Educational systems and structures

Un manual 100% actualizado con lo que los docentes necesitan saber sobre la evaluación en el aula, escrito por dos especialistas con amplísima experiencia.

Un manual 100% actualizado con lo que los docentes necesitan saber sobre secuencias didácticas, escrito por María Beatriz Taboada, especialista con amplísima experiencia como docente hasta nivel de posgrado.

This volume examines what and how the media teach, to and by whom, and for what purpose, in a rapidly shifting milieu of media content, platforms, and relations.

This book examines the work of the leading critical and decolonial intellectual Boaventura de Sousa Santos and its impact on education in general, and curriculum in particular.

This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform.

This collection of essays generates important enquiries into the teaching and practice of anti-racism education, by way of working through conversations, contestations, and emotions as presented by a diverse group of strong women committed to social justice work in their own right.

What are the prerequisites for reforming education, and how can these reforms be seen in school development and culture?

"e;It has been a while since a scholarly book, so authoritative in its claims and innovative in its concepts, threatens to shake up the curriculum field at its foundations.

How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls?

This book has as its subject matter the academic education of officers and builds on the signing of the Bologna Declaration in 1999 by twenty-nine European ministers for Education and Science, who thereby agreed to coordinate higher education across Europe, by, for instance, the implementation of the Bachelor's and Master's system.

The adoption of English as the language of study and scholarship is becoming increasingly common among universities across Asia.

It was the belief that assessment is the driving force of curriculum that motivated the authors of this monograph to embark on a program of research and development into the use of digital technologies to support more authentic forms of assessment.

Our book is a compilation of the work of experienced educational researchers and practitioners, all of whom currently work in educational settings across North America.

In this book we take the reader on a journey through the various curriculum reforms that have emerged in the USA around the idea of conducting education outdoors-through initiatives such as nature-study, camping education, adventure education, environmental education, experiential education and place based education.

In this the sixth book of a series of exploratory and cautionary tales, Griffith revisits the sites of reflective knowledge and practical experiences that have been our historical presuppositions, and which are now in the process of flux and change.

Working with parents is a significant aspect of educators' roles, yet it is rare to find curriculum in teacher education programs designed to prepare individuals to consider, in philosophical, theoretical, and pedagogical ways, who they will be in relationship with parents and why.

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In an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups.

This book provides no answer key.

This book explores the interrelationship between ideology, the state, and education reforms, placing it in a global context.

This book provides an up-to-date account of relevant early childhood policy and practice in five Chinese societies: the People's Republic of China or Mainland China, Hong Kong, Macao, Singapore, and Taiwan.

Globalisation and Historiography of National Leaders: Symbolic Representations in School Textbooks, the 18th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, national identity, national history and historical heroes, setting it in a global context.

Globalisation and National Identity in History Textbooks: The Russian Federation, the 16th book in the 24-volume book series Globalisation, Comparative Education and Policy Research, discusses trends in dominant discourses of identity politics, and nation-building in school history textbooks in the Russian Federation (RF).

This book focuses on discourses of globalisation in comparative education research and the politics of education reforms.

This book critiques dominant discourses and debates pertaining to cultural identity, set against the current backdrop of growing social stratification and unequal access to quality education.

This book examines the transformative power and the limitations of one of Europe's most significant university reforms from an ethnographic and historical perspective.

This book presents a comprehensive overview of selected research concerning global and comparative trends in dominant discourses on human rights education.

This book sets out to examine the neo-liberal dimensions of globalisation and market-driven economic imperatives that have impacted higher education reforms.

This book analyses the nexus between ideology, the state, and education reforms worldwide.

This book, the seventeenth instalment in the 24-volume series Globalisation, Comparative Education and Policy Research, explores the interrelationship between ideology, the state and human rights education reforms, setting it in a global context.

This book examines the nexus between nation-building and history education globally and the implication for cultural diversity and social justice.

This handbook presents a global overview of developments in education and policy change during the last decade.

This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills.

Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods.

In spite of the increasing attention attributed to the rise in prominence of the BRICS (Brazil, Russia, India, China and South Africa) countries, few studies have looked at the ways in which broader social expectations with respect to the role of higher education across the BRICS have changed, or not, in recent years.

This book critically analyses experiences with bioethics education in various countries across the world and identifies common challenges and interests.

This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies.

This volume addresses critical challenges and issues facing foreign language departments in colleges and universities across the U.

The International Handbook on Learning, Teaching and Leading in Faith Based Schools is international in scope.

In East Asia, higher education has relied heavily on private and marketized forces in its rapid development process.

The book is the outcome of a unique venture: a team of Chinese geographers and a team of American geographers collaborated on a new Comparative Geography of China and the United States.

This book offers an international perspective on the growing interest worldwide in lifelong learning, particularly as it relates to learning beyond compulsory education and initial occupational preparation: across working life.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities.

This book is a critical assessment of the knowledge base on educational effectiveness, covering a period of five decades of research.

This book provides an overview of the major findings of the comparative research project, Changes in Networks, Higher Education and Knowledge Society (CINHEKS).

The almost universal rejection of the notion of symbols as `carriers of meaning' has created the need to find an alternative for the use of models as embodiments of mathematical concepts.

Perspectives on the Classification of Specific Developmental Disorders is an up-to-date review of the controversy surrounding the classification of such disparate disorders as reading, spelling, writing, and language disorders.

In the decade of the 1970s, item response theory became the dominant topic for study by measurement specialists.

I am very pleased to have been asked by Rod Gerber to provide a preface to such a book.