Literaturnachweis - Detailanzeige
| Sonst. Personen | DeVillar, Robert A. (Hrsg.); Jiang, Binbin (Hrsg.); Cummins, Jim (Hrsg.) |
|---|---|
| Titel | Transforming education. Global perspectives, experiences and implications. |
| Quelle | New York, NY u.a.: Lang (2013), X, 280 S. |
| Reihe | Educational psychology. 24 |
| Beigaben | grafische Darstellungen |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISSN | 1943-8109 |
| ISBN | 1-4331-2037-2; 978-1-4331-2037-4 |
| Schlagwörter | Bildungsforschung; Fallstudie; Bildungssystem; Bildungsreform; Schulreform; Schulentwicklung; Schulleitung; Sekundarbereich; Lehrerausbildung; Curriculumreform; Computerunterstützter Unterricht; Inklusion; Ausbildungsprogramm; Auslandsstudium; Internationaler Vergleich; Qualitätsentwicklung; PISA (Programme for International Student Assessment); Australien; Chile; China; Finnland; Indien; Korea, Republik; Sierra Leone; Singapur; Türkei; Vereinigte Arabische Emirate |
| Abstract | This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of educational development, and enhances readers' understanding of the nature and complexity of educational transformation in a global context. The book's comprehensive analysis of factors associated with transforming education within globally representative geographical, cultural, and political contexts contributes to critical scholarship; its discussion of individual country findings and cross-country patterns has significant implications for educational practitioners and leaders. The volume has direct practical relevance for educational practitioners and leaders, policymakers, and researchers, as nations remain in dire need of effective ways and means to transform their respective educational systems to (1) more ably realize educational equity, (2) make learning relevant to an increasingly diverse overall student populace, (3) ensure individual and general prosperity, and (4) promote substantive global collaboration in developing the new economy. (Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2014/1 |
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