Eleonora Villegas-Reimers | Boston University (original) (raw)
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Papers by Eleonora Villegas-Reimers
The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to re... more The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. To seize the opportunity to strengthen the teaching skills of K12 teachers in the region, the Inter-American Development Bank (IDB) and UNESCO are partnering to promote pedagogically driven remote and hybrid education. For that, professional development is key. Based on existing international teacher competency frameworks and drawing on promising global practices, this framework publication pres...
Proceedings of the 2023 AERA Annual Meeting
Journal of Education
In this mixed methods case study, we explored the extent to which novice teachers in one institut... more In this mixed methods case study, we explored the extent to which novice teachers in one institution were prepared to respond to homework-related concerns, be these in favor of or against the practice. We queried three sources of information: teacher educators, methods course syllabi, and national/state accreditation standards for teacher preparation. Findings revealed several key themes, including challenges inherent in guiding preservice teachers as they navigate homework policies. In addition, even though teacher educators believed it important to prepare preservice teachers for the inherent complexity of homework practices, they provided minimal guidance on how they might address such concerns. Syllabus and standards reviews showed that neither addressed homework-related issues. We discuss implications for preservice teacher preparation.
Proceedings of the 2020 AERA Annual Meeting
Teacher Education Quarterly, 2019
New England Journal of Public Policy, 2014
This article places the most recent study of PISA (Programme for International Student Assessment... more This article places the most recent study of PISA (Programme for International Student Assessment) in historical perspective, reviewing the role of international comparisons in efforts to build public education systems as key institutions of democratic societies. It discusses the findings for the United States, examining differences with other participating countries. It also looks at a paradox. Despite the high priority education has received in the United States in the past two decades, the country underperformed in a number of indicators in the PISA in comparison with many other countries participating in the study. The authors explain the findings as the result of an underlying paradigm to education reform that has given priority to efficiency improvements rather than to educational innovation to increase the relevancy of education in helping students gain the skills necessary in the twenty-first century. The authors argue that these findings underscore the need to give more attention to teacher preparation and to add the voice of the profession to the design and execution of education reform efforts. ______________________________________________________________________________ The idea that all persons should be educated is a product of the Enlightenment, the philosophical movement that espoused that ordinary people can rule themselves, assisted by reason and science and by the capacity to associate with others to improve themselves and their communities, and in so doing reduce human suffering. Public education, like modern democratic government, is an outgrowth of the Enlightenment concept of self-rule, and, like democratic government, it aspires to empower individuals to take responsibility for their own lives and communities. The ongoing construction of democratic societies and the public education systems that equip all citizens for self-rule are global movements that have benefited from the sharing of ideas and observations across national borders and across the centuries. Marc Antoine Jullien, a journalist who lived during the French Revolution, was the first person on record to propose giving systematic attention to the comparative study of educational practices and experiences as a way to help emerging democratic nations in Europe decide how to build public education systems.
Journal of Cross-Cultural Psychology, 1996
This study explores Kegan's theory of self development in a sample of 72 Venezuelan adolescen... more This study explores Kegan's theory of self development in a sample of 72 Venezuelan adolescents (aged 12 to 18). This study tests (a) whether Kegan's stages are found in a sample of Venezuelan adolescents and if they are equivalent to those found in U.S. adolescents of the same ages, (b) whether Kegan's Subject-Object Interview can be successfully used in a culture other than the United States, (c) whether age, gender, and their interaction have an effect on the stages of self development of this Venezuelan sample, and whether that effect is equivalent to that found in the U.S. subjects. Results show that, as predicted (given the information about U.S. samples), Stages 2, 3, and 4 are found among Venezuelan adolescents; that the instrument can be successfully used to assess these stages; that age has a significant effect, but gender has no effect.
The Bank identified seven areas to be included on the Dialogue and created seven specialized netw... more The Bank identified seven areas to be included on the Dialogue and created seven specialized networks in which government officials at the Vice-Minister level from Latin America and the Caribbean, who are responsible for decision-making and public policy design, participate.
Perspectivas Revista Trimestral De Educacion Comparada, 1996
Perspective
... development or evaluation of scales (eg, Child Behavior Checklist, Coppersmith Self-Esteem In... more ... development or evaluation of scales (eg, Child Behavior Checklist, Coppersmith Self-Esteem Inventories, Minnesota Multiphasic Personality Inventory, Raven's ... Chen et al.(2004) investigated associations between self-perceptions of social and scholastic competence in a ...
Este informe fue comisionado para la 7a Reunion de la Red de Educacion, del Dialogo Regional de P... more Este informe fue comisionado para la 7a Reunion de la Red de Educacion, del Dialogo Regional de Politica, presentado en Washington, DC, en febrero de 2005. En este informe se incluyen estudios que representan una muestra muy acabada del estado de situacion de la Educacion para la ciudadania y la democracia en Europa y en America Latina y el Caribe en la actualidad. En este estudio, los debates e interes por la educacion ciudadana extrapolan limites convencionales para llegar a las escuelas, como proveedoras sistematicas de conocimientos civicos de los procesos fundamentales de la democracia y como vehiculos de informacion y de participacion para lograr un mayor impacto politico, social y economico sobre las acciones publicas.
fue creado en diciembre del año 1999 por iniciativa del Directorio Ejecutivo, con el fin de crear... more fue creado en diciembre del año 1999 por iniciativa del Directorio Ejecutivo, con el fin de crear un espacio en el Banco para la ampliación y profundización del diálogo entre los países de la región y contribuir a su intercambio de experiencias, preparación para enfrentar los grandes retos de la globalización y a la generación de procesos de cooperación regional. El Banco identificó siete áreas que fueron incluidas en el Diálogo y creó siete redes especializadas en las que participan funcionarios de alto nivel, con rango de viceministros o equivalente, encargados de la toma de decisiones y diseño de políticas públicas en América Latina y el Caribe.
Este documento fue comisionado por la Red de Educación del Diálogo Regional de Política para la V... more Este documento fue comisionado por la Red de Educación del Diálogo Regional de Política para la VII Reunión Hemisférica celebrada los días 17 y 18 de febrero de 2005. Este informe es un aporte a la discusión del Diálogo sobre la formación para la democracia y la educación secundaria en América Latina. En este texto presentamos un análisis de los
The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to re... more The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. To seize the opportunity to strengthen the teaching skills of K12 teachers in the region, the Inter-American Development Bank (IDB) and UNESCO are partnering to promote pedagogically driven remote and hybrid education. For that, professional development is key. Based on existing international teacher competency frameworks and drawing on promising global practices, this framework publication pres...
Proceedings of the 2023 AERA Annual Meeting
Journal of Education
In this mixed methods case study, we explored the extent to which novice teachers in one institut... more In this mixed methods case study, we explored the extent to which novice teachers in one institution were prepared to respond to homework-related concerns, be these in favor of or against the practice. We queried three sources of information: teacher educators, methods course syllabi, and national/state accreditation standards for teacher preparation. Findings revealed several key themes, including challenges inherent in guiding preservice teachers as they navigate homework policies. In addition, even though teacher educators believed it important to prepare preservice teachers for the inherent complexity of homework practices, they provided minimal guidance on how they might address such concerns. Syllabus and standards reviews showed that neither addressed homework-related issues. We discuss implications for preservice teacher preparation.
Proceedings of the 2020 AERA Annual Meeting
Teacher Education Quarterly, 2019
New England Journal of Public Policy, 2014
This article places the most recent study of PISA (Programme for International Student Assessment... more This article places the most recent study of PISA (Programme for International Student Assessment) in historical perspective, reviewing the role of international comparisons in efforts to build public education systems as key institutions of democratic societies. It discusses the findings for the United States, examining differences with other participating countries. It also looks at a paradox. Despite the high priority education has received in the United States in the past two decades, the country underperformed in a number of indicators in the PISA in comparison with many other countries participating in the study. The authors explain the findings as the result of an underlying paradigm to education reform that has given priority to efficiency improvements rather than to educational innovation to increase the relevancy of education in helping students gain the skills necessary in the twenty-first century. The authors argue that these findings underscore the need to give more attention to teacher preparation and to add the voice of the profession to the design and execution of education reform efforts. ______________________________________________________________________________ The idea that all persons should be educated is a product of the Enlightenment, the philosophical movement that espoused that ordinary people can rule themselves, assisted by reason and science and by the capacity to associate with others to improve themselves and their communities, and in so doing reduce human suffering. Public education, like modern democratic government, is an outgrowth of the Enlightenment concept of self-rule, and, like democratic government, it aspires to empower individuals to take responsibility for their own lives and communities. The ongoing construction of democratic societies and the public education systems that equip all citizens for self-rule are global movements that have benefited from the sharing of ideas and observations across national borders and across the centuries. Marc Antoine Jullien, a journalist who lived during the French Revolution, was the first person on record to propose giving systematic attention to the comparative study of educational practices and experiences as a way to help emerging democratic nations in Europe decide how to build public education systems.
Journal of Cross-Cultural Psychology, 1996
This study explores Kegan's theory of self development in a sample of 72 Venezuelan adolescen... more This study explores Kegan's theory of self development in a sample of 72 Venezuelan adolescents (aged 12 to 18). This study tests (a) whether Kegan's stages are found in a sample of Venezuelan adolescents and if they are equivalent to those found in U.S. adolescents of the same ages, (b) whether Kegan's Subject-Object Interview can be successfully used in a culture other than the United States, (c) whether age, gender, and their interaction have an effect on the stages of self development of this Venezuelan sample, and whether that effect is equivalent to that found in the U.S. subjects. Results show that, as predicted (given the information about U.S. samples), Stages 2, 3, and 4 are found among Venezuelan adolescents; that the instrument can be successfully used to assess these stages; that age has a significant effect, but gender has no effect.
The Bank identified seven areas to be included on the Dialogue and created seven specialized netw... more The Bank identified seven areas to be included on the Dialogue and created seven specialized networks in which government officials at the Vice-Minister level from Latin America and the Caribbean, who are responsible for decision-making and public policy design, participate.
Perspectivas Revista Trimestral De Educacion Comparada, 1996
Perspective
... development or evaluation of scales (eg, Child Behavior Checklist, Coppersmith Self-Esteem In... more ... development or evaluation of scales (eg, Child Behavior Checklist, Coppersmith Self-Esteem Inventories, Minnesota Multiphasic Personality Inventory, Raven's ... Chen et al.(2004) investigated associations between self-perceptions of social and scholastic competence in a ...
Este informe fue comisionado para la 7a Reunion de la Red de Educacion, del Dialogo Regional de P... more Este informe fue comisionado para la 7a Reunion de la Red de Educacion, del Dialogo Regional de Politica, presentado en Washington, DC, en febrero de 2005. En este informe se incluyen estudios que representan una muestra muy acabada del estado de situacion de la Educacion para la ciudadania y la democracia en Europa y en America Latina y el Caribe en la actualidad. En este estudio, los debates e interes por la educacion ciudadana extrapolan limites convencionales para llegar a las escuelas, como proveedoras sistematicas de conocimientos civicos de los procesos fundamentales de la democracia y como vehiculos de informacion y de participacion para lograr un mayor impacto politico, social y economico sobre las acciones publicas.
fue creado en diciembre del año 1999 por iniciativa del Directorio Ejecutivo, con el fin de crear... more fue creado en diciembre del año 1999 por iniciativa del Directorio Ejecutivo, con el fin de crear un espacio en el Banco para la ampliación y profundización del diálogo entre los países de la región y contribuir a su intercambio de experiencias, preparación para enfrentar los grandes retos de la globalización y a la generación de procesos de cooperación regional. El Banco identificó siete áreas que fueron incluidas en el Diálogo y creó siete redes especializadas en las que participan funcionarios de alto nivel, con rango de viceministros o equivalente, encargados de la toma de decisiones y diseño de políticas públicas en América Latina y el Caribe.
Este documento fue comisionado por la Red de Educación del Diálogo Regional de Política para la V... more Este documento fue comisionado por la Red de Educación del Diálogo Regional de Política para la VII Reunión Hemisférica celebrada los días 17 y 18 de febrero de 2005. Este informe es un aporte a la discusión del Diálogo sobre la formación para la democracia y la educación secundaria en América Latina. En este texto presentamos un análisis de los