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This ground-breaking book uses a comprehensive study of a novel Masters Education program to showcase how teachers can be engaged in authoritative justice-inquiry-based research, using comparative education theory and the UNESCO SDGs as powerful frameworks.
List of contents
Part 1. Learning to Advance Equitable and Sustainable Education in An Online Graduate Program 1. Empowering Teachers for Sustainable and Equitable Oriented Education: Program Philosophy, Theoretical Bases, and Pedagogy 2. The Curriculum: Course Organization, Assignments, and Outcomes Part 2. Exploring Learning Environments in Primary and Secondary Education 3. Exploring the Relationship Between Communication, Curriculum, and Learning Outcomes During Virtual Learning in a Primary School in Kuwait 4. Implementing Social-Emotional Learning in a U.S. Primary School: Teachers’ Access to Training, Resources, and Collaboration 5. Integrating Technology and Access to Digital Literacy in Secondary Education in British Columbia: An Action Research Case Study 6. Examining Postcolonialism in Secondary English Curriculum in Hawai'i: A-One Teacher Self-Study 7. Implementing Cultural Pluralism and Classroom-based Multicultural Democratic Education: Examples from a Utah High School Part 3. Exploring Learning Environments to Procure Equitable Access to Relevant Skills for Decent Work 8. Exploring Factors Impacting Female Underrepresentation in STEM in New Taipei City: Self-Efficacy, Interest, and Expectations 9. Exploring Soft Skills Attainment and Workplace Readiness Among South Texas Secondary School Students 10. Developing Inclusive Pedagogy: How Pre-Service Teachers are Prepared to Support Culturally and Linguistically Diverse Student Learning 11. Developing Cultural Pluralism in Adult English Language Learning Education: Toward a More Inclusive Classroom Part 4. Final Thoughts on Equity, Sustainability, and the Future of Teacher Education and Development 12. Final Thoughts on Equity, Sustainability, and the Future of Teacher Education and Development
About the author
Maria Teresa Tatto is Professor in the Division of Educational Leadership and Innovation, and Southwest Borderlands Professor of Comparative Education at Mary Lou Fulton Teachers College, Arizona State University, USA.
Lindsey Brown is a graduate of Arizona State University’s M.Ed. Global Education program, USA, and a PhD student at Mary Lou Fulton Teachers College, Arizona State University, USA.
Summary
This ground-breaking book uses a comprehensive study of a novel Masters Education program to showcase how teachers can be engaged in authoritative justice-inquiry-based research, using comparative education theory and the UNESCO SDGs as powerful frameworks.
