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Cham : Springer International Publishing AG, 2021

1 online resource (352 pages)

ISBN 9783030821593 (electronic bk.)

ISBN 9783030821586

Knowledge Studies in Higher Education Ser. ; v.8

Print version: Reimers, Fernando M. University and School Collaborations During a Pandemic Cham : Springer International Publishing AG,c2021 ISBN 9783030821586

2.3 FGV High School -- 2.4 FGV High School’s Response to the Pandemic.

1.6.9 Mexico: Tecnologico de Monterrey University -- 1.6.10 Mexico: University of Guadalajara (UdeG) -- 1.6.11 Morocco: Al Akhawayn University -- 1.6.12 New Zealand: Massey University -- 1.6.13 Portugal: University of Lisbon -- 1.6.14 Qatar: Qatar Foundation (QF) -- 1.6.15 Russia: HSE-National Research University Higher School of Economics -- 1.6.16 Spain: Universidad Jose Camilo Cela -- 1.6.17 Turkey: Bahceşehir University (BAU) -- 1.6.18 USA: Arizona State University -- 1.6.19 USA: Massachusetts Institute of Technology -- 1.6.20 Vietnam: University of Education (UEd) -- 1.7 The Results from the Survey -- 1.8 Conclusion -- Appendix A: Survey Administered to an Intentional Sample of Universities in June 2020 -- GEII_HigherEducation_K12 -- References -- Chapter 2: Fundacao Getulio Vargas’ Efforts to Improve Basic Education Before, During, and After the Pandemic -- 2.1 Introduction -- 2.2 About FGV ---

2.3 FGV High School -- 2.4 FGV High School’s Response to the Pandemic.

University and School Collaborations during a Pandemic -- Contents -- Chapter 1: Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020 -- 1.1 A High-Impact Global Event -- 1.2 Impact of the Pandemic on Educational Opportunity -- 1.3 Response of Educational Institutions to the Pandemic and Why Universities Would Want to Help -- 1.4 Why Study How Universities Collaborated with Schools During the Pandemic -- 1.5 The Current Study -- 1.6 Summary of the Cases -- 1.6.1 Brazil: Fundacao Getulio Vargas -- 1.6.2 Chile: Pontifical Catholic University of Chile (PUC) -- 1.6.3 Chile: University of Chile (UCh) -- 1.6.4 China: Tsinghua University (TU) -- 1.6.5 Colombia: EAFIT University -- 1.6.6 India: Symbiosis International University -- 1.6.7 Japan: Keio University -- 1.6.8 Mexico: Autonomous University of Puebla (BUAP) ---

12.5 A Center for Community Development -- 12.6 Crowdsourced Production of Children’s Stories -- 12.7 PING Project: One Million Tablets - The Digital Leapfrog of the Moroccan Public Education System -- 12.8 Conclusion -- Chapter 13: Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic -- 13.1 Introduction -- 13.2 Culturally Sustaining Mathematics Pedagogy -- 13.3 Massey University -- 13.4 Developing Mathematical Inquiry Communities -- 13.5 Methodology -- 13.6 Findings and Discussion -- 13.6.1 A Well-Being Orientation to Building Relationships -- 13.6.2 Opening Spaces for Mathematics Learning -- 13.6.3 Taking Mathematics into Homes Through Digital Means -- 13.6.4 Growing Relationships Through Changing the Boundaries -- 13.7 Conclusions and Implications -- References ---

4.6 Sustainability and Projection -- References -- Chapter 5: Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University -- 5.1 Introduction -- 5.2 Connecting Online, Bridging the Gap -- 5.3 Rationale and Motivation.

8.3 Distance Learning: A System Used in Daily Education Becomes a Solution to Disrupted Learning in the Disaster Situation -- 8.4 K-12 Education System and Reform in Japan -- 8.4.1 The Principles of K-12 Education -- 8.5 Reform of the High School and University Articulation System.

Chapter 11: University of Guadalajara: Transforming and Innovating Through Stronger Collaboration Between Higher and Upper-Secondary Education During the Pandemic -- 11.1 National Context of Mexican Upper-Secondary and Higher Education.

11.2 Challenges for Higher Education Institutions -- 11.3 The University of Guadalajara’s Context -- 11.4 Internal Governance and Collaboration Within UdeG -- 11.5 The Impacts of Covid-19: Online Transition in a Macro University -- 11.6 SEMS’s Academic Response to Online Transition -- 11.7 Academic Innovation Through Collaborative Teacher Training Between Higher Education and SEMS: Rethinking Our Educational Model in the Face of the Pandemic -- 11.8 What Does Our Faculty Think? The Emerging Discussion Over an Innovative Educational Model and the Articulation Between Systems -- 11.9 Conclusions -- References -- Chapter 12: University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility -- 12.1 Introduction -- 12.2 Al Akhawayn University -- 12.3 University Social Responsibility (USR) -- 12.4 Digital Science Materials for Middle Schools ---

2.5 FGV Free Online Program -- 2.6 FGV Free Online Program’s Response to the Pandemic -- 2.7 FGV’s Policy Centers -- 2.8 Webinar Series -- 2.9 Publications in the Context of Covid-19 -- 2.10 Conclusion: What Is Next? -- References -- Chapter 3: Pontificia Universidad Catolica Support for the School System During the Covid-19 Pandemic in Chile -- 3.1 Introduction -- 3.2 Chilean Context During Covid-19 -- 3.3 PUC’s Mission and Role in Society -- 3.4 Collaboration Venue: Joint Venture of Leading Universities -- 3.5 PUC’s Efforts to Support the School System: A Timeline -- 3.6 Concepts that Frame Efforts to Support School Continuity at PUC -- 3.7 Conclusion -- References -- Chapter 4: Desafio TEP - Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic ---

8.6 Pressing Needs for Distance Learning in K-12 Education -- 8.7 Emergence of a New ICT Policy in Education -- 8.8 Distance Learning for Education Continuity during the Covid-19 Pandemic -- 8.9 The "Nagasaki-Takaoka Model": A Prototype of Distance Learning in K-12 Education -- 8.9.1 Requirements of the "Nagasaki-Takaoka Model" -- 8.9.2 Implementation of the "Nagasaki-Takaoka Model" -- 8.10 Conclusion -- References -- Chapter 9: Benemerita Universidad Autonoma de Puebla (BUAP). A Transversal Model to Support Educational Continuity Fostering Resilience, Innovation, and Entrepreneurship -- 9.1 Introduction -- 9.2 The Benemerita Universidad Autonoma de Puebla -- 9.3 Support to K-12 Systems -- 9.4 Actions During the Pandemic -- 9.5 Evaluation and Learning -- 9.6 Future Plans -- References ---

12.5 A Center for Community Development -- 12.6 Crowdsourced Production of Children’s Stories -- 12.7 PING Project: One Million Tablets - The Digital Leapfrog of the Moroccan Public Education System -- 12.8 Conclusion -- Chapter 13: Taking a Strength-Based Approach: Bringing Student Homes into Schools During a Pandemic -- 13.1 Introduction -- 13.2 Culturally Sustaining Mathematics Pedagogy -- 13.3 Massey University -- 13.4 Developing Mathematical Inquiry Communities -- 13.5 Methodology -- 13.6 Findings and Discussion -- 13.6.1 A Well-Being Orientation to Building Relationships -- 13.6.2 Opening Spaces for Mathematics Learning -- 13.6.3 Taking Mathematics into Homes Through Digital Means -- 13.6.4 Growing Relationships Through Changing the Boundaries -- 13.7 Conclusions and Implications -- References ---

4.1 The Universidad of Chile and Its Support to Schooling System in the COVID-19 Context -- 4.2 Desafio TEP. A Public-Private Alliance to Reduce Exclusion in Public Schools -- 4.2.1 An Initiative in the Context of a New Public Education System -- 4.3 Desafio TEP Proposal -- 4.4 The Desafio TEP Design and Its Modifications in the COVID-19 Context -- 4.5 Learnings from the COVID-19 Context -- 4.5.1 Making Students Feel Competent and Secure -- 4.5.2 Socio-emotional Bond with Families and Students -- 4.5.3 Making Teachers Feel Competent, Safe, and Learning from Each Other -- 4.5.4 Workplans in Social Distancing Must Be Based on Existing and Currently Used Technological Resources -- 4.5.5 Make Visible the Achievements of Students and Schools with a Focus on Comprehensive Care and Learning ---

4.6 Sustainability and Projection -- References -- Chapter 5: Reimagine Elementary and Secondary Learning During the Pandemic: Tsinghua University -- 5.1 Introduction -- 5.2 Connecting Online, Bridging the Gap -- 5.3 Rationale and Motivation.

6.4 A Sense of Possibility: The Challenge for Education in Colombia -- References -- Chapter 7: Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic -- 7.1 Introduction -- 7.2 The Journey of Symbiosis -- 7.3 SIU’s Support for K-12 Schools during the Pandemic -- 7.4 Key Methodology during the Pandemic -- 7.4.1 Addressing Emerging Concerns -- 7.4.2 Change Management -- 7.4.3 Inspire Peer Learning -- 7.4.4 Nurture Innovation in Policy and Practice -- 7.5 The Hits and Misses -- 7.6 Beyond Imagination: What Did Not Work -- 7.7 A Revolution that Is Not -- References -- Chapter 8: Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model -- 8.1 Introduction -- 8.2 Universities: The Pioneers of Distance Learning in Japan ---

8.3 Distance Learning: A System Used in Daily Education Becomes a Solution to Disrupted Learning in the Disaster Situation -- 8.4 K-12 Education System and Reform in Japan -- 8.4.1 The Principles of K-12 Education -- 8.5 Reform of the High School and University Articulation System.

Chapter 10: Academic Continuity During the  Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education -- 10.1 Introduction -- 10.2 The Education 4.0 Concept Applied for Academic Continuity -- 10.3 The Flexible-Digital Model for Academic Continuity During the Covid-19 Global Health Emergency -- 10.4 The Implementation Process of the Flexible and Digital Model -- 10.5 Case Studies: The Flexible-Digital Model Applied in the Secondary Education Level -- 10.5.1 The Experience of the Bilingual Secondary School, Carlos Darwin, Irapuato, Guanajuato, Mexico -- 10.5.2 The Experience of the Bilingual Secondary School, Tec de Monterrey, Ciudad Juarez, Chihuahua, Mexico -- 10.6 Discussion -- 10.7 Conclusions -- References ---

Chapter 11: University of Guadalajara: Transforming and Innovating Through Stronger Collaboration Between Higher and Upper-Secondary Education During the Pandemic -- 11.1 National Context of Mexican Upper-Secondary and Higher Education.

Chapter 14: Supporting Schools in Times of Crisis: A Case of Partnerships and Networking with Schools by the Institute of Education at the University of Lisbon -- 14.1 Introduction.

11.2 Challenges for Higher Education Institutions -- 11.3 The University of Guadalajara’s Context -- 11.4 Internal Governance and Collaboration Within UdeG -- 11.5 The Impacts of Covid-19: Online Transition in a Macro University -- 11.6 SEMS’s Academic Response to Online Transition -- 11.7 Academic Innovation Through Collaborative Teacher Training Between Higher Education and SEMS: Rethinking Our Educational Model in the Face of the Pandemic -- 11.8 What Does Our Faculty Think? The Emerging Discussion Over an Innovative Educational Model and the Articulation Between Systems -- 11.9 Conclusions -- References -- Chapter 12: University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility -- 12.1 Introduction -- 12.2 Al Akhawayn University -- 12.3 University Social Responsibility (USR) -- 12.4 Digital Science Materials for Middle Schools ---

14.2 An Overview on School/University Partnerships.

2.5 FGV Free Online Program -- 2.6 FGV Free Online Program’s Response to the Pandemic -- 2.7 FGV’s Policy Centers -- 2.8 Webinar Series -- 2.9 Publications in the Context of Covid-19 -- 2.10 Conclusion: What Is Next? -- References -- Chapter 3: Pontificia Universidad Catolica Support for the School System During the Covid-19 Pandemic in Chile -- 3.1 Introduction -- 3.2 Chilean Context During Covid-19 -- 3.3 PUC’s Mission and Role in Society -- 3.4 Collaboration Venue: Joint Venture of Leading Universities -- 3.5 PUC’s Efforts to Support the School System: A Timeline -- 3.6 Concepts that Frame Efforts to Support School Continuity at PUC -- 3.7 Conclusion -- References -- Chapter 4: Desafio TEP - Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic ---

5.4 Case 1: ITC Open Forum -- 5.4.1 Participants -- 5.4.2 Method -- 5.4.3 Data and Results -- 5.4.4 Next Steps -- 5.5 Case 2: Minds of Youth, an Inclusive Blended Learning Community -- 5.5.1 Participants -- 5.5.2 Method -- 5.5.3 Data and Results -- 5.5.4 Feedback from Participants -- 5.5.5 Feedback from Parents and Teachers -- 5.5.6 Future Plan -- 5.6 Discussion of this Chapter -- References -- Chapter 6: A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic -- 6.1 About EAFIT -- 6.2 Background: 30 Years Working for the Consolidation of a National Ecosystem of Educational Innovation in Colombia -- 6.3 The Covid-19 Pandemic: An Opportunity for the UbiTAG Model to Evolve ---

8.6 Pressing Needs for Distance Learning in K-12 Education -- 8.7 Emergence of a New ICT Policy in Education -- 8.8 Distance Learning for Education Continuity during the Covid-19 Pandemic -- 8.9 The "Nagasaki-Takaoka Model": A Prototype of Distance Learning in K-12 Education -- 8.9.1 Requirements of the "Nagasaki-Takaoka Model" -- 8.9.2 Implementation of the "Nagasaki-Takaoka Model" -- 8.10 Conclusion -- References -- Chapter 9: Benemerita Universidad Autonoma de Puebla (BUAP). A Transversal Model to Support Educational Continuity Fostering Resilience, Innovation, and Entrepreneurship -- 9.1 Introduction -- 9.2 The Benemerita Universidad Autonoma de Puebla -- 9.3 Support to K-12 Systems -- 9.4 Actions During the Pandemic -- 9.5 Evaluation and Learning -- 9.6 Future Plans -- References ---

001896075

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(Au-PeEL)EBL6743522

(MiAaPQ)EBC6743522

(OCoLC)1314613726