| Contents |
Prepared for distance learning? : international evidence on the use and perception of information and communication technology by teachers / Agnes Stancel-Pi♯¿tak, Yuan-Ling Liaw, Rolf Strietholt, Ann-Kristin Koop -- Response to Covid-19 in remote Russian schools : readiness to online education and coping strategies / Roman Zvyagintsev, Yuliya Kersha, Nadezhda Bysik, Sergey Kosaretsky -- Participatory research and biographical introspection : methodological reflections on research with youth without school-leaving certificates / Marlena Dorniak -- Researching educational advocacy : findings from the WERA International Research Network on engaging families, communities, and educators as educational advocates / Lauri Johnson, Sue Winton -- The role of empathy in improving social and emotional learning skills among educators and students in the era of COVID-19 / Kaliopi Kounenou, Nadia Kourmousi, Lea Ferrari, Hanako Suzuki, Mami Kanzaki, Angela Andrei, Andreea-Diana Scoda, Gloria Marsay, Feride Bacanli, Nurten Karacan Ozdemir, Chong Myung Park & V. Scott H. Solberg -- Cultural values, happiness and harmful peer aggression reported by adolescents across 12 world regions / Grace Skrzypiec, Chih-Chien Yang, Juzhe Xi, Mirella Wyra, Iwona Sikorska, Damanjit Sandhu, Christina Roussi-Vergou, Eva Romera, Rosario Ortega-Ruiz, Dorit Olenik-Shemesh, Soonjung Kwon, Soon-Won Kang, Tali Heiman, Annalisa Guarini, Eleni Didaskalou, Antonella Brighi, Ulil Amri Nasiruddin, Earvin Alinsug -- Reading through English curricula of Cambodia, Guatemala, Japan, Myanmar, and the Philippines : a case study of teacher reflections / Naing Win Soe, Pauline Mangulabnan, and Ana Lucia Arrecis -- Successful leadership by a Japanese high school principal : a case study / Hiroshi Sato -- An alternative review of multi-age (multi-grade) teaching and learning in global communities / Barbara Cozza -- The associations between engaging teaching, interest, self-concept, socio-economic status, and year 4 science achievement : evidence from TIMSS 2015 / Yu Chen, Winnie Wing Mui So. |
| Abstract |
"Presenting a wide range of new research from World Education Research Association (WERA)-affiliated scholars pertaining to democracy and education, this volume including topics such as school readiness in Mongolia, high stakes teacher evaluation policy in Japan, and family and community involvement in global educational advocacy. This collection arrives at a time of extreme global challenges, leaving researchers, teachers, students, families and policymakers without a baseline of how to act, react and be proactive to stem the chronic flow of disruption to global education systems. These challenges require researchers worldwide to consider how evidence can support individuals and systems to buffer against extreme global health distress and conflict whilst simultaneously supporting continued functioning education systems and processes. Such processes must allow students, teachers, leaders, administrators, and members of the educational communities to retain positive self-esteem and maintain supportive relationships and systems that provide the appropriate conditions for such processes. Global Perspectives on Education Research pulls together contributions from different contexts and cultures to distil vistas and research results that can enlighten a worldwide community of researchers, education professionals and practitioners, as well as policymakers and local, national or supra-national decision makers. This text is also the ideal companion for educators and leaders alike as they navigate the uncertainty within global health and social justice"-- Provided by publisher. |
