Transatlantic Reflections on the Practice-Based PhD in Fine Art, Schwarzenbach
Автор: Wilmore Barbara (Elaine) L. (Litchfield Название: Making the Principal Texes Exam Real:: Competency-Based Case Studies with Practice Questions ISBN: 1483366731 ISBN-13(EAN): 9781483366739 Издательство: Sage Publications Рейтинг: Цена: 26390.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This book consists of case studies with practice test questions that are directly aligned with the State of Texas domains and competencies upon which the state certification exam, TExES, is constructed.
Автор: Schwarzenbach Название: Transatlantic Reflections on the Practice-Based PhD in Fine Art ISBN: 1138085030 ISBN-13(EAN): 9781138085039 Издательство: Taylor&Francis Рейтинг: Цена: 42870.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Using historical, political, and social frameworks, this book investigates the evolution of the fine art doctorate in the UK, what the concept of a PhD means to practicing artists from the US, and why this degree disappeared in the US when it is so vigorously embraced in the UK and other countries.
Автор: Kvernbekk Название: Evidence-based Practice in Education ISBN: 0415839092 ISBN-13(EAN): 9780415839099 Издательство: Taylor&Francis Рейтинг: Цена: 153120.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
Much educational debate today is dominated by a "what works" vocabulary, intimately associated with evidence-based practice (EBP). The vocabulary consists of concepts and ideas such as accountability, competency, effectiveness, employability, learning outcomes, predictability, qualifications, and testing. As schooling and education are considered successful when predetermined outcomes have been achieved, education is often believed to require assessment, measurement and documentation.
In this book, Tone Kvernbekk leaves the political, ethical and professional dimensions on the sidelines and focuses instead on further unpacking the core of EBP. Chapters concentrate on several fundamental issues ignored by current literature, including:
the character of the evidence that plays a central role in EBP in both practical reasoning and acting under uncertainty
the notion of causality presupposed by discussion of the production of desired effects and played out in the basic structure of interventions
a system-theoretical look at why interventions might not work.
By considering these key points, Kvernbekk articulates both the legitimate uses and the illegitimate, philosophically problematic misuses of EBP in educational thinking and practice. The book will be of key value for academics and postgraduate students in the fields of educational research and practice, philosophy of education and educational theory, especially those concerned with research methodology, professionalism, and discussions regarding evidence-based practice.
Автор: Kvernbekk, Tone (university Of Oslo, Norway) Название: Evidence-based practice in education ISBN: 0815357516 ISBN-13(EAN): 9780815357513 Издательство: Taylor&Francis Рейтинг: Цена: 45930.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание:
Much educational debate today is dominated by a "what works" vocabulary, intimately associated with evidence-based practice (EBP). The vocabulary consists of concepts and ideas such as accountability, competency, effectiveness, employability, learning outcomes, predictability, qualifications, and testing. As schooling and education are considered successful when predetermined outcomes have been achieved, education is often believed to require assessment, measurement and documentation.
In this book, Tone Kvernbekk leaves the political, ethical and professional dimensions on the sidelines and focuses instead on further unpacking the core of EBP. Chapters concentrate on several fundamental issues ignored by current literature, including:
the character of the evidence that plays a central role in EBP in both practical reasoning and acting under uncertainty
the notion of causality presupposed by discussion of the production of desired effects and played out in the basic structure of interventions
a system-theoretical look at why interventions might not work.
By considering these key points, Kvernbekk articulates both the legitimate uses and the illegitimate, philosophically problematic misuses of EBP in educational thinking and practice. The book will be of key value for academics and postgraduate students in the fields of educational research and practice, philosophy of education and educational theory, especially those concerned with research methodology, professionalism, and discussions regarding evidence-based practice.
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