Balancing change and tradition in global education reform. 2. ed.

Sonst. Personen	Rotberg, Iris C. (Hrsg.)
Titel	Balancing change and tradition in global education reform. 2. ed.
Quelle	Lanham, Md. u.a.: Rowman & Littlefield Education (2010), XV, 439 S.Verfügbarkeit
Reihe	Education. Policy and reform
Beigaben	Literatur- und URL-Angaben
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-60709-501-7; 978-1-60709-501-9
Schlagwörter	Gesellschaft; Bildungspolitik; Bildungsreform; Sozialhilfe; Multikulturalität; Individualismus; Armut; Gleichheit; Wettbewerb; Internationaler Vergleich; Innovation; Zentralisierung; Afrika; Asien; Australien; Chile; China; Deutschland; England; Europa; Frankreich; Gemeinschaft Unabhängiger Staaten; Israel; Japan; Kanada; Neuseeland; Nordamerika; Schweden; Singapur; Südafrika (Staat); Südamerika; Türkei; USA
Abstract	[The editor] brings together, in one accessible source, current education reforms in 16 countries, written and analyzed by experts in the field. This book offers: education reform in a wide range of countries selected to represent diverse societies and education systems; a unique analysis of how education reformers respond to rapidly changing societies and increased demand for education in the face of limited resources; case studies showing the difficult tradeoffs countries make as they attempt to implement change, all in the context of historical antecedents, values, and political structures that facilitate or constrain their reform efforts; a book that goes beyond myths and stereotypes and describes how countries address global pressures, immigration patterns, and increasing gaps in socioeconomic levels; description of political and economic pressures that determine a country's policies concerning equality of educational opportunity, access to higher education, student testing and tracking, teacher accountability, decentralization, school choice, and innovation; an invaluable resource for policymakers, faculty, students, and the general public who are interested in how decisions made about the education system will ultimately affect the quality of education, educational access, and social justice. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/2