Managing for Learning


Book Description

How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC)--and the developing world more broadly--as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning--and not schooling in and of itself--that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region’s relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? Part of the answer lies in management--the managers, structures, and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. This study presents new conceptual and empirical contributions that can be synthesized in four key messages: 1. Student learning is unlikely to improve at scale without better management. 2. Management quality can be measured and should be measured as a catalyst for improvement. 3. Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. 4. Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of several new research initiatives from across the region.




Teddy Is Ready Teacher's Guide


Book Description

This Teddy is Ready! Teacher's Guide is designed to help educators protect young people from bad things. Each of the topics presented in this book are based on current emergency preparedness best practices and standards of care as outlined by FEMA, the Department of Homeland Security and the U.S. Department of Education's Guide for Developing High Quality School Emergency Operations Plans.Schools are safe, but bad things can and do happen. This Teacher's Guide is intended to help parents, teachers and care givers discuss, in an age appropriate manner, proven strategies that will help keep children even safer! For additional emergency preparedness resources, a digital teacher's guide and online training please visit www.teddyisready.com and contact your school district and/or local office of emergency management. Together we can help make daycare centers, schools, and the young people who attend them, even safer!




The Routledge Handbook of Sustainable Cities and Landscapes in the Pacific Rim


Book Description

This handbook addresses a growing list of challenges faced by regions and cities in the Pacific Rim, drawing connections around the what, why, and how questions that are fundamental to sustainable development policies and planning practices. These include the connection between cities and surrounding landscapes, across different boundaries and scales; the persistence of environmental and development inequities; and the growing impacts of global climate change, including how physical conditions and social implications are being anticipated and addressed. Building upon localized knowledge and contextualized experiences, this edited collection brings attention to place-based approaches across the Pacific Rim and makes an important contribution to the scholarly and practical understanding of sustainable urban development models that have mostly emerged out of the Western experiences. Nine sections, each grounded in research, dialogue, and collaboration with practical examples and analysis, focus on a theme or dimension that carries critical impacts on a holistic vision of city-landscape development, such as resilient communities, ecosystem services and biodiversity, energy, water, health, and planning and engagement. This international edited collection will appeal to academics and students engaged in research involving landscape architecture, architecture, planning, public policy, law, urban studies, geography, environmental science, and area studies. It also informs policy makers, professionals, and advocates of actionable knowledge and adoptable ideas by connecting those issues with the Sustainable Development Goals (SDGs) of the United Nations. The collection of writings presented in this book speaks to multiyear collaboration of scholars through the APRU Sustainable Cities and Landscapes (SCL) Program and its global network, facilitated by SCL Annual Conferences and involving more than 100 contributors from more than 30 institutions. The Open Access version of chapters 1, 2, 4, 11, 17, 23, 30, 37, 42, 49, and 56 of this book, available at http://www.taylorfrancis.com/books/e/9781003033530, have been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.







Safer, Stronger, Smarter


Book Description




Disaster Education


Book Description

Offers an informative introduction to the subject of disaster risk reduction education and highlights key places of education such as family, community, school, and higher education. This book describes and demonstrates different aspects of education in an easy-to-understand form with academic research and practical field experiences.




Practical Information on Crisis Planning


Book Description

Families trust schools to keep their children safe during the day. Thanks to the efforts of millions of teachers, principals, and staff across America, the majority of schools remain safe havens for our nation's youth. The unfortunate reality is, however, that school districts in this country may be touched either directly or indirectly by a crisis of some kind at any time. Natural disasters such as floods, earthquakes, fires, and tornadoes can strike a community with little or no warning. An influenza pandemic, or other infectious disease, can spread from person-to-person causing serious illness across the country, or around the globe, in a very short time. School shootings, threatened or actual are extremely rare but are horrific and chilling when they occur. The harrowing events of September 11 and subsequent anthrax scares have ushered in a new age of terrorism. Communities across the country are struggling to understand and avert acts of terror. Children and youth rely on and find great comfort in the adults who protect them. Teachers and staff must know how to help their students through a crisis and return them home safely. Knowing what to do when faced with a crisis can be the difference between calm and chaos, between courage and fear, between life and death. There are thousands of fires in schools every year, yet there is minimal damage to life and property because staff and students are prepared. This preparedness needs to be extended to all risks schools face. Schools and districts need to be ready to handle crises, large and small, to keep our children and staff out of harm's way and ready to learn and teach.