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Author: United Nations Preparatory Educational, Scientific, and Cultural Commission
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 338
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Book Description
Author: United Nations Preparatory Educational, Scientific, and Cultural Commission
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 338
Get Book Here
Book Description
Author: United Nations Preparatory Educational, Scientific, and Cultural Commission
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 336
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Book Description
Author: Molly Bang
Publisher: Scholastic Inc.
ISBN: 9780590100564
Category : Juvenile Nonfiction
Languages : en
Pages : 58
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Book Description
Imagines a village in which there are too many people consuming shared resources and discusses the challenge of handling our world's environment safely.
Author: David Coleman
Publisher: Routledge
ISBN: 1134306210
Category : Education
Languages : en
Pages : 361
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Book Description
The UN is often questioned about its ongoing relevance and overall effectiveness in the 21st century, particularly in its involvement with educational policy and co-operation around the globe. This ground-breaking book examines the four key agencies within the UN system that share the vital role of addressing educational futures: UNESCO, the World Bank, UNICEF and UNDP. As the core of educational multilateralism, these agencies powerfully reflect the UN's historic grounding in peace, human rights and economic development. The history of each agency's commitment to education is explored with critical detachment, with particular attention paid to the post-Cold War period, during which each agency has needed to re-think the impact of globalisation on both its modes of operation as well as the content of its education policies. Just as education policy itself has been subject to the impact of globalisation, so to has each agency had to adapt at a time when not only education but also their own mandates have been thrown open to question. This timely book will be essential reading for all those working with and for UN agencies, foreign aid workers and the development co-operation industry. At a time when education policies, budgets and strategies appear wide open to profound changes, this book will provide a much-needed roadmap to the future.
Author: Pedro Tamesis Orata
Publisher:
ISBN:
Category : Dakota Indians
Languages : en
Pages : 240
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Book Description
Author: Mike Bell
Publisher: Routledge
ISBN: 1000196623
Category : Education
Languages : en
Pages : 163
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Book Description
Teachers are bombarded with advice about how to teach. The Fundamentals of Teaching cuts through the confusion by synthesising the key findings from education research and neuroscience to give an authoritative guide. It reveals how learning happens, which methods work best and how to improve any students’ learning. Using a tried-and-tested, Five-Step model for applying the methods effectively in the classroom, Mike Bell shows how you can improve learning and eliminate time-consuming, low-effect practices that increase stress and workload. He includes case studies from teachers working across different subjects and age groups which model practical strategies for: Prior Knowledge Presenting new material Setting challenging tasks Feedback and improvement Repetition and consolidation. This powerful resource is highly recommended for all teachers, school leaders and trainee teachers who want to benefit from the most effective methods in their classrooms.
Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1046
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Book Description
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231004832
Category : Political Science
Languages : en
Pages : 137
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1084
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Book Description
Serves as an index to Eric reports [microform].
Author: Brian Holmes
Publisher: Routledge
ISBN: 1135034265
Category : Social Science
Languages : en
Pages : 337
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Book Description
First published in 1998. This book is concerned with the methodology and is a result of the author’s thoughts over a twenty year period about the theoretical problems associated with the study of comparative education.
