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Crises negatively affect the education and livelihood prospects of youth, which in turn can play a role in the perpetuation of fragility in post-crisis settings. The development and implementation of effective education and training for youth in contexts characterized by displacement, a breakdown of social services, and economic despair presents a broad spectrum of challenges. Yet, it is a necessary component of promoting self-sufficiency and long-term stability. This annotated bibliography aims to contribute to building the evidence base to effectively articulate and advocate for successful, quality education programming for all youth affected by crisis. The selection criteria for documents reviewed in this annotated bibliography were broadly defined as any texts dealing with, reviewing, analyzing, evaluating or describing educational programmes catering specifically or partially to youth and adolescents in situations of emergency, protracted crisis through to post-crisis and recovery. Preference was given to texts that address specific impacts and lessons learned. This review is not meant to be a mapping exercise of existing programmes and actors, rather it attempts to document specific impacts of programmatic approaches. To suggest additional articles to be included in the annotated bibliography or for further information, please contact youthtaskteam@ineesite.org or minimumstandards@ineesite.org.

This annotated bibliography reflects the results from a review of the literature regarding teacher professional development (TPD) in conflict, post-conflict, fragile, and developing contexts.  The scope of the literature includes aspects of TPD such as specific models and approaches, information and communications technologies (ICT), teacher management, theoretical frameworks for strategic TPD, and the impact of TPD on a variety of outcomes. INEE community. To suggest additional articles to be included in the annotated bibliography or for further information, please contact minimumstandards@ineesite.org.  

Annotated Bibliography: Teacher Professional Development in Crisis

"The UK's education system is ranked sixth best in the developed world, according to a global league table published by education firm Pearson. The first and second places are taken by Finland and South Korea. The rankings combine international test results and data such as graduation rates between 2006 and 2010. Sir Michael Barber, Pearson's chief education adviser, says successful countries give teachers a high status and have a "culture" of education."

University of Southern Queensland (Australia) OpenCourseWare course designed to help tertiary educators delve into teaching and learning in a tertiary environment. Participants create a "Teaching Capacity Enhancement Plan" in collaboration with professional colleagues. Incorporates relevant professional development/staff activities. Participants must have access to teaching/learning environments in a tertiary setting.

Reports on the use of PBL in initial teacher education itself i.e. for training teachers.

Research paper outlining the strategies of designing effective learning environments for multidisciplinary collaboration and problem-based learning and reports the effectiveness of those strategies. NCPEA peer reviewed/approved.

School districts across the US are creating new teacher evaluation systems that are supposed to better identify ineffective teaching and, in some cases, tie a teacher's rating to student performance. My quarrel is not with the evaluation systems themselves however. My quarrel is with how they are being implemented. Here are three of the most common mistakes I've seen:

England's schools should take lessons from Japan and the Far East on how to improve performance, the shadow education secretary says. Stephen Twigg says despite many school reforms, there has been little change to the style of classroom teaching since Victorian times.

More than 6,200 school teachers in Uzbekistan have been trained on pedagogical technologies of the 21st century.

The Networked Teacher: How New Teachers Build Social Networks for Professional Support

The Center for Green Schools at the U.S. Green Building Council proudly introduces the Green Classroom Professional Certificate Program. The program encourages sustainable practices in classrooms to further the mission of creating green schools for everyone within this generation. Green classroom professionals advocate for healthier, more environmentally responsible places in which to work and teach. With the Green Classroom Professional Certificate, the classroom will turn into a living laboratory, creating foundational awareness of greener lifestyles, energy savings, and environmental health in students and educators.

Ontario shows us we should support our teachers, not shame them The Canadian province improved its education system by being supportive rather than dismissive of state schools

Researchers in the University of Toronto's neuroscience department are planning to launch a website that will make information about neuroscience and its implications for instruction available to educators this fall. The website is part of a project called "The Adolescent Brain: Implications for Instruction," which will also include a quarterly newsletter and professional development courses. Hazel McBride and Michael Ferrari, both researchers with the University's well-known Ontario Institute for Studies in Education, say they're responding to teachers' interest in using research in neuroscience to inform classroom practices.

Simple form for self evaluation of ICT Continuing Professional Development needs. Aimed at primary/elementary teachers