Global-National Networks in Education Policy: Primary Education, Social Enterprises, and ‘Teach for Bangladesh`, Bob Lingard, Ian Hardy, Rino Wiseman Adhikary
Автор: Jules, Tavis Deryck Название: Neither world polity nor local or national societies ISBN: 3631601042 ISBN-13(EAN): 9783631601044 Издательство: Peter Lang Рейтинг: Цена: 72870.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Are the tendencies towards educational isomorphism and harmonization really unavoidable? This book analyses the educational policies of the Caribbean Community (CARICOM) over the past two decades. It shows that this isomorphism occurs in cyclical waves and that it is the result of collective choices to confront the changes of globalization.
Автор: Trohler Daniel, Lenz Thomas Название: Trajectories in the Development of Modern School Systems: Between the National and the Global ISBN: 1138903485 ISBN-13(EAN): 9781138903487 Издательство: Taylor&Francis Рейтинг: Цена: 158230.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Trajectories in the Development of Modern School Systems provides a comprehensive theoretical and empirical critique of the reform movements that seek to homogenize schooling around the world.
Автор: Au Wayne, Ferrare Joseph J. Название: Mapping Corporate Education Reform: Power and Policy Networks in the Neoliberal State ISBN: 1138791989 ISBN-13(EAN): 9781138791985 Издательство: Taylor&Francis Рейтинг: Цена: 163330.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: A critical analysis of the actors and interests behind education policies, Mapping Corporate Education Reform uncovers the frequently obscured operations of educational governance and offers key insights into education reform at the present moment.
Автор: Sarah Matsui Название: Learning from Counternarratives in Teach For America: Moving from Idealism Towards Hope ISBN: 1433128128 ISBN-13(EAN): 9781433128127 Издательство: Peter Lang Рейтинг: Цена: 44750.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Grounded in the belief that hope comes from a place of reality, not necessarily popular ideology, this book explores the gap between designated and actual narratives within Teach For America. TFA founder Wendy Kopp stated that there is «nothing elusive» about successful teaching; people simply need to «work hard» and be «disciplined». Taking an inquiry stance, Sarah Matsui surveyed and interviewed 26 of her fellow corps members in the Greater Philadelphia region. Their counternarratives collectively problematize this standard reform rhetoric. Many are working hard, yet their stories and challenges are complex, elusive, and commonly self-described with the words «shame», «failure», and «isolating». Corps members reported experiencing new levels of fatigue, alcohol dependency, depression, and trauma during their two-year service commitment with TFA. Learning from Counternarratives in Teach For America utilizes multiple frameworks to analyze the depth and range of corps members’ experiences. Relevant to helping professionals and people working to address constructed systems of inequity, this book ultimately advocates for a more honest, contextualized, and egalitarian approach to reform – one that openly addresses both individual and systemic realities.
Автор: Sarah Matsui Название: Learning from Counternarratives in Teach For America: Moving from Idealism Towards Hope ISBN: 1433128136 ISBN-13(EAN): 9781433128134 Издательство: Peter Lang Рейтинг: Цена: 172440.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Grounded in the belief that hope comes from a place of reality, not necessarily popular ideology, this book explores the gap between designated and actual narratives within Teach For America. TFA founder Wendy Kopp stated that there is «nothing elusive» about successful teaching; people simply need to «work hard» and be «disciplined». Taking an inquiry stance, Sarah Matsui surveyed and interviewed 26 of her fellow corps members in the Greater Philadelphia region. Their counternarratives collectively problematize this standard reform rhetoric. Many are working hard, yet their stories and challenges are complex, elusive, and commonly self-described with the words «shame», «failure», and «isolating». Corps members reported experiencing new levels of fatigue, alcohol dependency, depression, and trauma during their two-year service commitment with TFA. Learning from Counternarratives in Teach For America utilizes multiple frameworks to analyze the depth and range of corps members’ experiences. Relevant to helping professionals and people working to address constructed systems of inequity, this book ultimately advocates for a more honest, contextualized, and egalitarian approach to reform – one that openly addresses both individual and systemic realities.
Автор: Lubienski Christopher A., Brewer T. Jameson Название: Learning to Teach in an Era of Privatization: Global Trends in Teacher Preparation ISBN: 0807761591 ISBN-13(EAN): 9780807761595 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 41580.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Education policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. In this book, scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how popular policies, practices, and ideologies have taken root.
Founded in 1989, Teach For America (TFA) has grown into a massive organization with a presence across the United States and has expanded internationally to 46 countries. TFA’s international expansion through Teach For All (TFAll) coincides with a broader exportation of neoliberal education reform ideologies across the globe. As a follow up to Teach For America Counter-Narratives: Alumni Speak Up and Speak Out (Peter Lang, 2015), this text is the first to provide a glimpse into the first-hand experiences of those impacted by the colonizing nature of TFAll and the global education reform movement of privatization.
Founded in 1989, Teach For America (TFA) has grown into a massive organization with a presence across the United States and has expanded internationally to 46 countries. TFA’s international expansion through Teach For All (TFAll) coincides with a broader exportation of neoliberal education reform ideologies across the globe. As a follow up to Teach For America Counter-Narratives: Alumni Speak Up and Speak Out (Peter Lang, 2015), this text is the first to provide a glimpse into the first-hand experiences of those impacted by the colonizing nature of TFAll and the global education reform movement of privatization.
Автор: Christopher A. Lubienski, T. Jameson Brewer Название: Learning to Teach in an Era of Privatization: Global Trends in Teacher Preparation ISBN: 080776180X ISBN-13(EAN): 9780807761809 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 110880.00 T Наличие на складе: Нет в наличии. Описание: Education policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. In this book, scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how popular policies, practices, and ideologies have taken root.
Автор: Kamp, Annelies Название: Rethinking learning networks ISBN: 3034308779 ISBN-13(EAN): 9783034308779 Издательство: Peter Lang Рейтинг: Цена: 65930.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Faced with today`s complex policy challenges, various forms of `joining-up` - networking, collaborating, partnering - have been key institutional responses, yet practice often falls short of potential. This book uses ethnographic research into networks established in post compulsory education and training in Victoria, Australia, to explore why.
Название: Global co-mentoring networks in higher education ISBN: 3319275062 ISBN-13(EAN): 9783319275062 Издательство: Springer Рейтинг: Цена: 93160.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: Global Co-Mentoring Networks in Higher Education
Автор: Kloosterman Peter, Mohr Doris, Walcott Crystal Название: What Mathematics Do Students Know and How Is That Knowledge Changing? Evidence from the National Assessment of Educational Progress ISBN: 1681232006 ISBN-13(EAN): 9781681232003 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 50820.00 T Наличие на складе: Есть у поставщика Поставка под заказ. Описание: This volume is intended for researchers, curriculum developers, policy makers, and classroom teachers who want comprehensive information on what students at grades 4, 8, and 12 (the grades assessed by NAEP) can and cannot do in mathematics. After two introductory chapters on the design of NAEP, the volume contains a chapter on the challenges in analyzing NAEP data at the item level followed by five chapters that report 2005 through 2013 student performance on specific assessment items. These chapters are organized by content area and then by topic (e.g., understanding of place value, knowledge of transformations, ability to use metric and U.S. systems of measurement) and thus provide baseline data on the proportion of students who are able to complete the mathematics tasks currently used in the upper elementary, middle, and high?school mathematics curriculum. Additional chapters focus on student reasoning, U.S. performance on international assessments, and using construct analysis rather than percent correct on clusters of items to understand student knowledge on specific mathematics topics.Several themes emerge from the volume. One is that while the rate of improvement in mathematics learning in grades 4 and 8 has slowed in recent years, it has slowed more on some topics than others. Another is that relatively minor changes in wording can have significant effects on student performance and thus it is difficult to be specific about what students can do without knowing exactly what questions they were asked. A third theme is that changes in performance over time can sometimes but not always be understood in terms of what students are taught. For example, there were substantial gains on several grade 4 items requiring understanding of fractions and that is probably because the amount of instruction on fractions in grades 3 and 4 has been increasing. In contrast, while relatively few twelfth?grade students have ever been good at factoring trinomials, performance on this skill seems to be decreasing. This suggests that while more students are completing advanced mathematics courses in high school, these courses are not helping in the area of factoring trinomials. Finally, there are limitations to using NAEP as a measure of student performance on the Common Core State Standards. To the extent that NAEP can be used, however, the NAEP data show a substantial gap between expectations and performance.
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