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Author: Ming-Tak Hue
Publisher: Routledge
ISBN: 1000582299
Category : Education
Languages : en
Pages : 288
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Book Description
This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools. Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education. This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.
Author: Ming-Tak Hue
Publisher: Routledge
ISBN: 1000582299
Category : Education
Languages : en
Pages : 288
Get Book Here
Book Description
This edited book is uniquely set in the context of Chinese societies. It deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools. Like other countries, in Hong Kong, inclusive education has been promoted through Integrated Education (IE) and the Whole-School Approach (WSA). Recently, the government has introduced the induction of Special Educational Needs Coordinator (SENCO) in each Hong Kong school to help diverse students, especially students with special educational needs (SEN) and to develop inclusive teaching and learning practices. This book is one of the first to examine the influence of contextual and Chinese cultural factors in the field of inclusive education, in regard to how schools support students with diverse learning needs and SEN. It also offers an account of context-specific measures towards promoting inclusive education. This book will help scholars and school practitioners in Asia in particular and in the West, in general, develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.
Author: Huixuan Xu
Publisher: Taylor & Francis
ISBN: 1040254721
Category : Education
Languages : en
Pages : 301
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Book Description
Following closely behind the global pandemic’s recent forced challenges to schools and teachers, Xu gives an overview of how educational researchers and schools in Asia respond to challenges in times of change. Her research focuses on how they adjust or change curriculum policy and practice to find a balance between developing innovation in response to fast-changing societal needs and maintaining the existing education systems that traditionally predict success for students. In this book, curriculum innovation is documented in three themes: 21st-century skills and competency-based curriculum, technology-supported curriculum and equity in curriculum. Xu includes three types of chapters: (1) case studies that provide detailed analyses of curriculum innovation at the school or country level, (2) conceptual analyses that deepen our understanding of curriculum issues using a new lens and (3) literature reviews that provide an overview of research in particular topics. The volume will be of great interest to researchers and educators interested in the role of curriculum innovation in times of change. In particular, it focuses on the ways innovative curriculum provides opportunities for individual students to maximize their potential while also acknowledging the constraints of local education systems.
Author: Catherine Shea Sanger
Publisher: Springer Nature
ISBN: 9811516286
Category : Education
Languages : en
Pages : 310
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Book Description
This open access book offers pioneering insights and practical methods for promoting diversity and inclusion in higher education classrooms and curricula. It highlights the growing importance of international education programs in Asia and the value of understanding student diversity in a changing, evermore interconnected world. The book explores diversity across physical, psychological and cogitative traits, socio-economic backgrounds, value systems, traditions and emerging identities, as well as diverse expectations around teaching, grading, and assessment. Chapters detail significant trends in active learning pedagogy, writing programs, language acquisition, and implications for teaching in the liberal arts, adult learners, girls and women, and Confucian heritage communities. A quality, relevant, 21st Century education should address multifaceted and intersecting forms of diversity to equip students for deep life-long learning inside and outside the classroom. This timely volume provides a unique toolkit for educators, policy-makers, and professional development experts.
Author: Natalie Wexler
Publisher: Penguin
ISBN: 0735213569
Category : Education
Languages : en
Pages : 354
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Book Description
“Essential reading for teachers, education administrators, and policymakers alike.” —STARRED Library Journal The untold story of the root cause of America's education crisis It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Author: Zi Yan
Publisher: Taylor & Francis
ISBN: 1000630757
Category : Education
Languages : en
Pages : 185
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Book Description
Covering both higher education and school education, this book contributes to the field of assessment by providing a systematic account of student self-assessment based on a consistent conceptualisation. Yan advocates viewing self-assessment as an active and reflective process and using it as a learning strategy rather than an assessment method. He builds on a newly-developed self-assessment model adopting a process perspective and synthesises a series of interrelated empirical investigations into the whole "chain" of student self-assessment research. The research encompassed in the volume spans from self-assessment practices and measurement, through predictors of self-assessment, its interweaved relationship with self-regulated learning and feedback literacy, impact on student learning outcomes, to designing sustainable self-assessment interventions. The empirical evidence is from a wide range of current scholarship to ensure that the principles and implications conveyed are applicable internationally. Policymakers, students and scholars in educational assessment, educational psychology, and teaching and instruction will find the theoretical explorations and empirical investigations contained within useful, to show how student self-assessment could be better conceptualised, researched, and practised.
Author: Jose W. Lalas
Publisher: Emerald Group Publishing
ISBN: 1804555304
Category : Education
Languages : en
Pages : 297
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Book Description
Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education.
Author: Sam Bamkin
Publisher: Taylor & Francis
ISBN: 1003829074
Category : Education
Languages : en
Pages : 220
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Book Description
Drawing on the case of moral education reform, this book provides an authoritative picture of how policy is enacted between state policymaking and school practice in Japan, focusing on how national policy is enacted locally in the classroom. The study follows the 2015 moral education reform from its genesis in central government, through the Ministry of Education to its enactment by local government and schools. The book looks beyond written policies, curricula and textbooks to examine how teachers, school administrators and others make sense of, and translate, policy into practice in the Japanese classroom context. Chapters explore how moral education practice has changed in response to the intentions of national policy, and analyzes the implications for understanding processes of policy enactment in the Japanese education system. This book presents a new perspective on the complexity of education policy making, practice, and the gaps in between. It will be of interest to postgraduate students, researchers, and academics in the fields of education policy and politics, moral education, school administration, and international and comparative education more broadly, particularly in Asia.
Author: Adam Poole
Publisher: Taylor & Francis
ISBN: 1003812163
Category : Education
Languages : en
Pages : 124
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Book Description
Poole’s book illuminates the experiences and perspectives of host country national teachers at internationalised schools in China. The international school sector in China has undergone significant changes in recent years. This is due to the growing demand for international education from local middle-class families. In response, a new type of school has emerged. Going by various names, such as private, bilingual or internationalised, these schools offer a fusion of national and international curricula and are staffed predominantly by host country national teachers. Despite these changes, we still know little about who host country national teachers are and what draws them to the world of international schooling. Accordingly, this book explores the motivations and mobilities of host country national teachers in China. It identifies three types of teacher: Returners, Reachers, and Remainers. Returners are graduates who have returned to China from overseas study. They are drawn to international schools by the opportunity to use their international experience and qualification. Reachers are internal migrants who face structural inequality and attracted to international schools by the opportunity for social mobility. Remainers are married teachers with children. They are motivated to work in international schools by the perceived stability and security these schools offer. Discussing implications for teacher recruitment, development, and retention in international schools, this book is an essential read for international educational researchers as well as students researching international education or teacher identity.
Author: Kevin Wai Ho Yung
Publisher: Taylor & Francis
ISBN: 1000882373
Category : Education
Languages : en
Pages : 272
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Book Description
This edited collection documents the challenges experienced by teacher educators, in-service teachers and student teachers in Hong Kong triggered by protests, civil unrest and the global outbreak of the COVID-19 pandemic, and identifies innovative practices in curriculum, pedagogy and assessment that have enabled them to overcome the challenges in online teaching. It offers implications for teacher professional development through reflective practices and the enhancement of the scholarship of teaching and learning in the teacher education sector in Hong Kong and beyond. Teaching and learning in various education sectors in Hong Kong experienced unprecedented challenges starting in late 2019. The suspension of face-to-face teaching resulted in the reliance on e-technology and online teaching and learning. Many teachers and students felt unprepared and thus experienced emotional distress. However, the challenges opened up opportunities for teacher educators to revamp their instructional and assessment practices to cater for students’ learning needs in the online environment. The chapters are split into five sections, covering the situation of teacher education in challenging times, stakeholders’ experiences and challenges in teaching and learning, curriculum and pedagogical innovations, assessment and feedback practices and finally scholarship of teaching and learning. The book will be of particular interest to those who are committed to professional development through strengthening their reflective practice, online teaching and the scholarship of teaching and learning. It will also be an ideal text for education scholars and postgraduate students in curriculum planning, innovative online pedagogies and assessment practices in teacher education and the broader higher education context.
Author: Lilia Halim
Publisher: Taylor & Francis
ISBN: 1000643735
Category : Education
Languages : en
Pages : 147
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Book Description
Science learning, for many, is often seen as learning a culture of science knowledge and practices that is incongruent from one’s everyday experiences and cultural background of learners. This edited volume presents a systemic view of the current initiatives and challenges for the inclusion of culturally responsive science pedagogy (CRSP) in non-Western and multicultural contexts in three Asian countries – Malaysia, Indonesia and Japan. Split into three parts, the book examines the history and current educational systems, curriculums and sociocultural diversities in each country, offering an updated review of equity in education. It reflects and expands on the role of CRSP in diverse societies before going into case studies that feature the experiences of teachers in implementing CRSP in Malaysia, Indonesia and Japan. These snapshots reflect the multiple ways equity is addressed in the teaching and learning of science in these Asian countries, allowing readers to extrapolate the possible challenges and best practices for designing and implementing CRSP in practice. The final section examines how these findings provide a sustainable platform for building capacity in understanding the cultural complexities and realities of recruiting and retaining diverse students into science. One of few books to investigate the role of CRSP in diverse societies in Malaysia, Indonesia and Japan, this book makes a unique contribution to the field of science education with reference to culturally responsive pedagogy. Its strategies and solutions serve as an important comprehensive reference for researchers and science teacher educators.
