Preisvergleich auf Barfigo.de: Educational

This volume attempts to delineate the roots of a self-conscious field of educational change that grew up in – and grew out of – the turbulent political, social, economic and cultural life of the post-World War II years.
Its authors, who provided many of the seminal writings that helped to create and shape the field, examine their work from current perspectives.
The issues they raise allow the reader to see the connections between the recent history of education in general, and the field of educational change in particular. 

In the 50s and 60s these scholars represented a broad spectrum of innovative thought and action shifting the focus of research in education and school improvement to studying – and interacting with – schools as organizations and cultures.
The range of issues that the authors deal with – from the effects of the GI Bill to the effects of school environment on student learning, from the political realities of educational policy to social realities of teachers – are explored and revisited.
These issues, leading to controversial themes involving change, school and community, continue to nourish the field and its many branches. 

This volume (part of 4 volumes) is the first section in the International Handbook of Educational Change.
The volumes are a state-of-the-art collection of the most important ideas and evidence of educational change.
The volumes bring together some of the most influential thinkers and writers on educational change.
It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management.
School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find these volumes an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change.

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This volume deals with the idea and necessity of extending educational change - conceptually and in action.
Extending educational change matters for getting existing approaches to educational change to work more effectively in more places, and for deepening our understandings of and sensitivity to whose interests are at stake in educational change.
Who benefits and who loses? How do these interests and how we address them affect what kinds of changes we pursue? What challenges does all this pose for the change process itself? One of the major challenges of educational change today, is how to define and manage change in a politically contested and multi-dimensional environment.
It is time to revisit some of the fundamental issues in the field, extend our analysis of them further, and connect with sociological and political forms of inquiry that are attuned to the highly contested terrain that schooling now comprises.
This volume (part of 4 volumes) is the second section in the International Handbook of Educational Change.
The volumes are a state-of-the-art collection of the most important ideas and evidence of educational change.
The volumes bring together some of the most influential thinkers and writers on educational change.
It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management.
School leaders, system administration, teacher leaders, consultants, facilitators, educational researchers, staff developers and change agents of all kinds will find these volumes an indispensable resource for guiding them to both classic and cutting-edge understandings of educational change, no other work provides as comprehensive coverage of the field of educational change.

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Analyzing educational landscapes - the fundamental values, principles and institutions of the sector - is a highly complex and demanding task for any researcher.
Like shifting desert sands, these aspects of education are in a constant state of flux, changing according to the unpredictable economic, social, cultural and geo-political circumstances of late modernity.
Key aspects of the intricate, fluid and multifarious contemporary setting can always escape the researcher`s necessarily selective observation.
The contributors to this book share the view that it is wise, therefore, to take note of other people`s ideas, perceptions and perspectives, to compare notes and reflect critically on them.
Thus the papers presented here are a critical and comparative analysis of today`s changing educational landscapes.
They are an exploration of some of the forces and factors that induce these changes, and also examine some of their most significant implications.
The work takes a fresh look at received ideology and institutional practices and delineates the increasingly internationalized educational discourses and policies.
Among other things, the book discusses the obsession with quality in education and the alternative perceptions of educational equality, the rising concern at the obstacles to truly multicultural education, and the debate about the epistemological foundations both of knowledge and knowledge production.
Underlying all of the papers in the book is the authors` intention to enhance our understanding of educational change in this era of transition and to further our appreciation of its multifaceted expressions across the world.
TOC:Changing Educational Landscapes - An Introduction.- Section 1.
Knowledge: Epistemological and Ideological Shifts.- The Owl of Athena: Reflective Encounters with the Greeks on Pedagogical Eros and the Paideia of the Soul (Psyche).- Implications of the New Social Characteristics of Knowledge Production.- University Reform in Greece: a Shift from Intrinsic to Extrinsic Values.- Universities and Pricing on Higher Education Markets.- Section 2.
Access and Transitions.- Providing Access to Education: Intercultural and Knowledge Issues in the Curriculum.- Access and Transitions in Education.- Educational Inequalities in Greece, Sweden and the UK.- Section 3.
Old and New Solidarities.- Public Education, Migration and Integration Policies in France.- The Inclusion of Invisible Minorities in the EU Member States: The Case of Greek Jews in Greece.- Section 4.
Learning and Teaching, Quality and Assessment.- Education Quality: Research Priorities and Approaches in the Global Era.- Pupil Assessment in a Historical Perspective: Contribution to the Contemporary Debate.- Recent Trends in Early Childhood Curriculum: the Case of Greek and English National Curricula.- Pre-service Teachers` Intercultural Competence: Japan and Finland.- Section 5.
Redefining Space.- Internationalising Higher Education: Debates and Changes in Europe.- Nation-state, Diaspora, and Comparative Education - the Place of Place in Comparative Education.- the Role of the Nation State Reconsidered.- Coda.- About the Editor.- About the Contributors.- Index.

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Explorations of Educational Purpose 3 Explorations of Educational Purpose

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