Thematische Bibliographien / Tomorrow's Schools

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Tomorrow's Schools“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Tomorrow's Schools"

Brazee, Edward N. „Tomorrow's Schools: Yesterday, Today, and Tomorrow“. Middle School Journal 22, Nr. 4 (März 1991): 57–59. http://dx.doi.org/10.1080/00940771.1991.11495996.

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Lefèvre, Bruno, und Jacques Richardson. „Tomorrow's secondary schools“. Futures 20, Nr. 2 (April 1988): 177–81. http://dx.doi.org/10.1016/0016-3287(88)90023-7.

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Green, Tonika Duren, Angela Stephens Mcintosh, Valerie J. Cook-Morales und Carol Robinson-Zanartu. „From Old Schools to Tomorrow's Schools“. Remedial and Special Education 26, Nr. 2 (März 2005): 82–92. http://dx.doi.org/10.1177/07419325050260020301.

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Renihan, Patrick J. „Leadership Succession for Tomorrow's Schools“. Procedia - Social and Behavioral Sciences 55 (Oktober 2012): 138–47. http://dx.doi.org/10.1016/j.sbspro.2012.09.487.

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Schleicher, Andreas. „Educating Learners for Their Future, Not Our Past“. ECNU Review of Education 1, Nr. 1 (März 2018): 58–75. http://dx.doi.org/10.30926/ecnuroe2018010104.

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Purpose —This paper aims to examine the educational demands in the digital age from tomorrow's teachers and policy-makers, and to encourage and incentivize all actors to develop the innovative learning environments that we need for tomorrow's schools. Design/Approach/Methods —As a conceptual paper, this article has consulted and analyzed a wide range of updated data and literature to consolidate the argumentation on tomorrow's educational demands. Findings —The paper mainly provides possible answers on how to educate students for their future, rather than our past. The heart of future education is to help students develop a reliable compass and tools, transformative competency, and to navigate through an increasingly complex, volatile, and uncertain world. To fulfill this core mission, a new set of curriculum design principles, changing school system, renewed teacher culture, and an alternative assessment program are highly advocated. Originality/Value —Based on the latest observations and reflections, the paper broadens our visions on tomorrow's education and future schools.

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Maher, Robert. „Are Graduate Schools Preparing Tomorrow's Administrators?“ NASSP Bulletin 72, Nr. 508 (Mai 1988): 30–34. http://dx.doi.org/10.1177/019263658807250807.

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Norris, Cynthia. „Developing Visionary Leaders for Tomorrow's Schools“. NASSP Bulletin 74, Nr. 526 (Mai 1990): 6–10. http://dx.doi.org/10.1177/019263659007452603.

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Jackson, Gregory A., und Terrence E. Deal. „Technology, learning environments, and tomorrow's schools“. Peabody Journal of Education 62, Nr. 2 (Januar 1985): 93–113. http://dx.doi.org/10.1080/01619568509538477.

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Hartley, Matt, und Tom Kecskemethy. „Cultivating Leadership for Tomorrow's Schools of Education“. Phi Delta Kappan 89, Nr. 6 (Februar 2008): 442–48. http://dx.doi.org/10.1177/003172170808900612.

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Mervis, J. „NIST Grants Help Schools Build for Tomorrow's Research“. Science 327, Nr. 5963 (14.01.2010): 256. http://dx.doi.org/10.1126/science.327.5963.256.

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Dissertationen zum Thema "Tomorrow's Schools"

Timperley, Helen. „The challenge for tomorrow's schools: learning to be responsive“. Thesis, University of Auckland, 1994. http://hdl.handle.net/2292/2029.

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Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckland schools about the new school-community partnership established by the devolution of governance responsibility to the Boards of Trustees. This survey was followed by a second more extensive questionnaire survey on the same topic in ten of these schools. The role educational values might play in parents' choice of school and their perceptions of school responsiveness were addressed in a survey of five secondary schools in the second phase. The third phase comprised case studies of two schools which had contrasting community-school relationships. In one school the principal valued a close partnership with the community, yet the school roll had fallen steadily over a five year period. In the other school, which enjoyed a rapidly increasing roll, the principal believed educational decisions should be left to the professionals. The case studies investigated this apparent contradiction, that the partnership relationship between parents and professionals which was designed to increase school responsiveness appeared to be unrelated to roll trends, a possible indicator of responsiveness. In the fourth phase I describe and evaluate how the school with the declining roll attempted to become more responsive to its community. The research results show that the concept of responsiveness contained in the initial policy documents was simplistic in that neither a community-school partnership nor school choice was sufficient to improve responsiveness to the community. I propose a more focused concept of responsiveness than that contained in the policy documents and identify two critical attributes of this concept; the school's educational values and parents' concerns about school practice. Parents choose schools because they perceive that the professionals share their educational values. I suggest that establishing cohesive values, both between home and school and within the school itself, is educationally desirable and critical to achieving responsiveness. This cohesion, however, should be enacted in a way which respects the diversity within the school population if some students are not to be alienated by the values of the majority. The second attribute of responsiveness, acting on valid concerns of parents, involves parents in decisions about school practice of greatest importance to them. Vague calls for consultation on school policy do not achieve this aim. My proposed concept of responsiveness does not assume that parents dominate areas previously reserved for professional prerogative, but rather that parents and professionals jointly determine policy in those areas critical to achieving responsiveness. School-community partnerships and school choice will not result in responsiveness unless they serve as catalysts for professional learning about the values and concerns of the community. This learning is enhanced if schools encourage parents to exercise influence and engage in joint problem-solving. Achieving school responsiveness depends more on the attitudes and skills of the participants in the partnership than on the structural changes enacted in the recent legislation.

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Mamoe, Ati Henry. „The Impact of Marketisation on Pacific Islands Secondary School Students: A Christchurch Experience“. Thesis, University of Canterbury. Pacific Studies, 1999. http://hdl.handle.net/10092/998.

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This research examines the impact of marketisation on Pacific Islands students in Christchurch high schools. Specifically, this study targeted the Tomorrow's Schools policy released in 1990 with particular interest in the changes in zoning laws. These changes theoretically allowed the consumers of education (the parents and students) equal access to all secondary schools by breaking down the zones and creating a free market where 'choice' and competition reigned supreme. However, this study along with others found that in actual fact it was the 'popular' schools with enrolment schemes who had the power to choose what students they preferred. Schools were left to compete for those students deemed' undesirable' by popular schools. This study found that a dis-empowerment of the schools' enrolment schemes needs to occur in Christchurch. Obviously, on the other hand, an empowerment of Pacific Islands parents and students through the increase of information also needs to occur. Although the government has made small steps toward making the problem more visible, more definitive work needs to be done in this area. This study also examined the achievement of Pacific Islands students at a national and at a sample level and discovered that has been very little improvement in this area over the time the Tomorrow's Schools policy has been in operation. Therefore, this study ventures into an analysis of this problem and suggests possible remedies. Again, this study argues that students must be actively empowered by teachers, schools, the government, and by their own people, in order to break down the physical, mental and even spiritual battles that Pacific Islands students face in the New Zealand education system.

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JUNIOR, EDSON DINIZ NOBREGA. „THE RELATIONSHIP SCHOOL-FAMILY-NEIGHBORHOOD IN THE FAVELA DA MARÉ AND THE PROGRAM SCHOOLS OF TOMORROW/EDUCATING NEIGHBORHOOD“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31727@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Este trabalho procura contribuir para o debate sobre as relações entre escolas públicas, famílias de origem popular e vizinhança escolar, tendo como referência territórios pobres da cidade, notadamente o conjunto de favelas da Maré. A pesquisa aborda, especificamente,as relações no âmbito do Programa Escolas do Amanhã/ Bairro Educador (PEA/BE), política que se coloca na perspectiva, tanto das novas formas de educação prioritária e compensatória para escolas em territórios vulneráveis, como da reconfiguração dos espaços e tempos escolares e de uma visão ampliada dos espaços educacionais. Do ponto de vista metodológico, um estudo de abordagem qualitativa dessa experiência foi conduzido em escolas públicas municipais de Ensino Fundamental que se caracterizam por serem participantes e não participantes do PEA/BE na Maré. Com o objetivo de indagar a possível existência de diferenças nas relações entre escola-família-vizinhança em escolas que se distinguem basicamente por serem ou não participantes do PEA/BE, foram realizadas entrevistas com diferentes agentes educacionais, escolares, familiares e sociais envolvidos direta ou indiretamente no programa, buscando conhecer a percepção deles acerca dessa política. Particularmente, o Projeto Bairro Educador foi desenvolvido no âmbito do Programa Escolas do Amanhã da Secretaria Municipal de Educação da cidade do Rio de Janeiro (SME-RJ), com a finalidade de aproximar as escolas públicas localizadas em territórios marcados pela violência e que apresentam resultados abaixo da média da sua respectiva rede de ensino, das famílias e de suas vizinhanças, através do uso do território como ferramenta educativa e pedagógica. Os principais resultados da pesquisa permitem afirmar que o Programa Escolas de Amanhã/Bairro Educador não deixou um legado suficientemente consistente a ponto de marcar uma diferença substancial nas relações escolas-família-vizinhança entre as escolas que dele participaram. Uma das possíveis explicações para isso diz respeito à falta de alinhamento entre as orientações do PEA/BE e sua implementação, bem como aos problemas de externalidade, fragmentação e segmentação da coordenação político-pedagógica do BE e à falta de uma orientação mais enfática da SME-RJ acerca dos caminhos a percorrer para atingir os objetivos propostos. O trabalho se encerra com a apresentação de recomendações que pretendem contribuir para a orientação de políticas públicas que tenham como objetivo a aproximação entre escolas-famílias-vizinhança.
This study aims on discussing the relations among public schools, low-income families, and the schools neighborhood, considering poor areas in Rio de Janeiro, specially a community called Maré. The research focuses on the relations within Escolas do Amanhã / Educator Neighborhood (PEA/BE in Portuguese), which considers the perspective of new priority and compensatory ways of education driven to vulnerable areas, as well as school space and time adjustments. A qualitative study of this experience has been conducted in order to analyze elementary and middle public schools in Maré that participate or not in PEA/BE. The objective has been to question if there are differences in the relations among school, family and neighborhood, considering schools which participate in the program and schools which do not. Different educational, school, family and social agents have been interviewed in order to comprehend the way they see this policy. Educator Neighborhood project, in particular, has been developed within Escolas do Amanhã program by the Education Municipal Office (SME-RJ in Portuguese), with the goal of integrating public schools placed in violent areas and with low results in relation to their education network, families and neighborhood, considering territory as an educational and pedagogical tool. The main results of the research show that Escolas do Amanhã / Educator Neighborhood program did not leave a consistent result in building better school, family and neighborhood relations among the schools that participated in the program. One of the possible reasons for it may be the lack of a guideline between PEA/BE and its implementation, as well as problems referring to its political-pedagogical coordination, such as its fragmentation and segmentation. This guideline could come from the Education Municipal Office, pointing to a path that leads to the program s objectives. Therefore, this thesis ends up with some recommendation about public policies that may contribute to closer relations among school, family and neighborhood.

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Holmsten, Dag. „Sustainable development for tomorrow : Enabling local implementations of global issuesin Swedish schools“. Thesis, Stockholm University, Stockholm Resilience Centre, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-41223.

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This study investigates forces and organizational structures that facilitate or hinder sustainabledevelopment to be introduced and integrated in the core activities of public institutions.Specifically, the way global national sustainable development goals find their way into thelocal curriculum and overall-encompassing strategy of a few Swedish high-schools isidentified.To facilitate the search, the study is assisted by actor-network theory to find human and nonhuman―power-brokers‖ that can ensure the adoption and continuous application of newconcepts in a school. A pre-study of several schools, consisting of explorative interviews,located and classified factors and processes of potential importance for the implementation ofactivities related to sustainable development. At the same time, the large variety ofdefinitions of sustainable development encountered was recorded.The main study expanded on the findings from the pre-study and provided a more detailedanalysis of one senior high-school (upper secondary school). Several examples oforganizational structures and other factors– macro-actors in the theoretical model - werelocated with the potential to influence the furthering of the cause of sustainable developmentin that particular school. The possibility is discussed that the school would profit fromdeveloping a common mode of communication based on exploring experiences from applyingthe many issues that can be related to sustainable development. Such an endeavor could resultin organizational change typical of a learning organization. In that case, the resilience andcapacity of the organization to handle abrupt changes in national policy would be increased aswell as the preparedness of its students – our future – to handle rapidly changing situations intomorrow‗s society.The study further suggest that a similar ―tool-box‖ of theoretical models could be applied tothe local implementation of other national issues in an institutional setting.

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Carney, Molly Cummings. „Preparing Teachers For Tomorrow: A Case Study of TEACH-NOW Graduate School of Education“. Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108575.

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Thesis advisor: Marilyn Cochran-Smith
Current institutional and technological innovations are challenging face-to-face, college- and university-based teacher preparation programs as never before. Among those innovations are two emerging phenomena: New graduate schools of education (nGSEs) and fully online teacher preparation programs. nGSEs are new independent graduate schools that are not university-based but are state-authorized and approved as institutions of higher education to prepare teachers, endorse them for initial teacher certification, and grant master’s degrees (Cochran-Smith et al., 2019). Fully online teacher preparation programs are programs that relocate teacher preparation from the physical environments of the brick-and-mortar university to the digital environments of the internet and provide prospective teachers with flexible alternatives to face-to-face pathways. While both fully online teacher preparation programs and nGSEs have garnered enthusiastic media attention and critique, there is a very limited amount of in-depth knowledge about fully online teacher preparation programs and virtually no independent research on nGSEs. This dissertation helps to address those gaps in research. The central purpose of this dissertation was to examine the intersection of fully online teacher preparation and the phenomenon of teacher preparation at nGSEs by investigating teacher preparation at TEACH-NOW Graduate School of Education, a fully online, for-profit, nGSE headquartered in Washington, D.C. and rapidly expanding as a provider of initial teacher education. Intended to be descriptive and interpretive, this qualitative case study sought to understand the phenomenon of teacher preparation at TEACH-NOW from the perspectives of its participants. Based on qualitative analysis of multiple sources of evidence, the main argument of this dissertation is that TEACH-NOW operated at the nexus of a complex tension between the push to be innovative and the pull to be legitimate. Findings suggest that TEACH-NOW skillfully navigated that tension by establishing tight coherence around three key indicators of innovation (business model, technology, program structure) and by achieving major accepted markers of credibility within the larger teacher education organizational field. This dissertation also argues that TEACH-NOW’s approach to teacher preparation necessitated that teacher candidates self-manage their program experiences in accordance with their individual needs, circumstances, and preferences. The dissertation concludes with discussion of important themes and specific research, practice, and policy implications
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Trevino, Anna. „Latino Educators of Tomorrow: Culture-Specific Mentoring for the College Transition“. BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2711.

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The population of Latino students is growing faster than any other ethnic group in U.S. public schools today; however, the number of Latino teachers throughout the nation has remained low. The Latino Educators of Tomorrow is a new and ambitious Latino educational career program designed to increase the number of Latino students entering teaching as a profession. This research addressed the following questions: 1) What do participants identify as influential in their trajectory towards becoming an educator, and why?; 2) How do LET instructors, acting in the role of mentors, influence participants' desires and plans to become educators, and why?; and 3) What external obstacles hinder the participants' aspirations to become educators, and why? This qualitative study examines the perspectives of 24 high-school and beginning college-age students who participated in the Latino Educators of Tomorrow (LET). Using open-ended surveys and semi-structured interviews, this study identified underlying themes regarding the influence of mentors on the participants' desires and plans to continue to major in education; the positive impact of mentors' appreciation of participants' culture; and the financial obstacles participants identified as hindering their obtaining a college degree. Findings point to the importance of cultural appreciation in mentoring relationships, specifically for these Latino students in the transition from high school to college. Theoretical implications suggest practical recommendations for cultural appreciation to be combined with existing mentoring theory to assist students in their educational goals.

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McTurner, Bobbie. „An Analysis of Hani Motoko’s Hall for Tomorrow (1921): A Frank Lloyd Wright Design“. University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148152737.

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Jones, Dina Johanna Christina. „An evaluation of the Accelerate Christian Schools for reaching children for the Kingdom of God as part of Missio Dei in South Africa / Jones D.J.C“. Thesis, North-West University, 2011. http://hdl.handle.net/10394/7602.

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Secularist views are a challenge to the field of religious education. Their worldview and influence in society will be discussed. This study evaluates the theocratic model under the apartheid regime, the co–operative model and the religion policy under the new democratic government. The areas that the researcher investigated in this study are centred on the effectiveness of the mission calling of the School of Tomorrow, Accelerated Christian Education. In order to achieve this outcome, the history of ACE Schools in America and South Africa will be discussed, as well as the role of the school, the parent and the teacher in missio Dei. An analysis and evaluation will be done on Christian educators such as Martin Luther, John Calvin and John Knox, as well as educational deform under Hitler. A study will be done on how Biblical doctrine was formed in children’s lives in the Old and New Testament.
Thesis (M.A. (Missiology))--North-West University, Potchefstroom Campus, 2012.

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Camp, Jean S. „"Touching tomorrow with technology" a case study of the impact of effective school leadership on an exemplary technology integration initiative /“. Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1405/umi-uncg-1405.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.
Title from PDF t.p. (viewed Oct. 18, 2007). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 136-139).

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Svärdh, Joachim. „Teknikämnet i grundskolan : Idag och imorgon“. Thesis, Karlstad University, Faculty of Technology and Science, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4581.

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Detta arbete har två olika delar som behandlats på olika sätt. Inledningsvis har dagssituationen för teknikämnet i grundskolan kartlagts. Bland resultaten återfinns ett samband mellan behöriga tekniklärare samt de lärare som själva valt att undervisa i teknik, och intresset för ämnet teknik. De behöriga tekniklärarna återfinner vi framförallt i de större städerna. I den största gruppen lärare som undervisar i teknik, No lärarna, har endast tio procent valt att undervisa i ämnet själv. I övriga ämnen finns det någon slags agenda, men teknikundervisningen bedrivs utan ordentliga riktlinjer och utan garanterad undervisningstid.

Andra delen av arbetet har undersökt en tänkbar framtid för teknikämnet i grundskolan. Samtalsintervjuer med fyra personer som fått ge sin personliga syn på vad man borde ha i tankarna när man planerar framtidens teknikundervisning. Några gemensamma ståndpunkter är att teknikämnet är viktigt för att förstå vår samtid och vår framtid. Teknik handlar om att lösa problem och skall hjälpa till att föda ett intresse för teknik och naturvetenskap. Sist men inte minst tycker man att ämnet är för lågt prioriterat.

This work has two different parts that has been treated in different ways. Initially, the present situation for the subject Technology in primary and lower secondary school has been monitored in a survey. Among the results, a correlation between authorized Technology teachers and the teachers that chose to teach Technology and the interest for Technology was found. The authorized Technology teachers are primarily found in the major cities. Among the majority of teachers that teach Technology, the Natural Science teachers, only ten percents choose to teach Technology them self. In other subjects, there is a curriculum, but the Technology education is carried out without proper guidelines or guarantees for a minimum time of education.

The second part of this work is looking into a possible future for the subject Technology in primary and lower secondary school. Four persons gave their personal views on what one should have in mind when planning the Technology education of the future. Some common positions are that Technology is important in order to understand our present and our future. Technology is about solving problems and should help to create an interest in technology and natural science. Last but not least the subject Technology is not prioritized.

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Bücher zum Thema "Tomorrow's Schools"

United Nations Educational, Scientific and Cultural Organization (UNESCO). Teachers for tomorrow's schools. Paris: UNESCO, 2001.

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Leadership for tomorrow's schools. Alexandria, Va: Association for Supervision and Curriculum Development, 1993.

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Great Britain. Department for Education and Employment. Investing in the early years: The government's response to the review of pre-schools and playgroups. London: Department for Education and Employment, 1999.

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Schooling for tomorrow's America. Charlotte, NC: IAP, Information Age Publishing. Inc., 2014.

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Smith, Graham Hingangaroa. Tomorrow's schools and the development of Maori education. [Auckland]: Research Unit for Maori Education, University of Auckland, 1991.

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Creating tomorrow's schools today: Education - our children - their futures. New York: Continuum International Pub. Group, 2009.

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Gerver, Richard. Creating tomorrow's schools today: Education - our children - their futures. London: Continuum, 2010.

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Gerver, Richard. Creating tomorrow's schools today: Education - our children - their futures. London: Continuum, 2010.

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Gerver, Richard. Creating tomorrow's schools today: Education - our children - their futures. New York: Continuum International Pub. Group, 2009.

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New Zealand. Dept. of Education. Tomorrow's schools: The reform of education administration in New Zealand. Wellington, N.Z: [Dept. of Education, 1988.

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Buchteile zum Thema "Tomorrow's Schools"

Harding, Scott, und Seth Kershner. „Training Tomorrow’s Activists“. In Counter-Recruitment and the Campaign to Demilitarize Public Schools, 41–60. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137493279_3.

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Hodgkinson, Christopher. „Conclusion: Tomorrow, and Tomorrow, and Tomorrow: A Post-Postmodern Purview“. In The Ethical Dimensions of School Leadership, 221–31. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/0-306-48203-7_13.

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Chiosso, Giorgio. „The Challenge of Personalisation for Tomorrow’s Schools“. In Personalisation of Education in Contexts, 49–58. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-028-6_4.

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Benton, Richard A. „“Tomorrow’s Schools” and the Revitalization of Maori“. In Focus on Bilingual Education, 135. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.fishfest1.13ben.

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Telem, M., B. Z. Barta und K. D. Levin. „Information technology in educational management of tomorrow’s school“. In Information Technology in Educational Management for the Schools of the Future, 31–37. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_5.

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Thompson, Kip V., Keshia Harris und Caroline S. Clauss-Ehlers. „The Racial/Ethnic Identity Development of Tomorrow’s Adolescent“. In Handbook of Culturally Responsive School Mental Health, 157–75. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4948-5_12.

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Hogenbirk, P., R. G. Taylor, B. Davey, F. R. Tarrago und J. D. Warwick. „The preconditions for computer-assisted decision-making in tomorrow’s schools“. In Information Technology in Educational Management for the Schools of the Future, 181–84. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_24.

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Ashby, Joanna, Isaac Ndayishimiye, Arsen Muhumuza und Sylvine Niyoyita. „Digital Medical School: New Paradigms for Tomorrow’s Surgical Education“. In Digital Surgery, 379–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49100-0_28.

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Shernoff, David J. „Re-engineering the Schools of Tomorrow: Towards Community Sponsorship“. In Advancing Responsible Adolescent Development, 335–56. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7089-2_15.

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Raju, Harshitha G. „Pedagogic Influences of Art and Design Schools on Architecture Education in India“. In Design for Tomorrow—Volume 2, 217–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0119-4_18.

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Konferenzberichte zum Thema "Tomorrow's Schools"

Thomas, Anne Nicol, James Pellegrino, Peter Rowley, Marlene Scardamalia, Elliot Soloway und Jim Webb. „Designing collaborative, knowledge-building environments for tomorrow's schools“. In the SIGCHI conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/142750.142883.

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Briggs, Brandi N., Benjamin S. Terry, Janet Yowell und Stephanie Rivale. „Incorporating Biomechanical Research Topics Into K-12 Classroom Design Projects to Broaden Participation and Increase Engineering Interest“. In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64530.

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This paper describes a successful new biomechanical engineering curriculum created and implemented in two highly diverse local high schools by two graduate TEAMS (Tomorrow’s Engineers… creAte. iMagine. Succeed.) Fellows. In the semester-long curriculum, students create robotic surgical devices to diagnose and biopsy endometriosis, a pathology that afflicts roughly 5% of the adult female population. Curriculum focusing on anatomy, physiology, and tissue mechanics was also included to enhance the students’ understanding of the human body and its response to engineering materials. Focusing this course on cutting-edge, biomechanical research that explicitly and authentically illustrates how engineering benefits society resulted in increased enrollment in engineering by underrepresented populations. This paper also discusses personal reflections by the two graduate Fellows of the benefits gained and lessons learned during the design and implementation of this innovative high school curriculum.

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de Raadt, Michael. „Searching for Tomorrow’s Programmers“. In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2829.

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Interest in beginning a career in programming is declining. Programming is no longer selling itself to novices at high school and university levels as well as it once did. This paper considers why this is the case, what may happen if this trend continues, and what can be done to restore interest for the next generation of programmers.

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REGGE, TULLIO. „THE UNIVERSE TODAY, YESTERDAY AND TOMORROW“. In Proceedings of the 7th School. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701893_0021.

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Smith, Warren F., Michael Myers und Brenton Dansie. „F1 in Schools: An Australian Perspective“. In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.

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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.

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Decker, J., und R. Malkin. „146. Exposures to Lead-based Paint Dust in an Inner-city High School“. In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765265.

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Godish, D., J. Akers und T. Godish. „285. Survey Study of School Teachers: Indoor Air Quality-related Symptom Prevalence Rates and Risk Factors“. In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765418.

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Giacosa, Antonella. „Transdisciplinary teaching and learning: an experiment“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11084.

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In our smart new world, characterized by continuous technological evolution, knowledge is subject to rapid obsolescence and change is the only constant. In this context, teachers are called upon to overcome the ingrained automatic habits of traditional knowledge transmission by developing a perspective that is less tied to individual disciplines and more open to the many facets of reality. Only with a questioning and curious attitude aimed at innovation and pedagogical experimentation can teachers make their message meaningful again and help new generations to develop the habit of flexible and complex thinking in order to orient themselves in a fluid, globally connected and hypertechnological society. Following a course on multidisciplinarity, a group of secondary school teachers embarked on a journey of reading and experimenting in the classroom, realizing that through the transdisciplinary approach theorized by the quantum physicist Nicolescu, one can educate for the future. Identifying and tackling conceptual issues to work on and overcoming the narrow limits of individual disciplines in order to understand complex events is the direction in which teachers and students of today's school should move, so that they will face tomorrow with greater awareness and effectiveness.

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Tommasi, Francesco, Ioris Franceschinis, Marco Perini und Giuseppe Tacconi. „SKILLING FOR TOMORROW AT SCHOOL: A TRAINING PROJECT FOR IVET AND TECHNICAL STUDENTS’ SOFT SKILLS“. In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end022.

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Sansone, Nadia, Donatella Cesareni, Ilaria Bortolotti, Donatella Capaldi, Marco Montanari, Giovanni Ragone und Stefano Lariccia. „KEY SKILLS FOR THE STUDENTS OF TOMORROW: A CROSS-SECTIONAL SURVEY AMONG SCHOOL TEACHERS AND UNIVERSITY LECTURERS“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1211.

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Berichte der Organisationen zum Thema "Tomorrow's Schools"

Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.

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Fullan, Michael, und Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, Dezember 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.

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