching, making it very competitive, with nine out of 10 applicants for teacher training being turned away. In Singapore, teachers are drawn from the top third of students and they are paid at levels competitive with other graduate careers. Across the OECD, teachers on average are paid less well than other graduate professions - receiving about 80% of the average for workers with degrees.
Teachers Without Borders

New teachers getting ready to be graded on classroom work - JSOnline - 0 views

www.jsonline.com/...om-work-dg4fu8e-142232725.html

teachers portfolios portfolio teacher development assessment performance

shared by Teachers Without Borders on 21 Mar 12 - No Cached
  • But this spring, Johnson will take a practice version of a new performance assessment that goes beyond asking what he knows about his subject. Formally known as the Teacher Performance Assessment, the portfolio-based assessment will be required for anyone completing a teacher-education program and seeking a teaching license in Wisconsin after Aug. 31, 2015, the Department of Public Instruction has decided. Johnson and teacher hopefuls in other states taking the Teacher Performance Assessment, even if for practice, will have to submit lesson plans, reflections of their work and a video of their classroom interactions with students as part of the Web-based program.
  • All of it is aimed at answering a single, critical question: How well can you teach?
  • Developed by a team of researchers at Stanford University, the assessment will be administered by international education publishing and technology juggernaut Pearson. Once teacher candidates submit their portfolios online, trained reviewers from around the country will grade them on a scale of 1 to 5. They're looking for evidence of student learning, from the 10- to 15-minute video or teacher reflections. A 3 or higher is typically considered a passing score, though Wisconsin hasn't settled on what its passing score will be.
  • ...3 more annotations...
  • Johnson, the student teacher in Madison, said he believes the new performance assessment will serve as a valuable tool. "Passing the Praxis II just meant I had content knowledge," he said. "What's more important is for me to show I can convey that science knowledge to a class full of students."
  • Desiree Pointer Mace, assistant professor and associate dean for graduate programs at Alverno's School of Education, likes the assessment's layers: Teachers have to provide a written reflection of their teaching practice, and the 10- to 15-minute video gives some indication of how they interact in a classroom.
  • "It doesn't test what you can recall and push out; it tests the work of teaching and how you connect to students," Pointer Mace said. "Then the whole thing must be graded by someone who is independent but knows about teaching." Alverno has long emphasized performance-based exams and the use of video as a tool for self-critique, so Pointer Mace said it's not a huge shift for the program to adapt to the new assessment.
Martyn Steiner

http://www.tojet.net/articles/v9i4/941.pdf - 0 views

www.tojet.net/...941.pdf

education ICT research classroom practice teachers OER TWB

shared by Martyn Steiner on 31 Mar 12 - No Cached
  • Martyn Steiner on 31 Mar 12
     
    Explores the stages that teachers go through in implementing ICT. Shows the importance of the teachers' knowledge of ICT 
Martyn Steiner

projectBasedLearning.jpg (407×381) - 0 views

www.thambo.org/...projectBasedLearning.jpg

PBL project-based learning images TWB

shared by Martyn Steiner on 22 May 12 - No Cached
  • Martyn Steiner on 22 May 12
     
    PBL knowledge acquisition diagram.
Martyn Steiner

Course: What actually is 'Effective ICT?' - 0 views

www.effectiveict.co.uk/...view.php

ICT education activity teacher training OER TWB

shared by Martyn Steiner on 02 Feb 12 - No Cached
  • Martyn Steiner on 02 Feb 12
     
    Provides a brief description of the effective use of ICT in teaching, and then follows with a self-test activity to promote application of knowledge.
Tiffany Hoefer

Creating and Using Interactive Lectures - 1 views

cnx.org/latest

collaboration pbl project_based_learning interactive lectures

shared by Tiffany Hoefer on 12 Aug 12 - No Cached
  • Tiffany Hoefer on 12 Aug 12
     
    Interactive lectures include lecture material interspersed with short activities that call upon students to review or develop their knowledge of the lecture topic. This module describes some of the benefits of using interactive lectures. Descriptions and examples of selected interactive lecture strategies are also given.
Teachers Without Borders

Peace and Security Grantmaking by U.S. Foundations, 2008-2009 - 0 views

peaceandsecurity.org/...32532.html

peace peace_education grants funding

shared by Teachers Without Borders on 17 Dec 10 - No Cached
  • Teachers Without Borders on 17 Dec 10
     
    This report presents a detailed view of peace and security grantmaking in 2008 and 2009, examining the sources, recipients and purposes of foundation support. Its analysis is based on a database of over 2000 individual grants from 91 foundations, totaling over $257 million. To our knowledge, this report represents the only available comprehensive study of current funding in the field. We hope and trust that this study is the first of a series. Reports in subsequent years will provide longitudinal data that will allow us to identify trends over time.
stephknox24

Factors that Promote Implementation of Peace Education Training - 0 views

jspc.library.wisc.edu/...article6.html

shared by stephknox24 on 22 Dec 10 - No Cached
  • What factors influence whether or not teachers trained in peace education actually teach about peace?
  • It involves getting the adult students to express their concerns about violence in their lives, presenting an analysis of different peace strategies, and arguing that teaching about alternatives to violence is an effective way to deal with the threats of violence both in schools and in the broader community.
  • The objectives of the course are to explore the role of violence in the lives of students, to consider the effect of violence upon educational practices, to examine how peace education can help deal with violence, and to provide examples of peace education activities and curricular ideas.
  • ...18 more annotations...
  • The main hypothesis of this study is that theoretical knowledge about violence and nonviolence is not enough to motivate teachers to become peace educators. They need further support, either in their personal or professional lives, to pick up this new curricular area.
  • Lantieri and Patti say that coaching and practice are key components in whether or not teachers used the peace education material in which they received training:
  • to mentor their development as peace educators.
  • district-wide support
  • peace education should not just be an add on used by a few teachers, but rather should involve all levels of the school.
  • teacher training
  • A supportive administration
  • rganization siz
  • specific characteristics of the program, school-based factors and community support.
  • Much training in peace education comes from outside consultants and is limited. As a result educators are not trained in conflict resolution as extensively as they are in subject areas, so that they may feel insecure about pursuing it in their classes.
  • if the participants in this study find that peace education provides immediate benefits, they are more likely to incorporate into their educational practices.
  • he presence of a supportive administrator is the most important ingredient in whether a particular innovation gets adopted
  • personal friendships and kinship ties provide support for these individuals to become peace educators.
  • One course alone will not begin to make a peace educator.
  • From these responses it can be concluded that knowledge of subject matter is a necessary but not a sufficient condition for peace education curriculum reforms. Professional educators also need personal and professional support for a world view that embraces peace in the midst of a violent culture that glamorizes violence.
  • Family support, feelings of urgency, and professional factors like administrative support and positive school climate help teachers deal with the overwhelming nature of this subject matter
  • How can school leaders provide a climate that supports the use of peace education curricula?
  • The impact of peace education upon students is very hard to assess because students could take years to transfer learning about nonviolence into positive peaceful behaviors. Because of the complex factors that influence human behavior, it is almost impossible to demonstrate that a teacher's activities result in a specific behavior on the part of a student. What this study does show is that teachers feel they benefit from learning about peace strategies and that incorporating peace education reforms has positive benefits for professional educators struggling to deal with problems of violence.
  • stephknox24 on 22 Dec 10
     
    Factors that impact the Implementation of Peace Education Training
Teachers Without Borders

Jiang Xueqin: The Test Chinese Schools Still Fail - WSJ.com - 1 views

online.wsj.com/...3766704576008692493038646.html

China PISA standardized tests testing education

shared by Teachers Without Borders on 04 Jan 11 - No Cached
  • It's ironic that just as the world is appreciating the strengths of China's education system, Chinese are waking up to its weaknesses. These are two sides of the same coin: Chinese schools are very good at preparing their students for standardized tests. For that reason, they fail to prepare them for higher education and the knowledge economy.
  • So China has no problem producing mid-level accountants, computer programmers and technocrats. But what about the entrepreneurs and innovators needed to run a 21st century global economy? China's most promising students still must go abroad to develop their managerial drive and creativity, and there they have to unlearn the test-centric approach to knowledge that was drilled into them.
  • Both multinationals and Chinese companies have the same complaints about China's university graduates: They cannot work independently, lack the social skills to work in a team and are too arrogant to learn new skills. In 2005, the consulting firm McKinsey released a report saying that China's current education system will hinder its economic development.
  • ...4 more annotations...
  • Even Shanghai educators admit they're merely producing competent mediocrity.
  • This year the Chinese government released a 10-year plan including greater experimentation. China Central Television's main evening news program recently reported on Peking University High School's curricular reforms to promote individuality and diversity.
  • Shanghai's stellar results on PISA are a symptom of the problem. Tests are less relevant to concrete life and work skills than the ability to write a coherent essay, which requires being able to identify a problem, break it down to its constituent parts, analyze it from multiple angles and assemble a solution in a succinct manner to communicate across cultures and time. These "critical thinking" skills are what Chinese students need to learn if they are to become globally competitive.
  • One way we'll know we're succeeding in changing China's schools is when those PISA scores come down.
Teachers Without Borders

allAfrica.com: Sudan: Rumbek Teachers to Be Docked Wages After They Fail to Attend Trai... - 0 views

allafrica.com/...201102050023.html

Sudan teachers teacher development

shared by Teachers Without Borders on 11 Feb 11 - No Cached
  • Rumbek — A one-month teacher training course organized by Save the Children in Rumbek, the capital of Lakes state in South Sudan, has been skipped by some of the teachers due to attend. At the start of the workshop on Wednesday at Riak-Dor primary school, only 45 of the 60 teachers expected to attend arrived for the first day of the training. The teachers are drawn from Rumbek East and Rumbek Central counties. Rumbek East county education director Abel Kook Thong threatened to withhold the February salaries of teachers who have not attended the training as a punishment. He said he was seeking permission to do so from the director general of Lakes state's education ministry.
  • He said the aim of the workshop is to "equip teachers with knowledge and skills" adding that the absent teachers are refusing to participate in efforts to fight against ignorance in the community. Kook encouraged the teachers attending the training saying teachers will play an important role in bringing development of South Sudan as a new nation.
  • In June South Sudan is expected to become independent after an overwhelming vote for secession in a referendum in January.
  • ...1 more annotation...
  • Kook likened the teachers who did not attend to robbers, who just wanted to collect their salaries and were interested in equipping themselves with further knowledge. Adding that by not attending the teachers were preventing information being passed on to children.
Teachers Without Borders

The CANVAS Core Curriculum provides a wealth of information on a broad range of topics ... - 1 views

www.internationalpeaceandconflict.org/...show

nonviolence peace curriculum workshop

shared by Teachers Without Borders on 19 Feb 11 - No Cached
  • Teachers Without Borders on 19 Feb 11
     
    The CANVAS Core Curriculum provides a wealth of information on a broad range of topics relevant to waging nonviolent conflict. It combines theoretical insights about nonviolent struggle with practical knowledge that is based on the authors' and activists' real world experience.
Teachers Without Borders

International Leaders in Education Program (ILEP) | IREX - 0 views

www.irex.org/...aders-education-program-ilep-0

education leaders international collaboration exchange teachers teacher development teacher development

shared by Teachers Without Borders on 03 Jun 11 - No Cached
  • Teachers Without Borders on 03 Jun 11
     
    The International Leaders in Education Program (ILEP) brings outstanding secondary school teachers from around the globe to the United States to further develop expertise in their subject areas, enhance their teaching skills, and increase their knowledge about the United States. The program also brings US secondary school teachers to the home schools of international alumni to collaboratively develop workshops and share best practices. International alumni are eligible to apply for small grants to implement self-designed projects that benefit their home schools and communities. ILEP is a program of the Bureau of Educational and Cultural Affairs of the US Department of State.
Teachers Without Borders

Teaching Excellence and Achievement Program (TEA) | IREX - 0 views

www.irex.org/...ce-and-achievement-program-tea

IREX teaching program teachers teacher development

shared by Teachers Without Borders on 28 Jul 11 - No Cached
  • Teachers Without Borders on 28 Jul 11
     
    The Teaching Excellence and Achievement Program (TEA) brings outstanding secondary school teachers from around the globe to the United States to further develop expertise in their subject areas, enhance their teaching skills, and increase their knowledge about the United States.The program also brings US secondary school teachers to the home schools of international alumni to collaboratively develop workshops and share best practices. International alumni are eligible to apply for small grants to implement self-designed projects that benefit their home schools and communities.
1 - 20 of 49 Next › Last »
Showing 20▼ items per page