Titlebook: Comparative Education Research; Approaches and Metho Mark Bray,Bob Adamson,Mark Mason Book 20071st edition Springer Science+Business Media

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Book 20071st editiones new insights within the longstanding traditions of the field. ...A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical

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https://doi.org/10.1007/978-3-658-06854-7er”? (Kallaway 1984, p. 175). And was it valid then to declare, as did Hendrik Verwoerd, Minister of Native Affairs in 1954, that “there is no place for [the Bantu] in the European community above the level of certain forms of labour” (Kallaway 1984 p. 173)?

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Comparing Cultureser”? (Kallaway 1984, p. 175). And was it valid then to declare, as did Hendrik Verwoerd, Minister of Native Affairs in 1954, that “there is no place for [the Bantu] in the European community above the level of certain forms of labour” (Kallaway 1984 p. 173)?

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The Place of Experience in Comparative Education Researchres or individual cognitive skills. In some research traditions, abstractions may more often be the focus of educational research than detailed case studies of teaching and learning relationships. In cultures with a clear distinction between theory and practice and where theory has a higher status,

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Comparing Systemscit, 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

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Comparing Culturesinvariably have a high regard for education”? Are “Asian students not only diligent, but also [possessed of] high achievement motivation”? (Lee 1996, p. 25). Do Finnish students enjoy some cultural advantage that enabled them to top the league tables produced by the 2000 Programme for International

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Comparing Values al. 1988, p. 3), contained rich information about how values education had penetrated the curriculum in 90 countries. Values education continued to “revive” for over a decade, leading to another book entitled ., edited by Cummings and another group of associates (Cummings et al. 2001). The book pre