Group items matching

in title, tags, annotations or url

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."

Group Procurement Graduate Programme - 2013 Intake Standard Bank Graduate Programmes - Johannesburg, GP The program aims to help you develop these skills to become well trained professional in the within Group Vender management and Procurement. To learn from other...

These free instructional guides, formerly known as the Teaching Modules, were developed by education faculty and professional developers for their colleagues. They can be employed as extension units in existing courses or can be used independently in workshops and meetings. Each guide has links to videos, PowerPoint presentations or other resources.

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.

PBL teaching modules from Edutopia. Part of Edutopia's professional development series. Designed to increase engagement and retention in the classroom. Designed to be used as a 2-3 hour class or a 1-2 day workshop. Divided into 2 parts.

Description: The Condition of Education 2012 summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a closer look at high schools in the United States over the past twenty years.. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2012 print edition includes indicators in three main areas: (1) participation in education; (2) elementary and secondary education and outcomes; and (3) postsecondary education and outcomes.

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 appearance of collaboration tools such as blogs, wikis, social media, and video games has altered the way individuals and organizations relate to one another.[i] There is no longer any need to wait on professionals to share material and report on new developments.  Today, people communicate directly in an unmediated and unfiltered manner.

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