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Pathways: Reading, Writing, and Critical Thinking
Pathways Reading, Writing and Critical Thinking, Second Edition uses compelling National Geographic stories, photos, video and infographics to bring the world to the classroom. Authentic, relevant content and carefully sequenced lessons engage learners while equipping them with the skills needed for academic success.
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- Clear student writing models and guided online writing practice train students to become stronger and more confident writers.
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Pathways 2: reading, writing, and critical thinking
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SIMILAR ITEMS (based on metadata)
Key Competences and New Literacies
From Slogans to School Reality
- © 2023
- Maria Dobryakova ORCID: https://orcid.org/0000-0002-9475-5476 0 ,
- Isak Froumin ORCID: https://orcid.org/0000-0001-9228-3770 1 ,
- Kirill Barannikov ORCID: https://orcid.org/0000-0001-5182-9458 2 ,
- Gemma Moss 3 ,
- Igor Remorenko ORCID: https://orcid.org/0000-0002-8775-4248 4 ,
- Jarkko Hautamäki 5
Institute of Education, National Research University Higher School of Economics, Moscow, Russia
You can also search for this editor in PubMed Google Scholar
Head of the Observatory of Higher Education Innovations, Jacobs University, Bremen, Germany
Moscow city university, moscow, russia, university college london, london, uk, university of helsinki, helsinki, finland.
- Includes case studies from 8 countries on the competence-turn in the curriculum
- Describes pedagogical approaches to foster 21st century skills
- Outlines the components of environmental literacy
Part of the book series: UNIPA Springer Series (USS)
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Table of contents (15 chapters)
Front matter, introduction.
- Maria Dobryakova, Isak Froumin
The World Is Changing, and Education Is Changing with It
A framework of key competences and new literacies.
- Maria Dobryakova, Isak Froumin, Gemma Moss, Norbert Seel, Kirill Barannikov, Igor Remorenko
Canada (Ontario): A Unifying Theme for Canadian Education Is Equity
- Michele Peterson-Badali, Elisabeth Rees-Johnstone, Evelyn Wilson, Bev Freedman, Denese Belchetz, Karen Grose et al.
China: Fostering Students with All-round Attainments in Moral, Intellectual, Physical and Aesthetic Grounding
- Huanhuan Xia, You You
England: Knowledge, Competences and Curriculum Reform—Why the English Case Stands Out
- Gemma Moss, Ann Hodgson, Susan Cousin
Republic of Korea: Cultivating Key Competences
- Junehee Yoo, Euichang Choi, Dongil Kim, Kyunghee So, Chan-Jong Kim, Il Lee et al.
Finland: Improving Pupils’ Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement
- Jarkko Hautamäki, Raisa Ahtiainen, Natalia Gustavson, Risto Hotulainen, Sirkku Kupiainen, Marja Tamm et al.
Poland: The Learning Environment that Brought About a Change
- Maciej Jakubowski, Jerzy Wiśniewski
Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States
- Michael Russell, Henry Braun, Binbin Zhu
Russian Federation: At a Conceptual Crossroads
- Kirill Barannikov, Maria Dobryakova, Isak Froumin, Igor Remorenko
Pedagogical and School Practices to Foster Key Competences and Domain-General Literacy
- Maria Dobryakova, Norbert Seel
A Modern Aspect of Instrumental Literacy: Coding
- Suhas Parandekar, Eugeny Patarakin, Gulcan Yayla
How to Integrate New Literacy in the Curriculum—Example of Environmental Literacy
Maria Dobryakova
How Countries Reform Their Curricula to Support the Development of Key Competences
- Kirill Barannikov, Igor Remorenko, Isak Froumin
- Learning Objectives
- New Literacies
- Canadian Education
- Education in China
- Education in the UK
- Cultivating Key Competences
- Education in Republic of Korea
- Education in Finland
- Education in Poland
- Twenty-First Century Skills and Learning
- Education in USA
- Education in Russia
- Key competencies
- 21st Century Curriculum
- Curriculum Reform
- Transversal Competences
- Functional Literacy
- Digital literacy
- Competence-based Education
- Critical Thinking
About this book
This edited book is a unique comprehensive discussion of 21 st century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21 st century skills and offers a scalable solution to align multiple competency and literacy frameworks.
The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is greatresource to educational researchers and policy makers.
Editors and Affiliations
Isak Froumin
Kirill Barannikov, Igor Remorenko
Jarkko Hautamäki
About the editors
Maria Dobryakova graduated from the Moscow School of Social and Economic Sciences and Manchester University (M.A. in Sociology) and defended her Ph.D. in social stratification at the Institute of Sociology of the Russian Academy of Sciences. Since 2006 and until 2022 she worked at the National Research University Higher School of Economics, where she headed and coordinated a number of large-scale projects in education, social sciences, as well as publications and translation projects. Prior to that, she had worked at the Independent Institute for Social Policy (as head of publications) and the Ford Foundation (Higher Education and Scholarship program).
Isak Froumin headed the Institute of education at the National Research University Higher School of Economics in Moscow (Russia)—the first graduate school of education in Russia—from 2009 to 2021. After beginning his career as a principal of Kransnoyarsk University Laboratory School (Russia), he worked as the Lead Education Specialist at the World Bank, and the advisor to the Minister of Education and Science of Russian Federation. He is a fellow of the International Academy of Education.
Kirill A. Barannikov is the vice-rector for strategy, Moscow City University. He is working in MCU since 2015 and has led a number of projects over Moscow schools and the university development. Among the most striking projects are the online platform for teachers to create curricula (www.prok.edu.ru), the electronic platform for assessing the quality of the educational environment (www.ecers.ru, www.sacers.ru), internet service for supporting and developing initiatives (www.zamisli.pro). Over the past ten years, he headed the center for distance education of children with disabilities of the Pedagogical Academy of Postgraduate Education, the center of curricula design and standards of the Academy of Social Management. He coordinated over 40 research projects of the Department of Education of the City of Moscow, the Ministry of Education and Science of Russia. The main areas of interest are competency models in school education, issues of standardization and curricula design in an international context, change management in schools and universities.
Jarkko Hautamäki graduated from University of Helsinki (majors in experimental psychology and social psychology) and defended his Ph.D. Dissertation (Measurement and Distribution of Piagetian Stages of Thinking) in University Joensuu. He became a full professor in Special Education in Helsinki University, served also the dean and founded and directed Helsinki University Center for Educational Assessment. He is the honorary professor of Faculty of Psychology at Moscow State University, member of the Finnish Academy of Science and Letters and member of The Russian Academy of Educational Sciences. His research interests include human development and schooling for thinking, interventions and special education and applying the science of development into schooling. He lives in Helsinki, Finland.
Gemma Moss is the professor of Literacy at UCL Institute of Education. She has been the president of the British Educational Research Association (2015–17), was a member of the European Education Research Association Council (2016–18), was director of the Centre for Critical Education Studies at the Institute of Education (2007–11) and was director of the International Literacy Centre at the Institute of Education, UCL (2017-22). Her main research interests are in literacy as a social practice; literacy policy; knowledge transfer and knowledge exchange; evidence-informed practice and curriculum design; pedagogy and new technologies; primary assessment; and gender and literacy attainment. Her research includes running multi-site ethnographic case studies, combining quantitative and qualitative methods in innovative ways and using rapid evidence assessment systematic review processes to bring knowledge to bear on contentious questions in education, where funders require rapid answers.
Igor M. Remorenko has been holding the post of the rector of the Moscow City University since 2013. He has a Ph.D. and full-doctor degree in Education. From 2009 to 2011, he held the post of the director of the Department of the State Policy and Legal Regulations in Education, Department of the State Policy in Education, Department of the Strategic Development of the Ministry of Education and Science of the Russian Federation; supervised the top-priority national project “Education” and programs to support the innovative development of the higher education institutes. From 2011 to 2013, he is the deputy minister of Education and Science of the Russian Federation. He is the author of a number of the scientific publications, two monographs. He participates in the researches in the field of educational policy, development of managerial approaches in education and multiple international and national projects in the sphere of education.
Bibliographic Information
Book Title : Key Competences and New Literacies
Book Subtitle : From Slogans to School Reality
Editors : Maria Dobryakova, Isak Froumin, Kirill Barannikov, Gemma Moss, Igor Remorenko, Jarkko Hautamäki
Series Title : UNIPA Springer Series
DOI : https://doi.org/10.1007/978-3-031-23281-7
Publisher : Springer Cham
eBook Packages : Education , Education (R0)
Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023
Hardcover ISBN : 978-3-031-23280-0 Published: 23 August 2023
Softcover ISBN : 978-3-031-23283-1 Due: 23 September 2023
eBook ISBN : 978-3-031-23281-7 Published: 22 August 2023
Series ISSN : 2366-7516
Series E-ISSN : 2366-7524
Edition Number : 1
Number of Pages : VI, 426
Number of Illustrations : 18 b/w illustrations, 27 illustrations in colour
Topics : Curriculum Studies , Study and Learning Skills , International and Comparative Education , Educational Policy and Politics
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Pathways: Reading, Writing, and Critical Thinking 3 2nd Edition
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- ISBN-10 1337407798
- ISBN-13 978-1337407793
- Edition 2nd
- Publisher Heinle ELT
- Publication date April 20, 2018
- Part of series Pathways: Reading, Writing, and Critical Thinking
- Language English
- Dimensions 8.5 x 0.7 x 10.8 inches
- Print length 261 pages
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- Publisher : Heinle ELT; 2nd edition (April 20, 2018)
- Language : English
- Paperback : 261 pages
- ISBN-10 : 1337407798
- ISBN-13 : 978-1337407793
- Item Weight : 1.95 pounds
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Pathways Reading, Writing and Critical Thinking, Second Edition uses compelling National Geographic stories, photos, video and infographics to bring the world to the classroom. Authentic, relevant content and carefully sequenced lessons engage learners while equipping them with the skills needed for academic success. NEW in Pathways Reading, Writing, and Critical Thinking:
Carefully-guided lessons develop the language skills, critical thinking, and learning strategies required for academic success. Using authentic and relevant content from National Geographic, including video, charts, and other infographics, Pathways prepares students to work effectively and confidently in an academic environment.
Pathways, Second Edition, is a global, five-level academic English program. Carefully-guided lessons develop the language skills, critical thinking, and learning strategies required for academic success. Using authentic and relevant content from National Geographic, including video, charts, and other infographics, Pathways prepares students to work effectively and confidently in an academic ...
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Pathways 2 : reading, writing, and critical thinking ... Pathways 2 : reading, writing, and critical thinking by Vargo, Mari. Publication date 2014 Topics ... Openlibrary_edition OL28486145M Openlibrary_work OL21043846W Page_number_confidence 40.23 Pages 134 Pdf_module_version ...
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Pathways 2: reading, writing, and critical thinking ... Pathways 2: reading, writing, and critical thinking by Blass, Laurie, 1952-Publication date 2013 Topics ... Openlibrary_edition OL31096970M Openlibrary_work OL23257956W Page_number_confidence 90.68 Pages 246 Pdf_module_version ...
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This edited book is a unique comprehensive discussion of 21 st century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of ...
Citation preview. Second Edition Listening, Speaking & Critical Thinking Reading, Writing & Critical Thinking TEACHER'S MANUAL AND DEVELOPMENT PACK Chris Sowton with Peter Lucantoni, Jessica Williams, Kate Adams, Michele Lewis and Sabina Ostrowska 1-5 University Printing House, Cambridge cb2 8bs, United Kingdom One Liberty Plaza, 20th Floor, New York, ny 10006, USA 477 Williamstown Road ...
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