Literaturnachweis - Detailanzeige
| Autor/in | Thomas, R. Murray |
|---|---|
| Titel | A Framework for Comparing Writings about Education Systems. |
| Quelle | (1983), (10 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Comparative Education; Content Analysis; Educational Research; Educational Theories; International Education; Models |
| Abstract | Writings about educational systems can be broken into four approaches (dimensions), by which authors limit and create the conceptual schemes on which they base their work. Original work may be improved by an author's attending to the specific writing requirements of each dimension of educational composition. In the first dimension, papers are limited by their educational scope: by geography, by educational functions and components such as enrollment or students' political activity, or by philosophy and research methodology (particularly prevalent in comparative education). A second dimension of educational models is their purpose, which may be descriptive, explanatory, evaluative, schematic, or persuasive. Purely descriptive pieces are rarely published, and authors who use explanatory/evaluative or evaluative/persuasive purposes have a better chance for publication. The third dimension may form an educational model around social science theories, such as those of social conflict, social structures, or equilibrium paradigms. The last dimension concentrates on the interactions of education with individuals and society and is particularly common in writing on international education, which usually emphasizes the relationship of education and society. Frequently, authors propose causal relationships involving several levels of educational interaction. (JW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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