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Author: Elaine Unterhalter
Publisher: Routledge
ISBN: 0429815247
Category : Education
Languages : en
Pages : 227
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Book Description
Debates around quality versus quantity in education can generate controversy about how quality is measured. Many question the drive to delineate and quantify precisely what works, suggesting that much value either cannot be measured or is distorted by measurement. This book explores how we can understand measurement in areas of education policy, planning, and practice that have not previously been considered measurable. The contributors ask four main questions: What do we measure and not measure when we try to measure the unmeasurable in education? When attempts have been made to measure the unmeasurable in education, what metrics have been adopted in which contexts, and with what outcomes? Why have measures been adopted as indicators of the unmeasurable, such as human rights? And how have particular organisations approached the problem of measuring the apparently unmeasurable in education, with what epistemological, normative, and conceptual resources, and consequences? The book draws on analyses from philosophy, history, sociology, and economics, with insights from national and international contexts. The contributions consider philosophical distinctions, historical experiences, and contemporary reflections on how to refine existing approaches to measurement of poverty, capability, rights, and the benefits of education. The discussion shows how measuring the unmeasurable takes account of the inequalities, complexities and uncertainties of work in education, thus suggesting a considerable deepening of the notion of education quality and measurement. This book was originally published as a special issue of Comparative Education.
Author: Elaine Unterhalter
Publisher: Routledge
ISBN: 0429815247
Category : Education
Languages : en
Pages : 227
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Book Description
Debates around quality versus quantity in education can generate controversy about how quality is measured. Many question the drive to delineate and quantify precisely what works, suggesting that much value either cannot be measured or is distorted by measurement. This book explores how we can understand measurement in areas of education policy, planning, and practice that have not previously been considered measurable. The contributors ask four main questions: What do we measure and not measure when we try to measure the unmeasurable in education? When attempts have been made to measure the unmeasurable in education, what metrics have been adopted in which contexts, and with what outcomes? Why have measures been adopted as indicators of the unmeasurable, such as human rights? And how have particular organisations approached the problem of measuring the apparently unmeasurable in education, with what epistemological, normative, and conceptual resources, and consequences? The book draws on analyses from philosophy, history, sociology, and economics, with insights from national and international contexts. The contributions consider philosophical distinctions, historical experiences, and contemporary reflections on how to refine existing approaches to measurement of poverty, capability, rights, and the benefits of education. The discussion shows how measuring the unmeasurable takes account of the inequalities, complexities and uncertainties of work in education, thus suggesting a considerable deepening of the notion of education quality and measurement. This book was originally published as a special issue of Comparative Education.
Author: Simon Bell
Publisher: Routledge
ISBN: 113655601X
Category : Architecture
Languages : en
Pages : 252
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Book Description
Praise for the first edition: 'This book should be of interest to anyone interested in sustainable development, and especially sustainability indicators. Bell and Morse easily succeed in exposing the fundamental paradoxes of these concepts and, more importantly, they offer us a way forward. Readers ... will find their practical recommendations for those attempting to do sustainability analysis in the field most welcome, which is also the book's greatest strength.' Local Environment: The International Journal of Justice and Sustainability 'This book makes a valuable contribution to the theory and practice of using indicators for sustainability. It introduces systems ideas and a range of tools and techniques that have the potential to broaden and deepen our understanding of a whole range of complex situations. Well worth a closer look.' Christine Blackmore, Open University 'This is a book that explores new ways of thinking about how to measure sustainability... It offers stimulating food for thought for environmental educators and researchers.' Environmental Education Research 'This book tells me, as an SI 'practitioner', where I have been and why, and more importantly how I should be thinking in order to effectively present to and empower the local community in the years ahead.' David Ellis, Principal Pollution Monitoring Officer, Norwich City Council 'A practical guide to the development of sustainability indicators which offers a systemic and participative way to use them at local scale. Our preliminary results are highly positive and the approach is applicable in many contexts.' Elisabeth Coudert, Programme Officer Prospective and Regional Development, Blue Plan The groundbreaking first edition of Sustainability Indicators reviewed the development and value of sustainability indicators and discussed the advantage of taking a holistic and qualitative approach rather than focusing on strictly quantitative measures. In the new edition the authors bring the literature up to date and show that the basic requirement for a systemic approach is now well grounded in the evidence. They examine the origins and development of Systemic Sustainability Analysis (SSA) as a theoretical approach to sustainability which has been developed in practice in a number of countries on an array of projects since the first edition. They look at how SSA has evolved into the practical approaches of Systemic Prospective Sustainability Analysis (SPSA) and IMAGINE, and, in particular, how a wide range of participatory methodologies have been adopted over the years. They also provide an assessment of the strengths and weaknesses of projects that undertake work in the general field of sustainable development.
Author: Andreas Bågenholm
Publisher: Oxford University Press
ISBN: 0191899003
Category : Political Science
Languages : en
Pages : 881
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Book Description
Recent research demonstrates that the quality of public institutions is crucial for a number of important environmental, social, economic, and political outcomes, and thereby human well-being. The Quality of Government (QoG) approach directs attention to issues such as impartiality in the exercise of public power, professionalism in public service delivery, effective measures against corruption, and meritocracy instead of patronage and nepotism. This Handbook offers a comprehensive, state-of-the-art overview of this rapidly expanding research field and also identifies viable avenues for future research. The initial chapters focus on theoretical approaches and debates, and the central question of how QoG can be measured. A second set of chapters examines the wealth of empirical research on how QoG relates to democratization, social trust and cohesion, ethnic diversity, happiness and human wellbeing, democratic accountability, economic growth and inequality, political legitimacy, environmental sustainability, gender equality, and the outbreak of civil conflicts. The remaining chapters turn to the perennial issue of which contextual factors and policy approaches—national, local, and international—have proven successful (and not so successful) for increasing QoG. The Quality of Government approach both challenges and complements important strands of inquiry in the social sciences. For research about democratization, QoG adds the importance of taking state capacity into account. For economics, the QoG approach shows that in order to produce economic prosperity, markets need to be embedded in institutions with a certain set of qualities. For development studies, QoG emphasizes that issues relating to corruption are integral to understanding development writ large.
Author: Sally Engle Merry
Publisher: University of Chicago Press
ISBN: 022626131X
Category : Social Science
Languages : en
Pages : 260
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Book Description
We live in a world where seemingly everything can be measured. We rely on indicators to translate social phenomena into simple, quantified terms, which in turn can be used to guide individuals, organizations, and governments in establishing policy. Yet counting things requires finding a way to make them comparable. And in the process of translating the confusion of social life into neat categories, we inevitably strip it of context and meaning—and risk hiding or distorting as much as we reveal. With The Seductions of Quantification, leading legal anthropologist Sally Engle Merry investigates the techniques by which information is gathered and analyzed in the production of global indicators on human rights, gender violence, and sex trafficking. Although such numbers convey an aura of objective truth and scientific validity, Merry argues persuasively that measurement systems constitute a form of power by incorporating theories about social change in their design but rarely explicitly acknowledging them. For instance, the US State Department’s Trafficking in Persons Report, which ranks countries in terms of their compliance with antitrafficking activities, assumes that prosecuting traffickers as criminals is an effective corrective strategy—overlooking cultures where women and children are frequently sold by their own families. As Merry shows, indicators are indeed seductive in their promise of providing concrete knowledge about how the world works, but they are implemented most successfully when paired with context-rich qualitative accounts grounded in local knowledge.
Author: Catherine S. Ramírez
Publisher: Univ of California Press
ISBN: 0520971965
Category : Social Science
Languages : en
Pages : 256
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Book Description
For over a hundred years, the story of assimilation has animated the nation-building project of the United States. And still today, the dream or demand of a cultural "melting pot" circulates through academia, policy institutions, and mainstream media outlets. Noting society’s many exclusions and erasures, scholars in the second half of the twentieth century persuasively argued that only some social groups assimilate. Others, they pointed out, are subject to racialization. In this bold, discipline-traversing cultural history, Catherine Ramírez develops an entirely different account of assimilation. Weaving together the legacies of US settler colonialism, slavery, and border control, Ramírez challenges the assumption that racialization and assimilation are separate and incompatible processes. In fascinating chapters with subjects that range from nineteenth century boarding schools to the contemporary artwork of undocumented immigrants, this book decouples immigration and assimilation and probes the gap between assimilation and citizenship. It shows that assimilation is not just a process of absorption and becoming more alike. Rather, assimilation is a process of racialization and subordination and of power and inequality.
Author: Jerry Z. Muller
Publisher: Princeton University Press
ISBN: 0691191263
Category : Business & Economics
Languages : en
Pages : 245
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Book Description
How the obsession with quantifying human performance threatens business, medicine, education, government—and the quality of our lives Today, organizations of all kinds are ruled by the belief that the path to success is quantifying human performance, publicizing the results, and dividing up the rewards based on the numbers. But in our zeal to instill the evaluation process with scientific rigor, we've gone from measuring performance to fixating on measuring itself—and this tyranny of metrics now threatens the quality of our organizations and lives. In this brief, accessible, and powerful book, Jerry Muller uncovers the damage metrics are causing and shows how we can begin to fix the problem. Filled with examples from business, medicine, education, government, and other fields, the book explains why paying for measured performance doesn't work, why surgical scorecards may increase deaths, and much more. But Muller also shows that, when used as a complement to judgment based on personal experience, metrics can be beneficial, and he includes an invaluable checklist of when and how to use them. The result is an essential corrective to a harmful trend that increasingly affects us all.
Author: Christopher A. Lubienski
Publisher: University of Chicago Press
ISBN: 022608907X
Category : Education
Languages : en
Pages : 299
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Book Description
Nearly the whole of America’s partisan politics centers on a single question: Can markets solve our social problems? And for years this question has played out ferociously in the debates about how we should educate our children. From the growth of vouchers and charter schools to the implementation of No Child Left Behind, policy makers have increasingly turned to market-based models to help improve our schools, believing that private institutions—because they are competitively driven—are better than public ones. With The Public School Advantage, Christopher A. and Sarah Theule Lubienski offer powerful evidence to undercut this belief, showing that public schools in fact outperform private ones. For decades research showing that students at private schools perform better than students at public ones has been used to promote the benefits of the private sector in education, including vouchers and charter schools—but much of these data are now nearly half a century old. Drawing on two recent, large-scale, and nationally representative databases, the Lubienskis show that any benefit seen in private school performance now is more than explained by demographics. Private schools have higher scores not because they are better institutions but because their students largely come from more privileged backgrounds that offer greater educational support. After correcting for demographics, the Lubienskis go on to show that gains in student achievement at public schools are at least as great and often greater than those at private ones. Even more surprising, they show that the very mechanism that market-based reformers champion—autonomy—may be the crucial factor that prevents private schools from performing better. Alternatively, those practices that these reformers castigate, such as teacher certification and professional reforms of curriculum and instruction, turn out to have a significant effect on school improvement. Despite our politics, we all agree on the fundamental fact: education deserves our utmost care. The Public School Advantage offers exactly that. By examining schools within the diversity of populations in which they actually operate, it provides not ideologies but facts. And the facts say it clearly: education is better off when provided for the public by the public.
Author: John Warner
Publisher: JHU Press
ISBN: 1421427117
Category : Education
Languages : en
Pages : 285
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Book Description
An important challenge to what currently masquerades as conventional wisdom regarding the teaching of writing. There seems to be widespread agreement that—when it comes to the writing skills of college students—we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong. Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability. We have done no more, Warner argues, than conditioned students to perform "writing-related simulations," which pass temporary muster but do little to help students develop their writing abilities. This style of teaching has made students passive and disengaged. Worse yet, it hasn't prepared them for writing in the college classroom. Rather than making choices and thinking critically, as writers must, undergraduates simply follow the rules—such as the five-paragraph essay—designed to help them pass these high-stakes assessments. In Why They Can't Write, Warner has crafted both a diagnosis for what ails us and a blueprint for fixing a broken system. Combining current knowledge of what works in teaching and learning with the most enduring philosophies of classical education, this book challenges readers to develop the skills, attitudes, knowledge, and habits of mind of strong writers.
Author: Terence Tao
Publisher: American Mathematical Soc.
ISBN: 1470466406
Category : Education
Languages : en
Pages : 206
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Book Description
This is a graduate text introducing the fundamentals of measure theory and integration theory, which is the foundation of modern real analysis. The text focuses first on the concrete setting of Lebesgue measure and the Lebesgue integral (which in turn is motivated by the more classical concepts of Jordan measure and the Riemann integral), before moving on to abstract measure and integration theory, including the standard convergence theorems, Fubini's theorem, and the Carathéodory extension theorem. Classical differentiation theorems, such as the Lebesgue and Rademacher differentiation theorems, are also covered, as are connections with probability theory. The material is intended to cover a quarter or semester's worth of material for a first graduate course in real analysis. There is an emphasis in the text on tying together the abstract and the concrete sides of the subject, using the latter to illustrate and motivate the former. The central role of key principles (such as Littlewood's three principles) as providing guiding intuition to the subject is also emphasized. There are a large number of exercises throughout that develop key aspects of the theory, and are thus an integral component of the text. As a supplementary section, a discussion of general problem-solving strategies in analysis is also given. The last three sections discuss optional topics related to the main matter of the book.
Author: Tristan McCowan
Publisher: Bloomsbury Publishing
ISBN: 1350119083
Category : Education
Languages : en
Pages : 521
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Book Description
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.
