Titlebook: Cultivating Excellence in Education; A Critical Policy St Annette Rasmussen,Christian Ydesen Book 2019 Springer Nature Switzerland AG 2019

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書(shū)目名稱Cultivating Excellence in Education影響因子(影響力)




書(shū)目名稱Cultivating Excellence in Education影響因子(影響力)學(xué)科排名




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書(shū)目名稱Cultivating Excellence in Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




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書(shū)目名稱Cultivating Excellence in Education讀者反饋




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ablate

Liwen Liu,Roya Ayman,Saba Ayman-Nolleyontext of setting up talent classes, the political background of the talent class project and the recruitment of students and teachers for the classes. We begin by outlining the relatively simple organization and division of labour behind the project and then look at cooperative relations and cultures among the teachers in the project.

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consolidate

Sharon Turnbull,Tricia Calway,K. R. Sekhar is on the various connotations of ‘talent’ and the concept’s interactions with education in a broad sense. The chapter draws on conceptual history in order to shed light on the relationship between concepts and policy discourses (Palonen 2002; Burke and Richter 2012). The focus is on the meanings o

詞匯

Vasilisa Takoeva,Sharon Turnbullhe education policy throughout most of the twentieth century (De Coninck-Smith et al. 2013). We analyse the educational visions behind the Scandinavian welfare model, which has emphasized an undivided school that postponed selection and definitive choices as much as possible and aimed for equality t

詞匯

Liwen Liu,Roya Ayman,Saba Ayman-Nolleyontext of setting up talent classes, the political background of the talent class project and the recruitment of students and teachers for the classes. We begin by outlining the relatively simple organization and division of labour behind the project and then look at cooperative relations and cultur

高興去去

Sharon Turnbull,Tricia Calway,K. R. Sekharred talented and belonging to the target group for talent class activities and on the ‘unfolding’ of talent among the students in the talent classes. In the analyses, we address the questions how students are selected for the talent classes, and what characterises the students in relation to social

愛(ài)花花兒憤怒

Work and Well-Being:Progress and Prospects,. The empirical data include interviews with public school teachers who teach regular classes, that is, not talent classes, and who recommended the students for the talent classes. Thus, we aim to bring into the analysis the point from which they see the talent activities and how they become compreh

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