Table of Contents Chapter 1. A Study in How Teachers Learn to Educate Whole Students and How Schools Build the Capacity to Support Them Fernando M. Reimers Chapter 2. Providing Relevant Twenty-First-Century Science Education for All Students A Case Study of the Chilean Inquiry-Based Science Education Program Liliana Morawietz and CristiAn Bellei Chapter 3. Building the Capacity for Twenty-First-Century Education A Study of China's Qingyang School District Xueqin Jiang and Zhijuan Ma Chapter 4. An Inclusive, Whole-School, and Sustainable Approach to Building Teachers' Capacity to Promote Twenty-First-Century Skills Lessons Learned from the Public-Private Partnership of Escuela Activa Urbana in Manizales, Colombia Silvia Diazgranados FerrAns, Luis Felipe MartInez-GOmez, and MarIa Figueroa Chapter 5. Developing Life Skills in Children A Study of India's Dream-a-Dream Program Aditya Natraj and Monal Jayaram Chapter 6. Developing Twenty-First-Century Competencies in Mexico How UNETE and School Communities Broaden the Goals of Education by Using Educational Technology Sergio CArdenas, Roberto Arriaga, and Francisco Cabrera Chapter 7. Creating Cultures of Learning in the Twenty-First Century A Study of EL Education in the United States Connie K. Chung Chapter 8. Working in Times of Uncertainty to Prepare for the Future A Study of Singapore's Leaders in Education Program Oon-Seng Tan and Ee-Ling Low Chapter 9. Conclusions Fernando M. Reimers and Connie K. Chung Notes Acknowledgments About the Editors About the Contributors Index
Preparing Teachers to Educate Whole Students offers a wideranging comparative account of how innovative professional development programs in a number of countries guide and support teachers in their efforts to promote cognitive and socio-emotional growth in their students. The book focuses on holistic educational outcomes in an effort to better serve students in the twenty-first century and examines seven programs in all-in Chile, China, Colombia, India, Mexico, the United States, and Singapore. Fernando M. Reimers, Connie K. Chung, and their contributors focus on a pair of issues of great significance to educators throughout the world: the need to identify and promote a full range of competencies in students as they prepare for work and life in the twenty-first century, and the need to create and enhance professional development programs for teachers that will help them cultivate these competencies in their students. Preparing Teachers to Educate Whole Students offers a unique and helpful contribution to our understanding of fundamental educational goals and the professional development programs for teachers that aim to further those goals.
Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and director of the Global Education Innovation Initiative and of the International Education Policy Master's Program at Harvard University. Connie K. Chung is a researcher and former high school English teacher who works with education organizations that are focused on ensuring young people can thrive in a rapidly changing world.