作者: 細(xì)查 時(shí)間: 2025-3-21 21:27
Comparing Places be made across many other units of analysis, including cultures, policies, curricula and systems. Nevertheless, even these alternative domains are inextricably bound to one or more places. In this respect, examining geographic entities as foci of comparative inquiry is an essential step for compara作者: Euphonious 時(shí)間: 2025-3-22 01:41 作者: Forsake 時(shí)間: 2025-3-22 06:21
Comparing Race, Class and Gendert, when researchers attempt, from the very conceptualisation of their projects, to identify the axes along which educational and other goods are differentially distributed, and to disaggregate their object of study along those axes”.作者: 招致 時(shí)間: 2025-3-22 09:06 作者: 惡心 時(shí)間: 2025-3-22 14:40 作者: 惡心 時(shí)間: 2025-3-22 20:27
Comparing Policiesvernments choose to do or not to do” (Dye 1992, p.7), which indicates that policy is developed by government and involves both decision-making and non-decision-making. However, more detailed definitions of policy are highly contested. The nature of policy and the ways in which it can be researched, 作者: 使習(xí)慣于 時(shí)間: 2025-3-23 00:44
Comparing Curricula new initiatives and when attempting to enhance international competitiveness; parents compare the offerings of schools in order to choose suitable institutions for their children; students look at the range of courses available when they select electives; academics seek to understand the dynamics o作者: nephritis 時(shí)間: 2025-3-23 03:09 作者: 閹割 時(shí)間: 2025-3-23 07:51 作者: 宮殿般 時(shí)間: 2025-3-23 13:02
Different Models, Different Emphases, Different Insightsssed a range of foci within a variety of paradigms. Using insights from the book, this final chapter begins with a discussion of models for comparative education research. It then makes some remarks about emphases, before concluding with comments about the insights than can be gained from comparativ作者: Bridle 時(shí)間: 2025-3-23 17:12 作者: GONG 時(shí)間: 2025-3-23 19:09 作者: myalgia 時(shí)間: 2025-3-23 22:18 作者: configuration 時(shí)間: 2025-3-24 02:27
https://doi.org/10.1007/978-3-531-90064-3sed – or claimed to have focused – on systems of education. It then discusses methodological issues relating to the use of education systems as a unit of analysis in comparative research. It notes that some countries have multiple systems of education, and thus that research which focuses on systems can be intra-national as well as cross-national.作者: macabre 時(shí)間: 2025-3-24 08:31 作者: 動(dòng)脈 時(shí)間: 2025-3-24 13:03
Comparing Systemssed – or claimed to have focused – on systems of education. It then discusses methodological issues relating to the use of education systems as a unit of analysis in comparative research. It notes that some countries have multiple systems of education, and thus that research which focuses on systems can be intra-national as well as cross-national.作者: Infirm 時(shí)間: 2025-3-24 18:11 作者: 助記 時(shí)間: 2025-3-24 21:23
Comparing Policiesinterpreted, and produced are open to debate. The literature that might assist in this matter is diverse, divided and to some extent inconclusive. In the words of Ball (1994, p.15), it contains “theoretical uncertainties”.作者: 粗魯性質(zhì) 時(shí)間: 2025-3-25 01:40
Comparing Curriculaf curriculum construction and implementation to increase knowledge and assist policy makers; and all parties except possibly the students make comparisons between current curricula and those which operated in earlier historical periods.作者: 誘騙 時(shí)間: 2025-3-25 04:44 作者: Deduct 時(shí)間: 2025-3-25 08:44
Comparing Educational Achievementserences between systems of education that it was impossible to compare them. After all, the pupils begin school at different ages, the curricula are different, the ways in which teachers are trained are different, and, and, and, …!作者: Ardent 時(shí)間: 2025-3-25 14:20 作者: instulate 時(shí)間: 2025-3-25 17:38 作者: cocoon 時(shí)間: 2025-3-25 21:35
Visionen der (Zivil)Gesellschaftinterpreted, and produced are open to debate. The literature that might assist in this matter is diverse, divided and to some extent inconclusive. In the words of Ball (1994, p.15), it contains “theoretical uncertainties”.作者: 熱情贊揚(yáng) 時(shí)間: 2025-3-26 00:43 作者: Lipohypertrophy 時(shí)間: 2025-3-26 05:39 作者: Anonymous 時(shí)間: 2025-3-26 11:06
https://doi.org/10.1007/978-3-658-14767-9erences between systems of education that it was impossible to compare them. After all, the pupils begin school at different ages, the curricula are different, the ways in which teachers are trained are different, and, and, and, …!作者: 亞麻制品 時(shí)間: 2025-3-26 14:30
Sozialpsychologische EntwicklungstheorienThe previous chapter noted that the field of comparative education is by nature interdisciplinary. This chapter elaborates on this theme, and examines ways in which the field relates to other domains of academic study.作者: 背景 時(shí)間: 2025-3-26 17:57
Jean Piaget: Die Strukturen des Denkens,Among the many approaches to research, a broad classification distinguishes between the quantitative and the qualitative. Boundaries may be difficult to determine, and the approaches may not be mutually exclusive. Nevertheless, the two approaches deserve focus because they permit different types of insights.作者: Angioplasty 時(shí)間: 2025-3-26 21:16
Carol Gilligan: Die andere Stimme der Moral,How may one provide an introduction to comparing times within the field of comparative education that is more than a brief handshake? A prerequisite is to consider the fundamental concepts involved, specifically in respect of ‘time’ and its application in the field as a unit of comparison.作者: 濕潤(rùn) 時(shí)間: 2025-3-27 01:46 作者: DAMN 時(shí)間: 2025-3-27 06:12 作者: 遭遇 時(shí)間: 2025-3-27 12:15
Quantitative and Qualitative Approaches to Comparative EducationAmong the many approaches to research, a broad classification distinguishes between the quantitative and the qualitative. Boundaries may be difficult to determine, and the approaches may not be mutually exclusive. Nevertheless, the two approaches deserve focus because they permit different types of insights.作者: ingestion 時(shí)間: 2025-3-27 17:12 作者: dry-eye 時(shí)間: 2025-3-27 19:57
Comparing Ways of LearningThe authors have investigated ways of learning in different cultures for several decades. This chapter describes some of the methodological problems we have faced, and some of our findings. In particular, the chapter notes what types of comparisons of learning can be justified, and the analytic methods appropriate for conducting such comparisons.作者: fiscal 時(shí)間: 2025-3-28 01:17
Comparative Education Research978-3-319-05594-7Series ISSN 1573-6040 Series E-ISSN 2543-022X 作者: Obliterate 時(shí)間: 2025-3-28 05:50 作者: clarify 時(shí)間: 2025-3-28 08:05
Sozialpsychologisches Organisationsverstehent, when researchers attempt, from the very conceptualisation of their projects, to identify the axes along which educational and other goods are differentially distributed, and to disaggregate their object of study along those axes”.作者: STYX 時(shí)間: 2025-3-28 11:36
Die ?Anfangsjahre der Führungsaufsicht“ssed a range of foci within a variety of paradigms. Using insights from the book, this final chapter begins with a discussion of models for comparative education research. It then makes some remarks about emphases, before concluding with comments about the insights than can be gained from comparative approaches and methods in educational research.作者: ARM 時(shí)間: 2025-3-28 14:37 作者: braggadocio 時(shí)間: 2025-3-28 19:40
Sozialpsychologische Entwicklungstheorien be made across many other units of analysis, including cultures, policies, curricula and systems. Nevertheless, even these alternative domains are inextricably bound to one or more places. In this respect, examining geographic entities as foci of comparative inquiry is an essential step for compara作者: 玩笑 時(shí)間: 2025-3-28 23:28
https://doi.org/10.1007/978-3-531-90064-3cit, and the units of analysis have not always been clearly defined. This chapter begins by noting some prominent examples in which scholars have focused – or claimed to have focused – on systems of education. It then discusses methodological issues relating to the use of education systems as a unit作者: 陰謀小團(tuán)體 時(shí)間: 2025-3-29 03:56 作者: fluoroscopy 時(shí)間: 2025-3-29 10:26
https://doi.org/10.1007/978-3-531-91636-1nvariably have a high regard for education”? Are “Asian students not only diligent, but also [possessed of] high achievement motivation” (Lee 1996, p.25)? Is there really “a distinct Chinese pedagogy”, as Rao and Chan (2009, p.10) have intimated? Do Finnish students enjoy some cultural advantage tha作者: 罵人有污點(diǎn) 時(shí)間: 2025-3-29 11:55 作者: 特征 時(shí)間: 2025-3-29 17:34
Visionen der (Zivil)Gesellschaftvernments choose to do or not to do” (Dye 1992, p.7), which indicates that policy is developed by government and involves both decision-making and non-decision-making. However, more detailed definitions of policy are highly contested. The nature of policy and the ways in which it can be researched, 作者: diabetes 時(shí)間: 2025-3-29 20:19
Visionen der (Zivil)Gesellschaft new initiatives and when attempting to enhance international competitiveness; parents compare the offerings of schools in order to choose suitable institutions for their children; students look at the range of courses available when they select electives; academics seek to understand the dynamics o作者: 痛苦一生 時(shí)間: 2025-3-30 02:15
Sozialpsychologisches Organisationsverstehenypes prepare citizens for life in the knowledge society. The contexts include intensifying globalisation, progressively shorter half-lives of knowledge, and economic competitiveness which requires increased collaboration and different ways of working (Hershock et al. 2007; Scardamalia & Bereiter 201作者: 顧客 時(shí)間: 2025-3-30 05:22 作者: adjacent 時(shí)間: 2025-3-30 12:04
Die ?Anfangsjahre der Führungsaufsicht“ssed a range of foci within a variety of paradigms. Using insights from the book, this final chapter begins with a discussion of models for comparative education research. It then makes some remarks about emphases, before concluding with comments about the insights than can be gained from comparativ作者: Control-Group 時(shí)間: 2025-3-30 14:23 作者: 大笑 時(shí)間: 2025-3-30 17:07 作者: 沉思的魚(yú) 時(shí)間: 2025-3-31 00:45 作者: 貧困 時(shí)間: 2025-3-31 04:36
Comparing Race, Class and Gendert, when researchers attempt, from the very conceptualisation of their projects, to identify the axes along which educational and other goods are differentially distributed, and to disaggregate their object of study along those axes”.作者: Gossamer 時(shí)間: 2025-3-31 09:00 作者: 意外 時(shí)間: 2025-3-31 12:07
Mark Bray,Bob Adamson,Mark MasonNo other book has focused as systematically on comparative education research methods.This book considers issues and challenges associated with research involving many different units of comparison: p作者: Ancillary 時(shí)間: 2025-3-31 13:50
