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Author: W. R. Fraser
Publisher: Routledge
ISBN: 1351005081
Category : Education
Languages : en
Pages : 237
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Book Description
Originally published in 1971. This book looks at the French educational services. which had been being reformed over the 1960s. The dynamic for change stemmed from population pressures, higher aspirations and students’ dissatisfaction. The author shows how attempts to reform have been limited by administrative, political and cultural restraints. He also explores the whole complex of inter-related professional problems which face the reformers, including the need to revise and modernize the syllabus of work in many subjects, relationships between students and their teachers, and changes in the professional education of teachers. The book will interest all those interested in the working of an educational system and its relationship to the society around it.
Author: W. R. Fraser
Publisher: Routledge
ISBN: 1351005081
Category : Education
Languages : en
Pages : 237
Get Book Here
Book Description
Originally published in 1971. This book looks at the French educational services. which had been being reformed over the 1960s. The dynamic for change stemmed from population pressures, higher aspirations and students’ dissatisfaction. The author shows how attempts to reform have been limited by administrative, political and cultural restraints. He also explores the whole complex of inter-related professional problems which face the reformers, including the need to revise and modernize the syllabus of work in many subjects, relationships between students and their teachers, and changes in the professional education of teachers. The book will interest all those interested in the working of an educational system and its relationship to the society around it.
Author: Martyn Hammersley
Publisher: Routledge
ISBN: 1136716599
Category : Education
Languages : en
Pages : 290
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Book Description
When first published this book was one of the first collections of empirical research in the area of the knowledge transmitted in schools and the responses of students to it. It includes studies of the histories of particular school subjects and of how the knowledge they embody is presented in the classroom. Attention is also given to the effects of gender stereotypes among teachers and pupils, both on pupils’ selection of courses to study and on their reactions to particular subjects in the classroom. The other major topic in this collection is the way external examinations shape the nature of the school curriculum and how it is taught. There are studies of how pupils and teachers adapt to the exam system, and of how that system and its role in the accountability of schools, have changed in recent years. The articles collected here throw into relief important aspects of what is taught in schools, and they do this on the basis of a solid foundation of empirical research.
Author: Various
Publisher: Routledge
ISBN: 1351003577
Category : Education
Languages : en
Pages : 5250
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Book Description
Reissuing works originally published between 1962 and 1995, this collection is made up of volumes that examine insights and data from the practises and situation in one country or area when considering educational practice elsewhere. Many important educational questions are examined from this international and comparative perspective in these volumes. Countries represented here include Russia, the Caribbean, Latin America, Australia and New Zealand, China, France, Japan, Israel, Italy, Germany, the United Kingdom and the United States. Many of the volumes look at the whole area of comparative education and its methods and theories, while one looks at the Unesco literacy program.
Author: Margaret S. Archer
Publisher: Routledge
ISBN: 1136660976
Category : Social Science
Languages : en
Pages : 849
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Book Description
First published in 1979, this now classic text presents a major study of the development of educational systems, focusing in detail on those of England, Denmark, France, and Russia - chosen because of their present educational differences and the historical diversity of their cultures and social structures. Professor Archer goes on to provide a theoretical framework which accounts for the major characteristics of national education and the principal changes that such systems have undergone. Now with a new introduction, Social Origins of Educational Systems is vital reading for all those interested in the sociology of education. Previously published reviews: 'A large-scale masterly study, this book is the most important contribution to the sociology of education since the second world war as well as being a substantial contribution to the consolidation of sociology itself.' - The Economist 'I cannot improve on her own statement of what she is trying to do: 'The sociological contribution consists in providing a theoretical account of macroscopic patterns of change in terms of the structural and cultural factors which produce and sustain them'...Unquestionably, this book is an impressive work of scholarship, well planned conceptually and uniting its theoretical base with a set of four thoroughly and interestingly researched case-studies of the history of the educational systems of Denmark, England, France and Russia.' - British Journal of the Sociology of Education 'This magnificent treatise seriously explores many of the most recalcitrant questions about institutional systems.' - Journal of Curriculum Studies 'A gargantuan and impressive socio-historical enterprise.' - Encounter '...a major achievement.' - New Society
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1076
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Book Description
Author: R. F. Price
Publisher: Rowman & Littlefield
ISBN: 9780389206170
Category : Business & Economics
Languages : en
Pages : 334
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Book Description
The major premise of this book is that efforts to construct a Marxist analysis of education centered on schools and schooling are misdirected. Instead, the author contends that explorations of education must, more importantly, focus on the valuable learning experiences that occur outside the classroom. Using Marx's own writings as a guide to interpreting past and present events, the author explores how education should be conceptualized in order to liberate working people. He identifies those aspects of education linked with the specifically capitalist nature of our societies, and those that give hope of the cooperative, responsible society that Marx anticipated.
Author: J.D. Marshall
Publisher: Springer Science & Business Media
ISBN: 9401586624
Category : Education
Languages : en
Pages : 266
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Book Description
This book is designed to serve two purposes. First it provides an introduction to the ideas and works of Michel Foucault. It should be particularly appropriate for education students for whom, in general, Foucault is a shadowy presence. Second, it provides a Foucault based critique of a central plank of Western liberal education, the notion of the autonomous individual or personal autonomy. There are several introductions to Foucault but they tend to be written from a particular theoretical position, or with a particular interest in Foucault's ideas and works. For example Smart (1986) and Poster (1984) exemplify the former, and Dreyfus and Rabinow (1983) the latter. There is no substantial work in education on Foucault, apart from Ball (1990), which is an edited collection of papers by educationalists. The writer started reading Foucault from a position in education which was in the liberal framework, somewhere between Dewey, Freire and Habermas, but with an interest in punishment, authority and power. The book is the outcome of several years of trying to introduce students in education to his ideas and works in an educationally relevant manner. But an introduction, on its own, cannot show this relevance to education. Unless his ideas are put to work, unless they are used as opposed to mentioned in some sphere or area of education, then they may be of little relevance.
Author: Paul Bellaby
Publisher: Routledge
ISBN: 1315411237
Category : Education
Languages : en
Pages : 151
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Book Description
This book, first published in 1977, attempts to unravel the complex debate behind the reorganisation of comprehensive secondary schools in Britain. It sets the British experience in perspective by comparing it with that of other Western European societies and into relief by contracts with the USA. The politics of reform are explored, and their social roots in changing class relations are discussed. This book will be of interest to students of sociology and education.
Author: George Liebmann
Publisher: Routledge
ISBN: 1351308866
Category : Political Science
Languages : en
Pages : 328
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Book Description
Two conflicting developments have recently characterized civic life in the United States. The first, the centralization of formal agencies of government, too often leads to diminishing political liberties and tyranny. The second, which is characterized by a greater amount of civic participation and individual self-actualization, is the formation of a whole new layer of sublocal institutions, both public and private. These include residential community and condominium associations; property owner-based business improvement districts in nearly all major cities; neighborhood improvement districts in large cities; and even self-governing public schools. Neighborhood Futures is a realistic exploration of how, for a society to move forward and improve, its citizens must exercise the power to act creatively, and feel they are both competent and responsible individuals. Supporting his ideas with the Dutch innovation of the woonerf, or neighborhood street government, Liebmann follows through by discussing other foreign models of civic life forms and illustrating how they have resulted in resident satisfaction. George W. Liebmann is a partner of Liebmann & Shively, P.A., a Baltimore law firm that specializes in local government and education law. In addition to having served as a top aide to one of Maryland's governors, he is a former faculty associate of the Lincoln Institute of Land Policy, and is the author of Little Platoons and The Gallows in the Grove.
Author: Harry Judge
Publisher: Symposium Books Ltd
ISBN: 1873927088
Category : Education
Languages : en
Pages : 287
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Book Description
‘Here is a book for our times: a study in three countries of the relationship between teacher education and the universities. An Englishman looks at France; a Frenchman at the USA and two Americans at England, with the whole introduced and rounded off by Harry Judge, who was also the interlocutor of France ... It is a notable addition to the Oxford Studies in Comparative Education.’ John Tomlinson, Director of the Institute of Education, University of Warwick, The Times Educational Supplement ‘... this is an outstanding book on several levels. ... it is a worthwhile read for audiences well beyond those directly involved in teacher education. It will be of particular interest to researchers and students of comparative education. At a time when politicians seem bent on importing educational practices from other countries, it reminds us that there are no easy “lessons” to be learnt through international comparisons and that we cannot suppose that what is identified as good practice in one country can easily be imported elsewhere without taking into account the cultural context within which it is successful.’ Marilyn Osborn, University of Bristol, Comparative Education ‘The book is beautifully and engagingly written, enlivened by the authors’ efforts to make sense of that which is foreign to their personal educational experiences. The narratives are rich in detail and insights about the forms of teacher education and the cultural logic of their suitability. The chapters provoke “thought experiments” of a kind that are suggestive of outcomes for university-based teacher education if reforms currently proposed in one nation prove to be similar to long-standing practices in the others.’ Frank B. Murray, University of Delaware, Comparative Education Review The work recorded in this book was undertaken over four years, with support from the Spencer Foundation of Chicago and under the direction of Harry Judge of the University of Oxford. Michel Lemosse teaches at the University of Nice, and Lynn Paine & Michael Sedlak at Michigan State University.
