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Author: University of Minnesota. College of Education. Bureau of Field Studies and Surveys
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 18
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Book Description
Author: University of Minnesota. College of Education. Bureau of Field Studies and Surveys
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 18
Get Book Here
Book Description
Author: University of Minnesota. College of Education. Bureau of Field Studies and Surveys
Publisher:
ISBN:
Category : Public schools
Languages : en
Pages : 234
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Author:
Publisher:
ISBN:
Category : Kenosha (Wis.)
Languages : en
Pages : 78
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Author: Drew Gitomer
Publisher:
ISBN: 0935302484
Category : Education
Languages : en
Pages : 1553
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Book Description
The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields.
Author: J.H. Beers & Co
Publisher:
ISBN:
Category : Kenosha (Wis.)
Languages : en
Pages : 890
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Author:
Publisher:
ISBN:
Category : Labor unions
Languages : en
Pages : 774
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Author: Great Britain. Parliament. House of Commons
Publisher:
ISBN:
Category : Great Britain
Languages : en
Pages : 1450
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Book Description
Contains the 4th session of the 28th Parliament through the 1st session of the 48th Parliament.
Author: Elaine Unterhalter
Publisher: Routledge
ISBN: 0429815247
Category : Education
Languages : en
Pages : 206
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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: Elizabeth Keesee
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 44
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 684
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Book Description
