Titlebook: Comparative Education Research; Approaches and Metho Mark Bray,Bob Adamson,Mark Mason Book 2014Latest edition Springer International Publis

宮殿般

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

Bridle

GONG

myalgia

configuration

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.

macabre

動(dòng)脈

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.

Infirm

助記

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”.

粗魯性質(zhì)

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.