This book explores and interprets discourses and practices in school admissions to public lower secondary education in urban China by utilizing a discourse analysis approach and a case study method.
This book is the first comprehensive account of developments in open and distance non-formal education in developing countries for over more than 20 years.
This book addresses growing reservations about the relevance of educational systems to the economic and social needs of individuals by examining different aspects of transitions from school to work or further studies within formal and informal settings in Asia.
This book examines Malaysia's educational landscape, providing a contemporary study of key themes that have emerged in this multicultural, multi-ethnic society, as it attempts to shift from a middle-income to a high-income nation.
This book discusses key aspects of life in schools and classrooms, and surveys the changes that have occurred over the years in educational research, policy making and practice in these school and classroom settings.
This book explores how Chinese students abroad may suffer stress, and how they conceptualize and adapt to stress in the American higher education environment.
This book describes a comparative study of the primary science learning objectives (from the cognitive domain) in the curriculum of six high-achieving East Asian states - mainland China, Hong Kong, Taiwan, Korea, Japan and Singapore.
This book reports on a five-year longitudinal study of the policy relating to the introduction of Liberal Studies, which was developed as an interdisciplinary curriculum in the New Senior Secondary (NSS) academic structure in post-colonial Hong Kong.
This book investigates the unique and dynamic approaches to key issues of changing images of child and childhood, by different countries in the Asia-Pacific.
This book examines how educational change has progressed in three contrasting areas spread across China since 1990, exploring key issues concerning rural education in poor, rich and minority areas.
This edited collection provides an in-depth exploration of different aspects of contemporary early childhood literacy research and the implications for educational practice.
This book evaluates recent early childhood education policies on the basis of a '3A2S' framework, which refers to accessibility, affordability, accountability, sustainability, and social justice.
Utilizing a case study method and a Multiperspectival Approach, this volume presents a pioneering, in-depth study about China's teacher education policy since the 1990s.
This book focuses on the National College Entrance Exam (NCEE), an important measurement of education quality in China, from both education economics and education policy perspectives.
This book focuses on learning and teaching as the core business ofhigher education and explores reformative efforts in response to the influencesof globalised processes in three advanced economies in the Asia-Pacific region:Japan, Hong Kong and Australia.
China's rise, an increasing emphasis on international education benchmarking, and a global recognition of East Asian countries' success in this regard have brought the issue of Chinese education to the forefront of public consciousness.
The Shanghai school system has attracted worldwide attention since its impressive performance in the Programme for International Student Assessment (PISA) in 2009.
This book discusses key aspects of life in schools and classrooms, and surveys the changes that have occurred over the years in educational research, policy making and practice in these school and classroom settings.
This book draws on experiences from a range of vocational education systems in different nation states and re-examines the purpose of providing experiences outside educational institutions; the kinds and extent of those experiences; and efforts made to ensure the integration of students' experiences across sites.
Dieser Buchtitel ist Teil des Digitalisierungsprojekts Springer Book Archives mit Publikationen, die seit den Anfängen des Verlags von 1842 erschienen sind.
In der gegenwärtigen Bildungsdebatte setzt sich zunehmend die Erkenntnis durch, dass das Lernen von Kindern und Jugendlichen nicht allein auf staatliche Institutionen, wie Kindertagesstätten und Schulen, begrenzt ist.
This book uses historiography and discourse analysis to provide a new insight into understanding the nexus between ideologies, the state, and nation-building-as depicted in history school textbooks.
This book uses historiography and discourse analysis to provide a new insight into understanding the nexus between ideologies, the state, and nation-building-as depicted in history school textbooks.
