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Critical Instruction, Student Achievement, and the Nurturing of Global Citizens: Global and Comparative Education in Context

Critical Instruction, Student Achievement, and the Nurturing of Global Citizens: Global and Comparative Education in Context

Howard Menand
Copyright: © 2014 |Pages: 23
ISBN13: 9781466650596|ISBN10: 1466650591|EISBN13: 9781466650602
DOI: 10.4018/978-1-4666-5059-6.ch001
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MLA

Menand, Howard. "Critical Instruction, Student Achievement, and the Nurturing of Global Citizens: Global and Comparative Education in Context." Critical Practice in P-12 Education: Transformative Teaching and Learning, edited by Salika A. Lawrence, IGI Global, 2014, pp. 1-23. https://doi.org/10.4018/978-1-4666-5059-6.ch001

APA

Menand, H. (2014). Critical Instruction, Student Achievement, and the Nurturing of Global Citizens: Global and Comparative Education in Context. In S. Lawrence (Ed.), Critical Practice in P-12 Education: Transformative Teaching and Learning (pp. 1-23). IGI Global. https://doi.org/10.4018/978-1-4666-5059-6.ch001

Chicago

Menand, Howard. "Critical Instruction, Student Achievement, and the Nurturing of Global Citizens: Global and Comparative Education in Context." In Critical Practice in P-12 Education: Transformative Teaching and Learning, edited by Salika A. Lawrence, 1-23. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5059-6.ch001

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Abstract

The chapter applies critical theory to analyze the impact of globalization on education at the classroom level. Based on the hypothesis that education policy decisions made at the global level result in outcomes at the classroom level, it is clear globalization directly impacts students in the classroom. Therefore, within the context of curriculum and instruction, this chapter critically explores 21st century instructional practices as a response to the following research question: What are effective methods for engaging all learners in today’s classrooms? The chapter incorporates qualitative research results and historical background about globalization, which thus situates current 21st century instructional practices within a framework for critical deconstruction. Finally, the qualitative research utilized in this chapter stems from classroom observations of teachers delivering 21st century instruction, and this research serves the purpose of clearly illustrating the characteristics of 21st century instruction in the classroom.

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