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Author: Hans N. Weiler
Publisher:
ISBN:
Category : Educational planning
Languages : en
Pages : 398
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Book Description
Author: Hans N. Weiler
Publisher:
ISBN:
Category : Educational planning
Languages : en
Pages : 398
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 358
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Book Description
Author: Gerard Guthrie
Publisher: Springer Science & Business Media
ISBN: 9400718519
Category : Education
Languages : en
Pages : 287
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Book Description
This book provides a provocative but carefully argued addition to the theory and practice of education in developing countries. The book provides an ethical and empirical justification for support of formalistic teaching in primary and secondary schools in developing countries. It also refutes the application of progressive education principles to curriculum and pre- and in-service teacher education in such contexts. The central focus of this book is the formalistic teaching prevalent in the classrooms of many developing countries. Formalistic (‘teacher-centred’, ‘traditional’, ‘didactic’, ‘pedagogic’) teaching is appropriate in the many countries with revelatory epistemologies, unpopular and old-fashioned though these methods may seem in some western, especially Anglophone, ones. Formalism has been the object of many failed progressive curriculum and teacher education reforms in developing countries for some 50 years.
Author: Guy Benveniste
Publisher:
ISBN:
Category : Decentralization in government
Languages : en
Pages : 520
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Book Description
Author: Center for Educational Research at Stanford
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 98
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 568
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Book Description
Author: Roger A. Kaufman
Publisher: Scarecrow Press
ISBN: 9780810842977
Category : Education
Languages : en
Pages : 310
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Book Description
Expert presentation of holistic planning for a learner-focused educational system. Integrates curriculum, facilities, personnel, finance, educational technology, and other significant planning tactics.
Author: Samuel Kimball Gove
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 296
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Book Description
As we enter the mid-eighties, higher education is faced with deepening crises stemming from declines in both funding and enrollment and from rapidly changing social needs. This volume of essays, contributed by distinguished scholars from various disciplines, identifies and discusses the many problems that will require attention in the coming decades if our colleges and universities are to continue to supply quality educational opportunities on a broad scale. In seeking solutions to these problems, the authors stress the need for a realistic appraisal of the policymaking system. It is emphasized that educators and policymakers will need to take into account the levels at which political and policy-making activity occur and the complex political interrelationships existing among the different levels of institutional, governmental, and public authority.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 938
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Book Description
Author: Erwin H. Epstein
Publisher: Routledge
ISBN: 1000020282
Category : Education
Languages : en
Pages : 221
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Book Description
This book brings together fifteen comprehensive studies of significant North American scholars of comparative education from the 20th century. Providing relevant biographical detail, chapters analyse each scholar’s approach to comparative education and their on-going influences on the field. Comparative studies in education have long benefited from the work of significant individuals who have collectively advanced the field, making it a vibrant and intellectually fruitful area of educational research. Offering a unique, systematic exploration of the work of the founders of comparative educational research, North American Scholars of Comparative Education emphasizes the importance of understanding the accomplishments of key historical figures in the field, and considers the legacies such individuals have created. Chapters move beyond descriptions of comparativists’ work, to illustrate the pivotal role played by each scholar in driving a progression through humanistic and scientific approaches, to new epistemological traditions within the field of comparative education. This in turn reveals critical historical-epistemological transitions which have had lasting impacts on the field. Including contributions written by leading scholars in the field, this volume will be of great interest to researchers, academics and scholars in comparative and international education.
