標(biāo)題: Titlebook: Education Policy and Contemporary Politics; Jack Demaine Book 2002 Palgrave Macmillan, a division of Macmillan Publishers Limited 2002 cur [打印本頁] 作者: 惡夢 時(shí)間: 2025-3-21 17:45
書目名稱Education Policy and Contemporary Politics影響因子(影響力)
書目名稱Education Policy and Contemporary Politics影響因子(影響力)學(xué)科排名
書目名稱Education Policy and Contemporary Politics網(wǎng)絡(luò)公開度
書目名稱Education Policy and Contemporary Politics網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Education Policy and Contemporary Politics被引頻次
書目名稱Education Policy and Contemporary Politics被引頻次學(xué)科排名
書目名稱Education Policy and Contemporary Politics年度引用
書目名稱Education Policy and Contemporary Politics年度引用學(xué)科排名
書目名稱Education Policy and Contemporary Politics讀者反饋
書目名稱Education Policy and Contemporary Politics讀者反饋學(xué)科排名
作者: remission 時(shí)間: 2025-3-21 23:04 作者: Engaged 時(shí)間: 2025-3-22 00:33
https://doi.org/10.1007/978-3-031-06908-6ity of the nation’. Specifically, the attempts to re-imagine a simple homogeneous Britain (secure in its historical and contemporary excellence, its humanity and a fundamental — . separateness) promote a return to the assimilationist policies of the past, where minority interests, needs and experien作者: 丑惡 時(shí)間: 2025-3-22 06:34
https://doi.org/10.1007/978-1-4613-8838-8me period (FEFC 1996). At the same time it is acknowledged by the FEFC that institutions funded by the Council will need to make efficiency savings of at least five per cent each year in the period 1996–1999. Thus, in order to meet fiscal targets, colleges will be expected to finance capital and oth作者: zonules 時(shí)間: 2025-3-22 09:34
Introduction,n which the ‘new right’ regards as a ‘half-way house’ on the road to a ‘free market’ system of educational provision. In Chapter 1, Jack Demaine examines the process of change in education and prospects for the future.作者: 繞著哥哥問 時(shí)間: 2025-3-22 14:23 作者: 繞著哥哥問 時(shí)間: 2025-3-22 19:12 作者: Clinch 時(shí)間: 2025-3-23 00:51 作者: 厭惡 時(shí)間: 2025-3-23 02:01 作者: 摸索 時(shí)間: 2025-3-23 06:25
Roberto G. de Almeida,Christina Manouilidou and improvement paradigm on virtually every page, from the espousal of a ‘pressure and support’ philosophy (Fullan 1991), to the adoption of a ‘valued added’ perspective on assessing levels of school achievement (Goldstein 1995) and to belief in the value of development planning (Hargreaves and Hopkins 1991).作者: Substitution 時(shí)間: 2025-3-23 10:28
https://doi.org/10.1007/978-1-4614-1975-4ey are aware of the increasing inequities created by education reforms which are often at odds with the impact of cultural changes. Moreover, there is a dissonance between the discourse of educational reform and the practices of families in which mothers bear the burden.作者: separate 時(shí)間: 2025-3-23 14:14 作者: Frenetic 時(shí)間: 2025-3-23 18:52 作者: chlorosis 時(shí)間: 2025-3-23 23:22 作者: remission 時(shí)間: 2025-3-24 02:44
School Effectiveness, School Improvement and Contemporary Educational Policies, and improvement paradigm on virtually every page, from the espousal of a ‘pressure and support’ philosophy (Fullan 1991), to the adoption of a ‘valued added’ perspective on assessing levels of school achievement (Goldstein 1995) and to belief in the value of development planning (Hargreaves and Hopkins 1991).作者: 饒舌的人 時(shí)間: 2025-3-24 10:24
https://doi.org/10.1007/978-1-4684-4250-2vation as to the Party’s prospects. Callaghan perceived what he referred to as a ‘sea-change’ in politics, and, indeed, the following day Mrs Margaret Thatcher stood at the front door of 10 Downing Street as Conservative Prime Minister.作者: correspondent 時(shí)間: 2025-3-24 11:35 作者: 工作 時(shí)間: 2025-3-24 18:25 作者: 吃掉 時(shí)間: 2025-3-24 19:38 作者: Confound 時(shí)間: 2025-3-25 01:20
Book 2002culum and its assessment are explored, alongside issues of lifelong learning and IT policy. The book explores the key questions of the future reform of education in contemporary Britain with contributions from the leading experts in education, education policy, politics and sociology.作者: 同義聯(lián)想法 時(shí)間: 2025-3-25 04:50
onal Curriculum and its assessment are explored, alongside issues of lifelong learning and IT policy. The book explores the key questions of the future reform of education in contemporary Britain with contributions from the leading experts in education, education policy, politics and sociology.978-0-333-68251-7978-1-4039-2001-0作者: 不可救藥 時(shí)間: 2025-3-25 08:37 作者: 向下五度才偏 時(shí)間: 2025-3-25 15:44 作者: Irksome 時(shí)間: 2025-3-25 16:12
Education Policy: The Next Ten Years,f the past. We can never start again on policy making for education from a clean sheet (nor, for that matter, can we for any other area of government intervention). We have to start from the current situation, warts and all, and, if we are wise, we have to take into account past policies: those that failed and those that succeeded.作者: blight 時(shí)間: 2025-3-25 23:27
http://image.papertrans.cn/e/image/302373.jpg作者: 肉身 時(shí)間: 2025-3-26 03:05
https://doi.org/10.1057/9781403920010curriculum; education; education policy; gender; Government; learning; lifelong learning; Policy; politics; r作者: Autobiography 時(shí)間: 2025-3-26 07:11
978-0-333-68251-7Palgrave Macmillan, a division of Macmillan Publishers Limited 2002作者: 敲竹杠 時(shí)間: 2025-3-26 12:33
Rendezvous of Cognitive Radios,on’ as clarion call and as a promise of a new future, insisting that ‘education will be the passion of my government’. But, of course, education had been something of a passion for the Conservatives too during their eighteen years in government and, on returning to power in 1997, Labour inherited an作者: 暗諷 時(shí)間: 2025-3-26 14:19 作者: NATAL 時(shí)間: 2025-3-26 16:51 作者: 輕打 時(shí)間: 2025-3-26 21:05
https://doi.org/10.1007/978-1-4614-1975-4, is the subject of this chapter. Given the recent election of a New Labour government and its commitment to ‘Education, education, education’, this research evidence becomes significant. Mothers’ perspectives on their involvements in their children’s education are explored in the context of recent 作者: 刺耳的聲音 時(shí)間: 2025-3-27 03:22
Roberto G. de Almeida,Christina Manouilidouon the educational policies being pursued within England and Wales. The new Labour Government’s White Paper . shows the influence of the effectiveness and improvement paradigm on virtually every page, from the espousal of a ‘pressure and support’ philosophy (Fullan 1991), to the adoption of a ‘value作者: 我邪惡 時(shí)間: 2025-3-27 08:01 作者: 推延 時(shí)間: 2025-3-27 12:49 作者: 漸變 時(shí)間: 2025-3-27 14:07
Jeremy M. Brown M.D., MBBS, M.A., FRCPonsible for teaching and assessment in the classroom, and that examining boards provided external certification. In contrast, assessment practices and outcomes are now matters of public debate. There appear to be three major factors (which are not unique to the United Kingdom) which have brought abo作者: 種屬關(guān)系 時(shí)間: 2025-3-27 20:17
https://doi.org/10.1007/978-1-4613-8838-8r cent in the early 1980s to seventy per cent plus in 1994–5 (FEFC 1996). In 1994–5, three million students were enrolled in further education (2.2 million of whom were in provision funded by the FEFC), of which ten per cent were GNVQ, eight per cent NVQ, ten per cent GCSE and eighteen per cent ‘A’ 作者: esculent 時(shí)間: 2025-3-28 00:34
Introduction: Humans and Their Matrix,sibilities available (at a price) to enhance the process and practice of education. It is a place to indulge in the best of educational visions and dream of the attainable in the IT and education heaven. Yet walking around it in the company of hard-pressed teachers is to be made acutely aware that, 作者: Fulminate 時(shí)間: 2025-3-28 03:42 作者: OPINE 時(shí)間: 2025-3-28 06:57
Jeremy M. Brown M.D., MBBS, M.A., FRCPonsible for teaching and assessment in the classroom, and that examining boards provided external certification. In contrast, assessment practices and outcomes are now matters of public debate. There appear to be three major factors (which are not unique to the United Kingdom) which have brought about this change.作者: 怪物 時(shí)間: 2025-3-28 11:10
https://doi.org/10.1007/978-3-642-71740-6f the past. We can never start again on policy making for education from a clean sheet (nor, for that matter, can we for any other area of government intervention). We have to start from the current situation, warts and all, and, if we are wise, we have to take into account past policies: those that failed and those that succeeded.作者: 拋物線 時(shí)間: 2025-3-28 18:20 作者: CROAK 時(shí)間: 2025-3-28 19:09 作者: 拋物線 時(shí)間: 2025-3-29 00:37
Moving Back from Comprehensive Secondary Education?,brupt shift in policy. Circular 10/65, issued by the Labour Government elected in 1964, seemed an important turning point, even though a majority of Local Education Authorities (LEAs) were already planning or considering the comprehensive reorganization which all of them were now ‘requested’ to make作者: 漂亮才會豪華 時(shí)間: 2025-3-29 06:42
Educational Reforms, Gender and Families,, is the subject of this chapter. Given the recent election of a New Labour government and its commitment to ‘Education, education, education’, this research evidence becomes significant. Mothers’ perspectives on their involvements in their children’s education are explored in the context of recent 作者: Suggestions 時(shí)間: 2025-3-29 07:38
School Effectiveness, School Improvement and Contemporary Educational Policies,on the educational policies being pursued within England and Wales. The new Labour Government’s White Paper . shows the influence of the effectiveness and improvement paradigm on virtually every page, from the espousal of a ‘pressure and support’ philosophy (Fullan 1991), to the adoption of a ‘value作者: 手工藝品 時(shí)間: 2025-3-29 12:13
Race, Nation and Education: New Labour and the New Racism,ach vying to be the more patriotic, the more secure in its nationalist credentials. Benedict Anderson’s influential analysis of nations as ‘imagined communities’ highlights in dramatic fashion the myth-making that constitutes . as a powerful symbolic device, serving at once to secure and reproduce p作者: Dissonance 時(shí)間: 2025-3-29 19:09 作者: 埋葬 時(shí)間: 2025-3-29 20:22
Educational Assessment in an Era of Reform,onsible for teaching and assessment in the classroom, and that examining boards provided external certification. In contrast, assessment practices and outcomes are now matters of public debate. There appear to be three major factors (which are not unique to the United Kingdom) which have brought abo作者: 靈敏 時(shí)間: 2025-3-30 02:36 作者: 原始 時(shí)間: 2025-3-30 05:46
