Teacher Education and the Global Impact of Teach For All

2018 ◽  
Author(s):  
Katherine Crawford-Garrett ◽  
Matthew A.M. Thomas
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Global Education ◽  
Global Scale ◽  
University Graduates ◽  
Underperforming Schools ◽  
Policy Makers ◽  
Policy Problem ◽  
Elite University ◽  
Education Crisis

Over the past two decades, teacher education has been increasingly conceptualized as a policy problem in response to what school reformers, policy-makers, and philanthropists have depicted as a global education crisis necessitating national and international solutions. Teach For All (TFAll), an organization that has sought to respond to global achievement disparities by recruiting elite university graduates to teach in underperforming schools has a presence in more than 45 countries and is a key player in education reform worldwide. In enacting its vision of educational change, TFAll has reshaped notions of teaching at the classroom level by positioning teachers as saviors, leaders, and social engineers; reconfigured city school systems through promoting privatization and deregulation; and contributed to the rapid neoliberalization of education internationally by fundamentally altering educational policies and discourses on a global scale.

scholarly journals Teach For America and Teach For All: Creating an Intermediary Organization Network for Global Education Reform

2015 ◽  
Vol 23 ◽  
pp. 47 ◽  
Author(s):  
Priya Goel La Londe ◽  
T Jameson Brewer ◽  
Christopher A Lubienski
Keyword(s):  
Education Reform ◽  
Global Education ◽  
Teaching And Learning ◽  
The United States ◽  
Global Scale ◽  
Teach For America ◽  
Theory Of Change ◽  
Global Network ◽  
Intermediary Organization ◽  
What Works

Locally and globally among policymakers and edupreneurs, what constitutes “good teaching and learning” is highly contested, and prototypes that seem to embody “what works” are highly valued. In the United States, many accept Teach For America (TFA) as an exemplar of “what works.” As its U.S. operations continue to grow, TFA has recalibrated and expanded into Teach for All, an international organization with extensive reach. Teach For All not only finds historic roots in TFA, but it reflects TFA’s intentional expansion of its theory of change and implementation on a global scale. This exploratory essay investigates the linkages between TFA and TFAll, focusing on theory and implementation of education reform by comparing domestic TFA ideology and practices with those of TFAll. Also, we conceptualize the dimensions and anatomy of a global network of IOs engaged in global education reform. In addition to providing insight on TFAll, our broader goal is to build the knowledge base around what we are calling global Intermediary Organization Networks (IONs).

Can Bitcoin be the Future of Digital Payments?

2019 ◽  
Vol 10 (6) ◽  
pp. 489-500
Author(s):  
Andrea Valente ◽  
◽  
David Atkinson ◽  
Keyword(s):  
Price Volatility ◽  
Global Scale ◽  
White Paper ◽  
Innovative Technology ◽  
Policy Makers ◽  
The Future ◽  
Key Drivers ◽  
Digital Payments ◽  
Robust Regulation ◽  
Stakeholder Acceptance

This study aimed to investigate the conditions in which Bitcoin has developed as a leading cryptocurrency and, according to Nakamoto (2008), could become an instrument for everyday payments around the world. In comparison to other digital payment solutions, Bitcoin is based on a peer-to-peer electronic cash system using “the blockchain”. This innovative technology allows for decentralised storage and movement of currency in a fully anonymous way, introducing advantageous methods for encrypted security and faster transactions (Hagiu & Beach, 2014). Scepticism regards Bitcoin’s foundation, energy consumption and price volatility, however, did not take long to arise (Holthaus, 2017). Ten years from its white paper release, Bitcoin is further supported by the same drivers which could sustain its growth as the future of digital payments (Russo, 2018). In order to investigate the key drivers and feasibility of acceptance, a London based survey was used to understand the desirability of Bitcoin as a day-to-day tool for digital payments. Additionally, this research analysed Bitcoin’s stakeholders and forecast drivers of sustainability for its application to become the future of the payment industry. A space which relies on policies that involve multiple layers of society, governments, regulators and tech-firms, all on a global scale. The findings confirmed how the increasing lack of trust of political and financial institutions, coupled with the increasing cases of data-breaches by tech-firms, encouraged over 70% of respondents to consider more decentralised and anonymous methods for their day-to-day actions; like payments. Policy makers need to cope with societies increasingly separating politically but gathering together digitally (LBS, 2017). For Bitcoin to truly establish itself as a global digital payment solution, key stakeholder acceptance must converge alongside the introduction of more robust regulation.

scholarly journals Shared socioeconomic pathways for climate change research in Finland: co-developing extended SSP narratives for agriculture

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Heikki S. Lehtonen ◽  
Jyrki Aakkula ◽  
Stefan Fronzek ◽  
Janne Helin ◽  
Mikael Hildén ◽  
...  
Keyword(s):  
Climate Change ◽  
National Level ◽  
Global Scale ◽  
Change Scenario ◽  
Policy Makers ◽  
Climate Change Research ◽  
Food And Agriculture ◽  
Agriculture And Food ◽  
Farm Subsidies

AbstractShared socioeconomic pathways (SSPs), developed at global scale, comprise narrative descriptions and quantifications of future world developments that are intended for climate change scenario analysis. However, their extension to national and regional scales can be challenging. Here, we present SSP narratives co-developed with stakeholders for the agriculture and food sector in Finland. These are derived from intensive discussions at a workshop attended by approximately 39 participants offering a range of sectoral perspectives. Using general background descriptions of the SSPs for Europe, facilitated discussions were held in parallel for each of four SSPs reflecting very different contexts for the development of the sector up to 2050 and beyond. Discussions focused on five themes from the perspectives of consumers, producers and policy-makers, included a joint final session and allowed for post-workshop feedback. Results reflect careful sector-based, national-level interpretations of the global SSPs from which we have constructed consensus narratives. Our results also show important critical remarks and minority viewpoints. Interesting features of the Finnish narratives compared to the global SSP narratives include greater emphasis on environmental quality; significant land abandonment in SSPs with reduced livestock production and increased plant-based diets; continued need for some farm subsidies across all SSPs and opportunities for diversifying domestic production under scenarios of restricted trade. Our results can contribute to the development of more detailed national long-term scenarios for food and agriculture that are both relevant for local stakeholders and researchers as well as being consistent with global scenarios being applied internationally.

RESTRUCTURING TEACHER EDUCATION: RATIONALE AND RISKS

2021 ◽  
pp. 217-221
Author(s):  
R. G. Kothari
Keyword(s):  
Teacher Education ◽  
Secondary Level ◽  
Policy Makers ◽  
Paper Author

In the present paper author has tried to focus on issues of Teacher Education at the secondary level, and also examined the NCTE 2014 guidelines for restructuring teacher education. After highlighting the issues emerging out of these guidelines, some suggestions have been given by the author. It is suggested that policy makers should look into these issues and make some modifications in the guidelines.

The Policy Context for the Evolution of Teacher Education Reform in New Jersey

2017 ◽  
Vol 119 (14) ◽  
pp. 1-64
Author(s):  
Gary Natriello
Keyword(s):  
Teacher Education ◽  
New Jersey ◽  
Education Reform ◽  
Quality Of Education ◽  
Teacher Education Programs ◽  
Teacher Education Reform ◽  
Policy Context ◽  
Three Stages ◽  
General Concern

This article examines the genesis of the New Jersey Provisional Teacher Program, also known as the New Jersey Alternate Route Program, in three stages. First, the motivation to consider alternative ways of recruiting and preparing teachers for New Jersey schools began with general concern about the quality of education in the state and soon moved to consideration of means of strengthening teachers and teacher education. Second, the interest in improving the preparation of teachers led directly to changes in the regulations governing college-based teacher education programs. Third, the principles that were first applied to the reform of college-based programs were then adopted to structure and regulate an alternative route to teaching and the Provisional Teacher Program.

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