Comparative Education Research: Approaches and MethodsMark Bray, Bob Adamson, Mark Mason Springer Science & Business Media, 20 de jul. de 2007 - 444 páginas Approaches and methods in comparative education research are of obvious importance, but do not always receive adequate attention. This book contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles. The book will be of great value not only to producers of comparative education research but also to consumers who wish to understand more thoroughly the parameters and value of the field. |
Conteúdo
| 7 | |
| 9 | |
| 15 | |
| 26 | |
| 32 | |
Quantitative and Qualitative Approaches to Comparative | 39 |
The Place of Experience in Comparative Education Research | 63 |
Comparing Places | 85 |
3 Subscores for First Four Pupils in a Class | 226 |
4 Results for a Relative Comparison of a School with | 227 |
8 Percentages and Sampling Errors of Pupils | 234 |
1 Science Achievement in Selected Asian Countries | 237 |
Comparing Policies 241 | 240 |
Comparing Curricula | 263 |
1 Curriculum Ideologies and Components | 267 |
1 A Framework for Comparing Curricula | 270 |
1 Beredays Model for Undertaking Comparative | 86 |
3 Mapping the Dynamics of Globalisation through | 93 |
1 Distribution of Health and Education Spending | 94 |
3 School Time Allocated to Compulsory and Optional | 100 |
5 Demographic and Sociocultural Characteristics | 106 |
4 Comparison of Lesson Structures | 113 |
Comparing Systems 123 | 122 |
1 Proportions of Pupils in a SixYear Primary School | 129 |
1 Systems of Education in Macao as Portrayed in | 135 |
4 Schools in Macao by Ownership and Medium | 137 |
Comparing Times | 145 |
Comparing Cultures | 165 |
Comparing Values | 197 |
1 Varied Methodological Emphases in Comparative | 211 |
Comparing Educational Achievements | 215 |
1 A Hierarchy of Reading Literacy Skills | 219 |
2 Curriculum Manifestations and Typical Research | 274 |
An International | 277 |
Comparing Educational Organisations | 283 |
1 Four Elements of Educational Organisations | 287 |
1 Dimensions of NationalSocietal and Organisational | 289 |
Comparing Ways of Learning | 299 |
1 Average Correlations between Learning Approach | 306 |
Comparing Pedagogical Innovations | 315 |
1 The Six Key Dimensions in Pedagogical Practices | 328 |
1 Mean Innovation Score and Related Descriptive | 329 |
Conclusions 339 | 336 |
1 Disciplinary Groupings and the Nature | 344 |
Different Models Different Emphases Different Insights 363 | 362 |
Contributors | 381 |
Index | 433 |
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Comparative Education Research: Approaches and Methods Mark Bray,Bob Adamson,Mark Mason Visualização parcial - 2007 |
Termos e frases comuns
academic achievement analysis approach associated authors Bray chapter China Chinese classroom comparative education comparative studies comparison complex concepts concerned considered context countries critical culture curriculum defined described dimensions discussion diversity domains economic education systems educational research et al examined example experience factors field focus focused four framework further Grade groups Hong Kong identified identity important individual influence innovation institutions interest interpretation involved issues knowledge language learning literacy mathematics meanings measure methods nature noted observed organisations outcomes particular perspective political practices present problems production pupils qualitative quantitative questions reading regions relationships role sample schools scores secondary significant similar skills social society sources structures studies subjects Table teachers teaching theory tion understanding units University values
Passagens mais conhecidas
Página 24 - Organization is to contribute to peace and security by promoting collaboration among the nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world without distinction of race, sex, language or religion by the Charter of the United Nations.
Página 24 - DECLARE that since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed...
Página 37 - The practical value of studying in a right spirit and with scholarly accuracy the working of foreign systems of education is that it will result in our being better fitted to study and understand our own.
Página 248 - ... one which would zero in on those areas revealed by the first camera to require a more indepth examination.
Página 170 - Williams 1981, 1982), has asserted (1985, p. 87) that "culture is one of the two or three most complicated words in the English language".
Página 170 - Culture is one of the two or three most complicated words in the English language. This is so partly because of its intricate historical development, in several European languages, but mainly because it has now come to be used for important concepts in several distinct intellectual disciplines and in several distinct and incompatible systems of thought.
Página 38 - The chief value of a comparative approach to educational problems [says he in his textbook] lies in an analysis of the causes which have produced them, in a comparison of the differences between the various systems and the reasons underlying them, and finally, in a study of the solutions attempted.
Página 273 - They are at once the results of political, economic, and cultural activities, battles, and compromises. They are conceived, designed, and authored by real people with real interests. They are published within the political and economic constraints of markets, resources, and...
Página 165 - But educational practice must recognize that it has to deal with a Bantu child, ie a child trained and conditioned in Bantu culture, endowed with a knowledge of a Bantu language and imbued with values, interests and behaviour patterns learned at the knee of a Bantu mother. These facts must dictate to a very large extent the content and methods of his early education.
Página 195 - The approach of the empirical-analytic sciences incorporates a technical cognitive interest; that of the historical-hermeneutic sciences incorporates a practical one; and the approach of critically oriented sciences incorporates the emancipatory cognitive interest that, as we saw, was at the root of traditional theories.
Referências a este livro
Common Interests, Uncommon Goals: Histories of the World Council of ... Vandra Masemann,Mark Bray,Maria Manzon Visualização parcial - 2008 |