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Find out how careful policy choice and effective implementation are advancing best practices in critical areas such as 21st century teaching, leadership, and technology, and are successfully modernizing curriculum, instruction, and assessment. What the world’s best school systems show is that substantial improvement is possible, that excellence and equity are attainable, and that there are lots more evidenced-based options than you’ve been told.
(ASCD Premium Member book, February 2012) 6" x 9", 190 pages.
Also available as an E-Book!
Book Reviews of A World-Class Education: Learning from International Models of Excellence and Innovation
"Vivien Stewart circumnavigates the globe, distilling the systemic education success strategies of top countries into a compelling and practical guide for discussion. This book is a great springboard for education policy discussions at the district, state, and national levels about the decisions that will impact students of today." —Jennifer Manise, Executive Director, Longview Foundation for Education in World Affairs
"No one is better qualified than Vivien Stewart to write about what Americans can learn from other countries with successful education systems and, just as important, how we can actually incorporate these lessons into our own teaching and learning. A copy of this book should be chained to the desk of every U.S. education policymaker at the local, state, and national levels." —Edward B. Fiske, former education editor for The New York Times
"I think it’s refreshing to finally read a book that spells out exactly what Singapore and Finland, and other 'high-performing' countries, are doing differently. In well-written case studies, [Stewart] looks at Singapore, two Canadian provinces, Finland, China, and Australia, narrating how each country patiently and persistently improved their education system. Each vignette is a compelling read." —Dave Orphal, teacher, Oakland, CA
Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.