Documentos

Across OECD countries, governments are seeking policies to make education more effective while searching for additional resources to meet the increasing demand for education.

The 2006 edition of Education at a Glance enables countries to see themselves in the light of other countries’ performance. It provides a rich, comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.

The indicators look at who participates in education, what is spent on it and how education systems operate and at the results achieved. The latter includes indicators on a wide range of outcomes, from comparisons of student’s performance in key subject areas to the impact of education on

Since publication of the AAAS 1989 report "Science for all Americans" (1), commissions, panels, and working groups have agreed that reform in science education should be founded on "scientific teaching," in which teaching is approached with the same rigor as science at its best (2). Scientific teaching involves active learning strategies to engage students in the process of science and teaching methods that have been systematically tested and shown to reach diverse students

Intended to Challenge the Professional Development of All Teachers

Information Communications Technology (ICT) has an important role to play in science teaching.

Rapid developments in hardware and software mean that a great deal is now possible, yet there remains a considerable gap between the aspirations of experts and the realities of the classroom.

This Guide is intended to help bridge that gap by providing guidance on what can be done by teachers in every school and college.

The idea for this Guide originated in a seminar on ICT in Support of Science Education held by the
Chemical Education Group at Salters’ Hall in May 2001. The Guide builds on the seminar themes, drawing on the results of visits to schools, colleges, publishers and software developers.

This paper proposes that a major reason for the lack of change in education is not due to lack of ideas about learning on a micro or individual level, but rather is due to a lack of models for growth and change at a macro or systemic level. We critique existing models of growth and provide examples of broad social change in other fields. We look at their properties and use those as a guide to thinking about change in learning environments. We propose that there exists a grammar of school reform. We provide examples of attempts to facilitate fundamental change at a large scale, and attempt to synthesise their properties, leading to thinking about new models for growth.

How Social Production Transforms Markets and Freedom