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Author: Frank Joseph Drobka
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 148
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Book Description
Author: Frank Joseph Drobka
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 148
Get Book Here
Book Description
Author: Frank Joseph Drobka
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 154
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Book Description
Author: Kenneth R. Wulff
Publisher: University Press of America
ISBN: 9780819186157
Category : Education
Languages : en
Pages : 132
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Book Description
This book examines the educational system of Poland from the perspectives of the past, the present, and the future. Part I examines The Past: Traditions. A brief historical background of education in Poland becomes the necessary base for the present. Part II provides current information on the Organization and Structure of the Educational System in Poland. Important topics include management and finance, structure of the present system of education, teachers and teacher training, parent views, and additional general information. The author wants the reader to receive a balanced view of education in Poland. Therefore, Part III The Future, builds on images of the past and images of the present to examined desired images in the future.
Author: Frank J. Drobka
Publisher:
ISBN:
Category :
Languages : en
Pages : 131
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Book Description
Author: John Hunter Harley
Publisher:
ISBN:
Category : Poland
Languages : en
Pages : 268
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Book Description
Author: Frank Joseph DROBKA
Publisher:
ISBN:
Category :
Languages : en
Pages : 131
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Book Description
Author: Krzysztof Jaskułowski
Publisher: Routledge
ISBN: 1000461211
Category : Social Science
Languages : en
Pages : 129
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Book Description
This book analyses the relationship between history education and nationalism in the context of the dominant structures of collective memory in Poland. Drawing on original qualitative research with history teachers, it explores the ways in which teachers understand the aims of history teaching and how they teach history, with some contesting or negotiating official and hegemonic nationalist memory projects, while others predominantly reproduce or radicalise them. A study of teachers’ tendencies to approach history through the prism of nationalism, this study reveals a view of history lessons as a means of instilling national identity in students, as the past is constructed in nationalist terms and no contradiction is identified in viewing history as both an objective science and a ‘nationalising’ tool. An examination of the means by which a dominant nationalist discourse is reinforced through historical education, Teaching History, Celebrating Nationalism will appeal to scholars of sociology and education with interests in nationalism and memory studies.
Author: Ladislas John Siekaniec
Publisher: San Francisco : R and E Research Associates
ISBN:
Category : Education
Languages : en
Pages : 190
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Book Description
Author: Frank Joseph Drobka
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 144
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Book Description
Author: Fernando M Reimers
Publisher:
ISBN: 9781013277009
Category : Education
Languages : en
Pages : 256
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Book Description
This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.
