標(biāo)題: Titlebook: Educational Assessment and Inclusive Education; Paradoxes, Perspecti Christian Ydesen,Alison L. Milner,Youjin Ruan Book 2022 The Editor(s) [打印本頁] 作者: 和善 時間: 2025-3-21 17:07
書目名稱Educational Assessment and Inclusive Education影響因子(影響力)
書目名稱Educational Assessment and Inclusive Education影響因子(影響力)學(xué)科排名
書目名稱Educational Assessment and Inclusive Education網(wǎng)絡(luò)公開度
書目名稱Educational Assessment and Inclusive Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Educational Assessment and Inclusive Education被引頻次
書目名稱Educational Assessment and Inclusive Education被引頻次學(xué)科排名
書目名稱Educational Assessment and Inclusive Education年度引用
書目名稱Educational Assessment and Inclusive Education年度引用學(xué)科排名
書目名稱Educational Assessment and Inclusive Education讀者反饋
書目名稱Educational Assessment and Inclusive Education讀者反饋學(xué)科排名
作者: 有特色 時間: 2025-3-22 00:06 作者: Bravado 時間: 2025-3-22 04:15 作者: 事情 時間: 2025-3-22 08:01 作者: 指派 時間: 2025-3-22 09:44 作者: 使更活躍 時間: 2025-3-22 14:11 作者: 使更活躍 時間: 2025-3-22 20:10 作者: 牛的細(xì)微差別 時間: 2025-3-23 00:36
Students: Who Is in and Who Is Out as a Result of Policies and Practices in the Assemblages of Asseecting the ideational explanations for, and theoretical underpinnings of, policies of assessment and inclusion with empirical analysis of stakeholders’ perspectives on how their enactment in schools and classrooms defines what is, and what is possible, for the individual student. We begin with a bri作者: 發(fā)酵 時間: 2025-3-23 01:33 作者: 女歌星 時間: 2025-3-23 05:32
Assessment and Inclusive Education in the Twenty-First Century: Transversal Connections in an Inter in the intersections between assessment and inclusive education. The aim is to bring our analysis into dialogue with key themes in the various research fields engaged in educational assessment and/or inclusive education in order to elucidate how this confirms, challenges, and contributes to this la作者: instructive 時間: 2025-3-23 10:21
https://doi.org/10.1007/978-981-10-7074-7 have challenged assumptions about the nature and purpose of education, this chapter frames the book as an attempt to engage with a window of opportunity for shaping educational trajectories for the future. The purpose of the chapter is to introduce the principal themes of the book, and the research作者: Facilities 時間: 2025-3-23 16:13
https://doi.org/10.1007/978-1-4842-9228-0ht the key issues which have arisen in the intersections between these two research fields. Informed by their analyses, we will position our research and its methodological approach within this broader research landscape. As a transnational comparative study, we will pay particular attention to the 作者: 盡忠 時間: 2025-3-23 19:53
Shahram Ghandeharizadeh,Seon Ho Kimons in our case contexts. Building on the conceptual terminology on assessment and inclusive education highlighted in Chap. ., we first offer an insight into the present state of assessment and inclusion in each of the case countries. Following this—and as part of our ambition to provide “thick desc作者: gerrymander 時間: 2025-3-23 23:25 作者: semiskilled 時間: 2025-3-24 05:25
Continuous Media with Microstructure 2 We first describe the historical development of these mechanisms then, drawing on sociological theories of professionalism and accountability and the philosophical concept of “simulacrum”, analyse the extent to which professional responsibilities have been distorted through representations of succe作者: hair-bulb 時間: 2025-3-24 09:36
Helena Holmstr?m Olsson,Jan Boschgovernance arrangements in our case countries, we analyse leaders’ latitude as “policy .akers” in their own school contexts. With Deleuze and Guatarri’s (.. University of Minnesota, 1987) concept of . as a theoretical framework, we then explore how various human and non-human bodies interact to stre作者: coalition 時間: 2025-3-24 13:39
https://doi.org/10.1007/978-1-4757-3922-0m the work of Foucault (1980) and Braidotti (2019),?we then explore how inclusion and assessment as educational governmentalities shape teachers’ pedagogical possibilities. Following this, drawing on data from individual teachers within our own research, we examine how the multiple becomings of teac作者: critique 時間: 2025-3-24 16:35 作者: 多骨 時間: 2025-3-24 22:26
Sampled-Data Models and Operator Methods,pter is to connect the dots and elaborate on the systems of reason understood as the principles and rules for acting in each of the case contexts. The chapter explores how events and trajectories come together to order the context through the production of meaning in each national case. Grounded in 作者: 滲入 時間: 2025-3-25 02:56
Zita Oravecz,Julie Wood,Nilam Ram in the intersections between assessment and inclusive education. The aim is to bring our analysis into dialogue with key themes in the various research fields engaged in educational assessment and/or inclusive education in order to elucidate how this confirms, challenges, and contributes to this la作者: Deadpan 時間: 2025-3-25 05:26
Christian Ydesen,Alison L. Milner,Youjin RuanIntersects through five diverse case studies in the Global North, South, East and West.An innovative comparative framework with poststructural and posthumanist theories.Historical basis, contemporary 作者: BABY 時間: 2025-3-25 09:51
http://image.papertrans.cn/e/image/302573.jpg作者: seruting 時間: 2025-3-25 15:38
https://doi.org/10.1007/978-3-031-19004-9educational assessment; inclusive education; national large-scale assessments; schools; global education作者: nonplus 時間: 2025-3-25 17:58 作者: ADORE 時間: 2025-3-25 22:48 作者: BADGE 時間: 2025-3-26 00:36
Assessment and Inclusive Education in the Twenty-First Century: Transversal Connections in an Intery points of attention that will prove helpful in finding better balances between the assessment and inclusive education agendas in the design of education policy and practices in the twenty-first century.作者: lavish 時間: 2025-3-26 07:57 作者: 卡死偷電 時間: 2025-3-26 12:26 作者: 你不公正 時間: 2025-3-26 14:08
https://doi.org/10.1007/978-981-10-7074-7e internal and external agendas as well as the multiplicity of dimensions associated with education. Finally, the chapter briefly introduces the empirical case contexts analysed in the book and presents the chapter structure of the book.作者: compose 時間: 2025-3-26 17:06 作者: judiciousness 時間: 2025-3-26 20:58 作者: 棲息地 時間: 2025-3-27 01:42
https://doi.org/10.1007/978-1-4757-3922-0al agendas of assessment and inclusion have determined the boundaries of teachers’ practices. Finally, we conclude with a discussion of inclusion and assessment, not solely as competing trends but as growing symbiotic governmentalities that shape teachers’ professional and pedagogical possibilities across each context.作者: insightful 時間: 2025-3-27 05:51
Introducing a Research Agenda,e internal and external agendas as well as the multiplicity of dimensions associated with education. Finally, the chapter briefly introduces the empirical case contexts analysed in the book and presents the chapter structure of the book.作者: Ejaculate 時間: 2025-3-27 10:39
Researching Educational Assessment and Inclusive Education, take hold, with ramifications for both the research team and participants in the case contexts. Finally, throughout the chapter, we will discuss the diverse theoretical lenses through which we will explore the agendas of assessment and inclusion in order to make connections with the questions on education and society identified in Chap. ..作者: Frisky 時間: 2025-3-27 15:10 作者: Harpoon 時間: 2025-3-27 21:38
Becoming Teachers: Assessment and Inclusion in Professional Practices and Subjectivities,al agendas of assessment and inclusion have determined the boundaries of teachers’ practices. Finally, we conclude with a discussion of inclusion and assessment, not solely as competing trends but as growing symbiotic governmentalities that shape teachers’ professional and pedagogical possibilities across each context.作者: 允許 時間: 2025-3-27 22:37
al and posthumanist theories.Historical basis, contemporary This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book’s analysis is built on comparative qualitative data from fi作者: meritorious 時間: 2025-3-28 03:27 作者: LUT 時間: 2025-3-28 07:38
Book 2022n agenda to the fore. The book’s analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and eco作者: 托運(yùn) 時間: 2025-3-28 11:20 作者: 獨(dú)裁政府 時間: 2025-3-28 16:12 作者: BACLE 時間: 2025-3-28 19:03 作者: 玷污 時間: 2025-3-29 00:41 作者: 憤憤不平 時間: 2025-3-29 05:16 作者: affinity 時間: 2025-3-29 09:46 作者: Customary 時間: 2025-3-29 11:51 作者: 職業(yè)拳擊手 時間: 2025-3-29 18:30
