Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and director of the Global Education Innovation Initiative and of the International Education Policy Master's Program at Harvard University. Connie K. Chung is a researcher and former high school English teacher who works with education organizations that are focused on ensuring young people can thrive in a rapidly changing world.

“Preparing Teachers to Educate Whole Students shows that the future of twenty-first century teaching is already here. With many examples of promising approaches to teacher development from around the world, the book demonstrates how we can become better at getting good ideas out of schools and into the education system—rather than keeping education systems busy pushing traditional ideas into schools.” —Andreas Schleicher, special advisor on education policy to the secretary-general, and director for education and skills, Organisation for Economic Co-operation and Development

• Table of Contents Chapter 1. A Study in How Teachers Learn to Educate Whole Students and How Schools Build the Capacity to Support Them Fernando M. Reimers Chapter 2. Providing Relevant Twenty-First-Century Science Education for All Students A Case Study of the Chilean Inquiry-Based Science Education Program Liliana Morawietz and Cristián Bellei Chapter 3. Building the Capacity for Twenty-First-Century Education A Study of China’s Qingyang School District Xueqin Jiang and Zhijuan Ma Chapter 4. An Inclusive, Whole-School, and Sustainable Approach to Building Teachers’ Capacity to Promote Twenty-First-Century Skills Lessons Learned from the Public-Private Partnership of Escuela Activa Urbana in Manizales, Colombia Silvia Diazgranados Ferráns, Luis Felipe MartÍnez-Gómez, and María Figueroa Chapter 5. Developing Life Skills in Children A Study of India’s Dream-a-Dream Program Aditya Natraj and Monal Jayaram Chapter 6. Developing Twenty-First-Century Competencies in Mexico How UNETE and School Communities Broaden the Goals of Education by Using Educational Technology Sergio CÁrdenas, Roberto Arriaga, and Francisco Cabrera Chapter 7. Creating Cultures of Learning in the Twenty-First Century A Study of EL Education in the United States Connie K. Chung Chapter 8. Working in Times of Uncertainty to Prepare for the Future A Study of Singapore’s Leaders in Education Program Oon-Seng Tan and Ee-Ling Low Chapter 9. Conclusions Fernando M. Reimers and Connie K. Chung Notes Acknowledgments About the Editors About the Contributors Index

Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and director of the Global Education Innovation Initiative and of the International Education Policy Master's Program at Harvard University. Connie K. Chung is a researcher and former high school English teacher who works with education organizations that are focused on ensuring young people can thrive in a rapidly changing world.

“Preparing Teachers to Educate Whole Students shows that the future of twenty-first century teaching is already here. With many examples of promising approaches to teacher development from around the world, the book demonstrates how we can become better at getting good ideas out of schools and into the education system—rather than keeping education systems busy pushing traditional ideas into schools.” —Andreas Schleicher, special advisor on education policy to the secretary-general, and director for education and skills, Organisation for Economic Co-operation and Development

• Table of Contents Chapter 1. A Study in How Teachers Learn to Educate Whole Students and How Schools Build the Capacity to Support Them Fernando M. Reimers Chapter 2. Providing Relevant Twenty-First-Century Science Education for All Students A Case Study of the Chilean Inquiry-Based Science Education Program Liliana Morawietz and Cristián Bellei Chapter 3. Building the Capacity for Twenty-First-Century Education A Study of China’s Qingyang School District Xueqin Jiang and Zhijuan Ma Chapter 4. An Inclusive, Whole-School, and Sustainable Approach to Building Teachers’ Capacity to Promote Twenty-First-Century Skills Lessons Learned from the Public-Private Partnership of Escuela Activa Urbana in Manizales, Colombia Silvia Diazgranados Ferráns, Luis Felipe MartÍnez-Gómez, and María Figueroa Chapter 5. Developing Life Skills in Children A Study of India’s Dream-a-Dream Program Aditya Natraj and Monal Jayaram Chapter 6. Developing Twenty-First-Century Competencies in Mexico How UNETE and School Communities Broaden the Goals of Education by Using Educational Technology Sergio CÁrdenas, Roberto Arriaga, and Francisco Cabrera Chapter 7. Creating Cultures of Learning in the Twenty-First Century A Study of EL Education in the United States Connie K. Chung Chapter 8. Working in Times of Uncertainty to Prepare for the Future A Study of Singapore’s Leaders in Education Program Oon-Seng Tan and Ee-Ling Low Chapter 9. Conclusions Fernando M. Reimers and Connie K. Chung Notes Acknowledgments About the Editors About the Contributors Index

Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and director of the Global Education Innovation Initiative and of the International Education Policy Master's Program at Harvard University. Connie K. Chung is a researcher and former high school English teacher who works with education organizations that are focused on ensuring young people can thrive in a rapidly changing world.

“Preparing Teachers to Educate Whole Students shows that the future of twenty-first century teaching is already here. With many examples of promising approaches to teacher development from around the world, the book demonstrates how we can become better at getting good ideas out of schools and into the education system—rather than keeping education systems busy pushing traditional ideas into schools.” —Andreas Schleicher, special advisor on education policy to the secretary-general, and director for education and skills, Organisation for Economic Co-operation and Development

• Table of Contents Chapter 1. A Study in How Teachers Learn to Educate Whole Students and How Schools Build the Capacity to Support Them Fernando M. Reimers Chapter 2. Providing Relevant Twenty-First-Century Science Education for All Students A Case Study of the Chilean Inquiry-Based Science Education Program Liliana Morawietz and Cristián Bellei Chapter 3. Building the Capacity for Twenty-First-Century Education A Study of China’s Qingyang School District Xueqin Jiang and Zhijuan Ma Chapter 4. An Inclusive, Whole-School, and Sustainable Approach to Building Teachers’ Capacity to Promote Twenty-First-Century Skills Lessons Learned from the Public-Private Partnership of Escuela Activa Urbana in Manizales, Colombia Silvia Diazgranados Ferráns, Luis Felipe MartÍnez-Gómez, and María Figueroa Chapter 5. Developing Life Skills in Children A Study of India’s Dream-a-Dream Program Aditya Natraj and Monal Jayaram Chapter 6. Developing Twenty-First-Century Competencies in Mexico How UNETE and School Communities Broaden the Goals of Education by Using Educational Technology Sergio CÁrdenas, Roberto Arriaga, and Francisco Cabrera Chapter 7. Creating Cultures of Learning in the Twenty-First Century A Study of EL Education in the United States Connie K. Chung Chapter 8. Working in Times of Uncertainty to Prepare for the Future A Study of Singapore’s Leaders in Education Program Oon-Seng Tan and Ee-Ling Low Chapter 9. Conclusions Fernando M. Reimers and Connie K. Chung Notes Acknowledgments About the Editors About the Contributors Index