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Measuring Transformational Pedagogies Across G20 Countries to Achieve Breakthrough Learning: The Case for Collaboration
https://doi.org/10.18884/00000984
https://doi.org/10.18884/0000098461ca640e-c6b5-4dd0-b0d7-dfa54fcd790c
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
t20-japan-tf1-5-measuring-pedagogies-g20-countries-achive-learning (260.3 kB)
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| Item type | 一般雑誌記事 / Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2019-05-21 | |||||
| タイトル | ||||||
| タイトル | Measuring Transformational Pedagogies Across G20 Countries to Achieve Breakthrough Learning: The Case for Collaboration | |||||
| タイトル | ||||||
| タイトル | Measuring Transformational Pedagogies Across G20 Countries to Achieve Breakthrough Learning: The Case for Collaboration | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | article | |||||
| ID登録 | ||||||
| ID登録 | 10.18884/00000984 | |||||
| ID登録タイプ | JaLC | |||||
| 著者 |
Istance, David
× Istance, David× Mackay, Anthony× Winthrop, Rebecca |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Given the urgent need to transform traditional teaching and learning practices in order to prepare students with the breadth of skills needed for the future, it is urgent that G20 countries collaborate quickly to develop a breakthrough set of measures to track pedagogical transformation. Currently, no country has the data or assessments it needs to track if these pedagogical changes are happening and whether students are mastering the desired skills. International and national education assessments use metrics that only partially indicate whether a country is headed in the right direction. We recommend the G20 establish a Task Force made up of leading thinkers from the G20 and around the globe to develop these shared measures. |
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| 書誌情報 |
Policy Brief 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT en : Policy Brief 2030 AGENDA FOR SUSTAINABLE DEVELOPMENT 号 5, p. 1-7, 発行日 2019-03-15 |
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| 出版者 | ||||||
| 出版者 | JICA Research Institute | |||||
