Global Perspectives on Education Research, Vol. II

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.

Autorentext

Liesel Ebersöhn is Director of the Centre for the Study of Resilience and Professor in the Department of Educational Psychology in the Faculty of Education.

Ingrid Gogolin is Professor of International Comparative and Intercultural Education Research at the University of Hamburg.

Inhalt

Introduction Part I: Global Perspectives on New Technologies and Education 1. Prepared for Distance Learning? International Evidence on the Use and Perception of Information and Communication Technology by Teachers 2. Response to COVID-19 In Remote Russian Schools: Readiness to Online Education and Coping Strategies 3. Participatory Research and Biographical Introspection - Methodological Reflections on Research with Youth without School-Leaving Certificates Part II: Global Perspectives on Socio-Emotional Dimensions of Education 4. Researching Educational Advocacy: Findings from the WERA International Research Network on Engaging Families, Communities, and Educators as Educational Advocates 5. The Role of Empathy in Improving Social and Emotional Learning Skills Among Educators and Students in the Era of COVID-19 6. Cultural Values, Happiness and Harmful Peer Aggression Reported by Adolescents in 12 World Regions Part III: Global Perspectives on Educational Practices 7. Reading through English Curricula of Cambodia, Guatemala, Japan, Myanmar, and the Philippines: A Case Study of Teacher Reflections 8. Successful Leadership by a Japanese High School Principal: A Case Study 9. An Alternative Review of Multi-age (Multi-grade) Teaching and Learning in Global Communities 10. The associations between Engaging Teaching, Interest, Self-Concept, Socio-economic Status, and Year 4 Science Achievement: Evidence from TIMSS 2015