880.504.91 Syllabus
Spring, 2013
INSTRUCTORS
Eric Rice, Ph.D.
Education Building, Office 307D
410-516-4528 ericrice@jhu.edu
Fred Mednick, Ed.D.
Founder, Teachers Without Borders
Fellow, JHU School of Education
206-356-4731 fred@twb.org
or fred.mednick@jhu.edu
CLASS TIME
Online, February 11 – May 6, 2013
POLICIES
CREDIT HOURS
COURSE SITES
3 Credits
CONTINUING EDUCATION UNITS
2

ELC Site

Teachers Without Borders (TWB)

TWB Global Network (join)
Though listed under the For-Credit Students Only section, all policies apply to enrolled students
Introduction to Global Urban Education examines some of the persistent questions in International
Education, with a particular focus on how they connect to urban areas. How has the international community looked at the goals of education, and how does American education measure up? How have international comparisons been used in debates about school reform here in the United States? What are the implications of the growth of global networks for curriculum? What is the role of a large research institution like Johns Hopkins in education, both globally and here at home? Who are the other important actors in international education? How have educators dealt with education in emergency situations, both throughout the world and as refugees settle in new places, including Baltimore? While
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 1

the course will focus on these large questions, students who are practicing educators will be encouraged to use these issues as points of entry into their own practice, through learning more about their own students and about international projects at Johns Hopkins, thinking through teaching about international issues, and connecting to international teachers through organizations such as Teachers without Borders. By the end of the course, students will understand the major issues facing international educators, be able to critique the use of international comparisons in policy debates, connect to an international network of teachers, and incorporate international content into their own practice.
: By the end of the course, students will:
1.
Demonstrate an understanding of the central questions in the field of comparative international education
2.
Critique the use of international comparisons in policy debates
3.
Articulate research behind global goals for education set by global agencies such as the United
Nations and the World Bank
4.
Provide a critical analysis of the relationship between education and development
5.
Demonstrate an understanding of the impact of natural and national disasters on the educational system
6.
Incorporate international content into practice
7.
Articulate the major issues facing global educators and the players in education and development
All course readings will be made available in the course website or through eReserves
( http://reserves.library.jhu.edu/access/reserves/index.php
).
The following are required of all students:
Participation in all online discussions - 9 weeks x 5 points (plus 5 extra credit) 50 points
Educational Perspective (What is Outside your Window?) - Due 2/14 10 points
Comparison Exercise – Due 2/24 10 points
Millennium Development Goal Reflection – Due 3/17
Development Letter – Due 3/24
Reflection on Emergency Education – Due 3/31
Emergency Education Module – Due 4/7
Application Project – Due 4/14
Final Project – Due 5/6
Total
10 points
10 points
10 points
20 points
30 points
50 points
200 points
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This may be an online course, but it is our goal to create a warm, safe, and incredibly responsive environment in which we can tackle some of the most seemingly persistent and intractable issues of our time. As you turn in your assignments and respond to each other, we will summarize what we have learned from you. We’ll be in touch with each one of you, ready to answer questions and help you all along the way
We can only create a fabulous course if we build a climate of support for each other. To that end, this course expects that students will treat each other’s cultures and ideas with respect. We encourage strong opinions, but discourage (and have the right to remove access without refunding course fees) for those who abuse this privilege.
This is a credit course (for Hopkins students) and a non-credit course designed for Continuing Education
Units. For the non-credit students, a passing grade will also be accompanied by a letter (upon request) written by one of the two professors, upon request—a valuable asset in a teacher’s portfolio. The degree to which you commit to the course content (and each other) determines the quality of that letter.
 All written assignments must be completed. Professors may require that students make edits before determining the completion of any assignment. Should there be any issue about making the weekly deadline, any of the professors must be contacted in advance.
 “Attendance” is determined by student engagement with the classroom tools, with other students, and with the instructor. In addition completing the required written assignments, students are required to respond to the readings and to each other throughout each week by posing or responding to issues or the comments of each other. This cannot be saved up until the end.
February 11-17, 2013
Read the syllabus
View the instructors’ introductions on the course ELC and take a short survey, then post your own introduction by the end of Feb. 14. Respond to at least two colleagues’ introductions by the end of Feb.
17.
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It’s your turn to introduce yourself to your colleagues. Feel free to add images and video to this twopart introduction. With your permission, introductions such as these can be enormously helpful if accompanied by media. Here, too, as your introductions come in, we strongly encourage you to reach out to each other.
Start with the Basics: This can be brief because you already filled out the survey: your name, where you live and work, your setting (K12, college, NGO, other; urban, rural; public, private), what you teach
(and if you do, what subject and level), your interest in global urban education, experiences that inspired you to take the class, and what you hope to gain.
Then, a more creative response to the question: What do you see outside your window? This question may seem strange at first, but allow us to explain. In 1999 (well before the social media explosion), one of your instructors asked a seemingly innocent question of teachers around the world via email: What
do you see outside your window? He asked it because he wanted to know more about the experience of teachers by connecting directly. Today, these seamless connections are commonplace. But back then; two responses (from two diverse parts of the world) to that question inspired the launching of Teachers
Without Borders.
What we see out our windows – in other words, our perspectives – are as relevant as ever because the teacher’s voice is often not heard. So, we ask you to take a creative leap for a moment. Describe the view from outside your window. There is no reason to answer all the suggestions below. They are only prompts. But we do hope you will respond both literally and figuratively. Length: A page and a half
(approximately, or a few minutes if spoken).

Suggestions: What do you see? Bars? Open fields? What does your classroom look like? What do the desks look like? How do students travel to get to your classroom? What are the obstacles along the way? What are your daily rituals? What do you worry about? What are students' biggest worries?

More suggestions: From there, some have responded to this question by describing challenges and opportunities for their students and themselves or their vision of an ideal global education. Would that vision center on place? Subject? Theme? If you had the power (even a magic wand) to change education globally in order to meet your ideal, what would you do? Would you work at the level of the school, the district, and the government? Would you focus on policy? Pedagogy?
NOTE: All images and video message will be contained inside the course. You own all the rights to the videos or images you create and are the sole decision maker about whether they remain within this course (private) or are made available publicly. If you are taking this course in a part of the world where
posting images can compromise your safety, please don’t take the risk.
Directions:

Please post your personal introduction and response to the question by Thursday, February 14.

Please respond to at least two colleagues’ posts by Sunday, February 17.
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 4

February 18-24, 2013

Comparative Education . Emmy H. Mbozi, African Virtual University Word | PDF

United Nations: Convention on the Rights of the Child

Learning for All: World Bank Strategy 2020

Equipping Every Learner for the 21st Century , Cisco

Learning: The Treasure Within . Jacques Delors (UNESCO). 1994.

Where are 60 Million Teachers? The Missing Voice in Educational Reforms Around the World.
Eleonora
Villegas-Reimers and Fernando Reimers. Prospects, vol 1, Sept. 1996, pp. 469-492.
 The Khan Academy : self-taught lessons with rubrics for feedback .
this TED Talk: http://www.ted.com/talks/charles_leadbeater_on_education.html
Take a look at the World Bank Database on Education and the Education for All Global Monitoring
Report: http://data.worldbank.org/topic/education and www.education-inequalities.org
your immediate reaction to the readings and the video in order to initiate a global conversation amongst your colleagues. Please post your initial response by Friday, Feb. 22, and respond to at least two colleagues by Sunday, Feb. 24.
: READING REFLECTION, DUE 2/24: Extend your informal reaction into a formal written piece around an issue in comparative education or educational development that you feel
passionate about. From outside your window, for example, you might wish to tie in these readings to your particular interest in the weight of community issues bearing down on children as you follow a typical child's path to school each day. What does s/he experience in her community? What, metaphorically, might she carry in her school pack or outside her/his window
— violence, poverty, uneven distribution of opportunity or skills for achievement? You may want to connect these readings to the challenges and opportunities you are facing as an educator.
On a more macro level, you might be struck by, or introduced to, various pressing themes you would like to explore, like: access to water or technology, education to increase international
STEM (science, technology, engineering, and math) competitiveness; the education of girls; preventable diseases; refugees; global educational policy; the world inside your classroom; or how educational systems can prepare for and respond to a disaster such as an earthquake. The field is deep and wide. You choose. Demonstrate your ability to connect the readings to your response.
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Write it as if it were a blog post or an article about the field of comparative education for a public newspaper or magazine-reading public. Please demonstrate that you have read these articles. You don’t have to site each one, but you should validate the themes and approaches these articles represent. This assignment is designed both to clarify perspectives on comparative education and lead toward its role in guiding you as a practitioner (in your own backyard or around the world). Possibilities:
1.
You could take a position and argue your point of view. You might want to advocate for your passion, use these articles as evidence, and seek to convince the public to do something.
2.
After reading these articles, you might be inspired by an entirely new idea. Introduce that idea to the public.
Post this reflection to the discussion forum. Your instructors will use this post to group you into learning teams for the remainder of the course.
February 25 - March 3, 2013


Peruse the PISA 2009 Results here . Look for sections that relate specifically to your areas of interest, whether you define that by subject area, or educational equality, student engagement or something else. You don’t have to read the whole documents, but familiarize your self with the PISA findings and the conclusions they draw from them.
Skim over what the ( Organization for Economic Cooperation and Development) says successful countries are doing: http://www.oecd.org/pisa/46623978.pdf
 In this commentary, Louis Menand argues that different countries approach homework in different ways because their goals for students are different: http://www.newyorker.com/talk/comment/2012/12/17/121217taco_talk_menand

A 12-minute, introductory video on the PISA (Programme for International Student Assessment ) exams and the organization behind it: OECD (Organization for Economic Cooperation and
Development). http://twb.mirocommunity.org/video/2351/pisa-measuring-student-success

A very short video on the transformative influence of technology on education: http://newlearninginstitute.org/film-series/a-21st-century-education/technology-and-21stcentury-learning

Yong Zhao, on Catching Up or Leading the Way: American Education in the Age of Globalization: http://www.youtube.com/watch?v=tNpZ60IJ42o

Also, check out an Infographic: U.S. Education vs. the World: Education Spending and
Performance in Twelve Countries: http://rossieronline.usc.edu/u-s-education-versus-the-worldinfographic/
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 6

a reaction to the report by Thursday, February 28 th , at 5 p.m. What conclusions do you draw about how public education in your country is doing when compared to the rest of the world? Given the issues that you identified last week, can you form a hypothesis about how to improve education with regards to that issue? What are countries that show success in that area doing? You might have to do a little research to find out what different countries are doing, but the OECD report linked to above should prove helpful.
By Sunday, March 3 rd at 5 pm, post at least two responses to your colleagues. These responses should incorporate additional investigation you have done into the causes and consequences of the PISA results
March 4-10, 2013
 Mark Tucker, Standing on the Shoulders of Giants
 T. Loveless, 2012 Brown Center Report
 Diane Ravitch, Schools We Can Envy
: Use your Team Space to have a discussion of basing one country’s policies on international results. Please post by Thursday, March 7 at 5 p.m. Write it in a way that reflects your context, country, or community so that you can provide rich food for thought for your colleagues. Respond at least once to a colleague by Sunday, March 10 at 5 p.m., providing feedback on their post. Extra credit for responding more than once.
March 11-17, 2013
 Education Strategy: Improving Lives Through Learning (USAID)
 Time for School video series from WBGH (linked to above); PDF of complete transcript
 Millennium Development Goals (UN)
 Issues in Basic Education in Developing Countries: An Exploration of Policy Options for
Improved Delivery , Joseph P. G. Chimombo. Centre for Educational Research and Training,
University of Malawi
 “ To Build a Nation, Build a Schoolhouse ” New York Times interview with Amartya Sen
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 7


Back to School: http://to.pbs.org/bppx64 (If permissions, bandwidth, or time does not permit, here is the
PDF file transcript of “Back to School.”)

Interview with Amartya Sen: http://to.pbs.org/grUfv . The transcript of the interview is included here if you cannot access the video
Review the United Nations’ Millennium Development Goals (MDGs) as you prepare your response to
ONE of the following:
1.
Choose one Millennium Development Goal (MDG) and one country of interest to you. Research and identify the metrics used for measurement (1 page) and consider (in 2 pages) the “standing” of that country in comparison to others; the role the government has played in reaching the targets set; the role of local and NGOs, as well as their level of cooperation with the government; successes that can be shared with other countries; setbacks or failures that should be avoided. What might be the single biggest impediment, for that country, in reaching its target for the Goal you have chosen?
2.
Choose one Millennium Development Goal (MDG). Research and identify what curriculum (web resources, documents, analytic reports, and other content such as podcasts, games, interactive maps, infographics, video, games) one might use to teach that Goal for your students. List, post, annotate, and tag your resources on the course site. In your response, identify the grade level and the country where you live and work so that others can get a better sense of context. What do you find valuable? What is missing?
3.
How have international development agencies addressed your area of passion? What negative consequences has development had for your area? Or, how have development agencies actually helped your area? Be certain to cite references that support your position AND those you seek to refute. Include your references in your response AND add them to the course resources page.
March 18-24, 2013
Scan the web for reviews or videos that critique global development, particularly education. Some books on the subject should give you the keywords you need for your exploration:
1.
“The Road to Hell: Ravaging Effects of Foreign Aid and International Charity” (Michael Maron)
2.
“The Lords of Poverty: The Power, Prestige, and Corruption of the International Aid Business”
3.
“White Man’s Burden: Why the West’s Efforts to Aid the Rest Have Done so Much Ill and so
Little Good.”
4.
“Famine Crimes: Politics and the Disaster Relief Industry in Africa”
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 8

5.
“Condemned to Repeat?: The Paradox of Humanitarian Action”
6.
“The Crisis Caravan: What’s Wrong with International Aid?”
7.
“Do No Harm: How Aid Can Support Peace - or War”
8.
“A Bed for the Night: Humanitarianism in Crisis”
9.
“Dead Aid: Why Aid is Not Working and How There is a Better Way for Africa”
10.
“The Trouble with Africa: Why Foreign Aid is Not Working”
11.
“Tropical Gangsters: One Man’s Experience with Development and Decadence in Deepest Africa”
12.
“The Dark Side of Virtue: Reassessing International Humanitarianism”
13.
“Farewell, Fred Voodoo: A Letter from Haiti”
http://www.youtube.com/watch?v=_179fzp5jTM
a reaction to your webscan and the video in your team space by March 21, and respond to at least two colleagues by March 24.
Choose ONE of the following written assignments:
1.
Taking into consideration what you've read thus far in this course, write a three-page letter to anyone passionate about starting or working in an organization designed to help education around the world. (a) Narrow the focus of that hypothetical person's passion: K-12? Girls? A particular country? (b) Give research-driven advice about not replicating failures of the past, i.e., prove (and cite) your point. (c) End with a strategy for going forward.
2.
If you have personally experienced the efforts of international aid and development agencies, describe your experience in light of having read both positive and negative perspectives. Illustrate with images or video, children's drawings, if need be, or tell a story and tie it back to the issues discussed by the readings. End with asking a (non-rhetorical) question of your colleagues to see what their reaction might be. For instance, in discussing global aid, you might show a room full of broken desks and quote a set of promises made to provide them. Or, in discussion global capacity building, development, and sustainability, discuss a regional example of it working or not working in your community.
March 25-31, 2013
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 9

 Interagency Network on Education in Emergencies (INEE)
 INEE Minimum Standards (read all) and INEE Toolkit (review all, choose one – see assignment)
 Education Under Attack UNESCO (all)
 Schools as Battlegrounds : Human Rights Watch ( PDF ) – (review)
 Center for Refugee and Disaster Response
 Protecting Education (Review media clips)
 UNICEF Education in Emergencies : A Resource Toolkit. UNICEF (review)
 Beyond the Fire – Teen experiences of war (review)
 The Sphere Project – Key documents that form the Humanitarian Charter (review)
 Invisible Children
In two pages, what did you notice or learn from these readings that you have not considered before? (a) Please cite the work you to which you are making a reference. (b) Respond with care to your colleagues' points (c) Each reading refers to areas for further exploration. On the ELC Resource section,
please add and annotate three additional links you believe will be of interest to classroom teachers.
April 1-7, 2013
: Earthquake Science and Safety
Select one training module from several listed on the INEE Toolkit website in order to gain insights into the work done in emergency education by practitioners. Considering both the readings and the training module you’ve chosen, brainstorm and write a plan (750 words maximum) on how you might integrate this particular issue of emergency education into your ongoing work as an educator. Might the module you’ve chosen dovetail with a unit you are currently teaching? If so, how would you change it or introduce it to your classroom or community agency? How would you enhance the module with more specificity…or add standards or activities, films, blogs, other media, articles, or lessons plans? Remember, it’s just a start and the plan, not the finished product. Please name the training
module you have chosen and summarize it in 25 words or fewer.
We hope by now that you feel comfortable enough posting your response in order to strengthen the areas you feel are week or gain the kind of feedback that you had not noticed. We believe that a global teacher embraces such a critique in the affectionate spirit for which it is intended.
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 10

Week 9: April 8-14, 2013

Journeys in Film : Using film for global education and cultural understanding

Global Education Resources for Teachers : (Washington state)

Best Practices in Global Education : Slideshare presentation by Primary Source

The Center for Global Education : U.S. government site

Global Issues – Facing the Future

200 Countries, 200 Years, 4 Minutes: The Joy of Stats
Please complete this very short survey before completing the next assignment (below).
Choose ONE of the following opportunities to work on a guide, policy, or project that reflects your interests. You writing should be at least three pages in length. Make certain to include a technology component (see below for details). For credit students will likely want to use this assignment as a building block towards the final project described in the next section.
1.
Comparative Education (30,000 feet) and Global Achievement Comparisons: Consult the readings and sites you’ve encountered, then either: (1) create, amend, or a evaluate a global education policy for your school, your regional community, or your nation, or (2) pursue your passion for an educational concept which could benefit from data or curriculum used in countries other than your own. Whatever options you choose, please include and cite comparative education data. In both options, the goal is make a case for a best-practice used elsewhere, along with a rationale for its application to your context. If relevant, please consider collaboration with other classmates.
2.
Education and Development: Consult the readings and sites you’ve encountered in order to explore one pressing issue (girls education, guns, water), as if you were pursuing an RFP (request for proposal) that could reach up to 100,000 people. While many make claims of education as a capacity builder, you’ll have to identify a project that has already demonstrated at least one of the two capacity builders: sustainability or scalability. In this option, you will have to research case studies of success in order to ensure true capacity. So, if a success story has already proven its scalability, how can it be sustained? Likewise, if a success story has already proven its sustainability (at a local level), how can it be scaled? Explore public-private partnerships, business models, and the use of networks. For this selection, we encourage collaboration with other classmates.
3.
Emergency Education (national and natural disasters affecting education). Continue to expand the modules you chose from the INEE Toolkit. Share your work on the course site and post with
INEE (International Network for Education in Emergencies). What have you added? Be specific
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 11

and clear about your contribution. For this selection, we encourage collaboration with other classmates.
4.
Global Education (the world IN your classroom): Assemble and brainstorm resources to address one global issue affecting your classroom by scanning resources. Then create a guide for teachers similar to you so that they may benefit from your research and experience.
Examples: (a) You may want to focus on differentiated instruction or services for integrating refugees into your classroom by reaching out to local immigration agencies, civil-society organizations, or the faith-based community, or - at Hopkins - the Center for Refugees (b) Or, you might consider what is happening where you are that could or should have an impact globally. Examples might be the Baltimore teacher contract, Race to the Top, the Common Core, or the way refugees in Baltimore are being incorporated into the educational system.
5.
Global Education (the world FOR your classroom): Below, we have listed approaches you can take. It’s up to you. The goal is to find a project or set of resources that will enhance the subject you teach (and how you teach it) through global education and connections. Review the curriculum/lessons at Journeys in Film. Implement one of the lesson plans and share how it went. If there is room for improvement, describe what you would do differently or how you would enhance the lesson OR create a new lesson plan based upon the films they list or any others you know of. We’ll share your lesson with Journeys in Film. For more information here is a list of global education resources for your classroom.
Use one or more of the technology tools below (or any others that you discover) to add vitality, visibility, and credibility to this assignment. These tools are also easy to learn and can be incorporated into your classroom. For the comparative education policy piece, interactive maps and infographics work well. For choices involving guides or projects, maps, infographics, photographs, and video work well. As for output, that is up to you. Could be a PDF with embedded links and visuals; a website, an instructional video. If you use Macs, iBook is easy to use and exports to PDF for broader use.

Interactive Timeline (compelling way to tell a story)
 Advocacy Progress Planner (online tool for policy planning and evaluation)

Crowdmap (open-source mapping)

Weebly (build your own website easily)
Weeks 10-12, April 15-May 6
: Until this point in the course you have been working with an international cadre of teachers to jointly examine the major issues in International education. For the remainder of the course you will work on putting it all together in a project that is useful for you in your work. This can take several forms.
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 12

th -May 3 rd
The final project will include a peer reviewed paper OR a practical application. All students will be responsible for an individual or group
presentation (ten minutes) about your project during the week of April 29 th -May 3 rd .
Choose ONE of the following:
-- This might take any or all of the following forms: the traditional route would be to a substantial research paper, which is one option. However, you should feel free to use your imagination and creativity to design a writing project that is useful to you in your work. This might include the creation of a unit plan for introducing some of this content to your students, or to help them create global competencies; a grant proposal for the implementation of a project based on your readings of the international comparisons; or even a policy proposal for how Baltimore could better prepare its educational system for emergencies. The length and format are variable, but it must be substantive, well researched and written, and supported by readings and research.
1.
Implement a lesson (spanning more than 3 hours) and document your role in the practical application with images and/or video, as well as a written reflection. With your permission (not mandatory), we would like to make publish this lesson online, for free, and governed under a
Creative Commons 3.0 share-alike license, allowing for adaptation of your work with full attribution to you
2.
Provide step-by-step details for a unit you plan to teach, with an eye toward content and lesson portability - i.e., the capacity for that idea to be taught somewhere else in the world. These step-by-step details will be made available publicly, for free, and governed under a Creative
Commons 3.0 share-alike license, allowing for adaptation of your work with full attribution to you
3.
Participate in an ongoing project in your community that addresses many of the issues we have discussed and about which you have developed a strong interest. Here, too, document your work in writing and with visual artifacts that can range from photography and video to a blog dedicated to the organization and the project
All students taking the class for credit can expect feedback from both instructors on their work, but they must also provide written feedback to one another based on the presentations in the last week of class.
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 13

The School of Education defines academic misconduct as any intentional or unintentional act that provides an unfair or improper advantage beyond a student’s own work, intellect, or effort, including but not limited to cheating, fabrication, plagiarism, unapproved multiple submissions, or helping others engage in misconduct. This includes the misuse of electronic media, text, print, images, speeches and ideas. Any act that violates the spirit of authorship or gives undue advantage is a violation. Students are responsible for understanding what constitutes academic misconduct. (Please refer to the School of
Education’s Academic Catalog for the current academic year for more information on the School’s policies and procedures relating to academic conduct-http://www.students.education.jhu.edu/catalog/ , see Academic and Student Conduct Policies under the Academic Policies section.)
Please note that student work may be submitted to Turnitin.com, an online plagiarism detection tool, at the discretion of the course instructor. If student work is deemed plagiarized, the course instructor shall follow the policy and procedures governing academic misconduct as laid out in the School of Education’s
Academic Catalog.
Religious holidays are valid reasons to be excused from class. Students who must miss a class or examination because of a religious holiday must inform the instructor as early in the semester as possible in order to be excused from class and to make arrangements to make up any work that is missed.
Participation in lectures, discussions, and other activities is an essential part of the instructional process.
Students are expected to login to the ELC course regularly. Participation and discussions are included in student grading and evaluation. The instructor will clearly communicate expectations and grading policy in the course syllabus. Students who are unable to participate in the online sessions for personal, professional, religious, or other reasons are encouraged to contact the faculty member to discuss alternatives.
A student who must miss an examination should notify the instructor. If the absence is justifiable, the instructor may permit a deferred examination.
Please note that in the event of serious consequences arising from extreme weather conditions, communicable health problems, or other extraordinary circumstances, the School of Education may change the normal academic schedule and/or make appropriate changes to course structure, format,
JHU School of Education/Teachers Without Borders : Introduction to Global Urban Education 14

and delivery. In the event such changes become necessary, information will be posted on the School of
Education web site. However, this policy does not affect access to online courses and participation should continue as scheduled.
If you are a student with a documented disability who requires an academic adjustment, auxiliary aid or other similar accommodations, please contact Jennifer Eddinger in the Disability Services Office at 410-
516-9734 or via email at soe.disabilityservices@jhu.edu
.
Johns Hopkins University is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We believe excellence is best promoted by being a diverse group of students, faculty, and staff who are committed to creating a climate of mutual respect that is supportive of one another’s success. Through its curricula and clinical experiences, the School of Education purposefully supports the University’s goal of diversity, and, in particular, works toward an ultimate outcome of best serving the needs of all students in K-12 schools and/or the community. Faculty and candidates are expected to demonstrate a commitment to diversity as it relates to planning, instruction, management, and assessment.
Please remember to complete the IDEA course evaluation for this course. These evaluations are an important tool in the School of Education’s ongoing efforts to improve instructional quality and strengthen its programs. The results of the IDEA course evaluations are kept anonymous—your instructor will only receive aggregated data and comments for the entire class. Typically, an email with a link to the online course evaluation form will be sent to your JHU email address approximately 85% of the way through the course. Thereafter, you will be sent periodic email reminders until you complete the evaluation. The deadline for completing the evaluation is normally one week after the last meeting of class. Please remember to activate your JHU email account and to check it regularly. (Please note that it is the School of Education’s policy to send all faculty, staff, and student email communications to a
JHU email address, rather than to personal or alternative work email addresses.) If you are unsure how to activate your JHU email account, if you’re having difficulty accessing the course evaluations or you haven’t received an email reminder by the day of the last class, or if you have any questions in general about the IDEA course evaluation process, please contact Jenna Ballard (410-516-9710; idea@jhu.edu
).
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Chimombo, J.P.G. (2005) “Issues in Basic Education in Developing Countries: An Exploration of Policy
Options for Improved Delivery.” Journal of International Cooperation in Education. Vol. 8, No.1, pp. 129-152. Retrieved Feb. 7, 2013, from http://home.hiroshima-u.ac.jp/cice/chimombo8-
1.pdf
.
CISCO. (ND). “Equipping Every Learner for the 21 st Century.” Retrieved Feb. 7, 2013 from http://www.cisco.com/web/about/citizenship/socio-economic/docs/GlobalEdWP.pdf
.
International Commission on Education for the Twenty-first Century. (ND). “Learning: The Treasure
Within – Report to UNESCO.” Retrieved Feb. 7, 2013, from http://www.unesco.org/delors/delors_e.pdf
.
Loveless, T. (2012). The 2012 Brown Center Report on American Education: How Well are American
Students Learning. Washington, DC: Brown Center on Education Policy.
Mbozi, Emmy H. (ND).
Comparative Education . African Virtual University Word | PDF
Menand, Louis. (2012). “Today’s Assignment.” The New Yorker, retrieved Feb. 7, 2013 from http://www.newyorker.com/talk/comment/2012/12/17/121217taco_talk_menand
Ravitch, D. (2012). “Schools We Can Envy.” New York Review of Books, March 8, 2012, retrieved Feb. 7,
2013 from http://www.nybooks.com/articles/archives/2012/mar/08/schools-we-canenvy/?pagination=false
Sen, Amartya, (2002). “ To Build a Nation, Build a Schoolhouse ” New York Times, May 27, 2002, retrieved
Feb. 7, 2013 from http://www.nytimes.com/2002/05/27/opinion/to-build-a-country-build-aschoolhouse.html
.
Sullivan-Owomoyela, J. (2006). “Inter‐Agency Network for Education in Emergencies Minimum
Standards for Education in Emergencies, Chronic Crisis, and Early Reconstruction: A Uganda Case
Study.” USAID: Retrieved Feb. 7, 2013 from http://www.beps.net/publications/Uganda_Minimum_Standards_Case_Study%20_FINAL.pdf
.
Tucker, Mark S. (2011) “ Standing on the Shoulders of Giants: An American Agenda for Education
Reform ,” (Washington, D.C.: National Center on Education and the Economy, May 2011).
Villegas-Reimers, E. & F. Reimers. (1996). Where are 60 Million Teachers?
The Missing Voice in
Educational Reforms Around the World. Prospects, vol 1, Sept. 1996, pp. 469-492.
UNICEF. (ND). “Education in Emergencies: A Resource Toolkit.” Kathmandu, Nepal: Regional Office for
South Asia. Retrieved Feb. 7, 2013 from http://www.educationandtransition.org/documents/pdf/technicalresources/Education_in_Emergencies-A_Resource_tool_Kit.pdf
.
United Nations. (1989). Convention on the Rights of the Child. Retrieved Feb. 7, 2013 from http://www2.ohchr.org/english/law/pdf/crc.pdf
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U.S. Agency for International Development. (2005). “Education Strategy: Improving Lives through
Learning.” Retrieved Feb. 7, 2013 from http://www.ungei.org/resources/files/usaid_education_policy05.pdf
.
Best Practices in Global Education: Slideshare presentation by Primary Source
Catching Up or Leading the Way: American Education in the Age of Globalization . Keynote at Asia
Society’s A World Class Education conference on July 11, 2009, DC.
Education Innovation in the Slums . Charles Leadbeater. TED Talk, April 2010)
PISA – Measuring Student Success Around the World (video)
Protecting Education (Review media clips)
Schools as Battlegrounds : Human Rights Watch ( PDF ) – http://www.hrw.org/en/world-report-
2011/schools-battlegrounds
Time for School Series (video series from WBGH); PDF of complete transcript
Global Issues – Facing the Future
World Bank Education Database
Education Inequalities
INEE Toolkit (review all, choose one – see assignment)
The Khan Academy : self-taught lessons with rubrics for feedback
Millennium Development Goals (UN)
Interagency Network on Education in Emergencies (INEE)
Center for Refugee and Disaster Response
The Center for Global Education: U.S. government site
Global Education Resources for Teachers : (Washington state)
Journeys in Film : Using film for global education and cultural understanding
The Sphere Project – Key documents that form the Humanitarian Charter (review)
Beyond the Fire – Teen experiences of war (review)
Education Under Attack UNESCO ( http://www.unesco.org/new/en/education/themes/leading-theinternational-agenda/efareport/reports/2011-conflict/stories )
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