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34 produkter
34 produkter
2 347 kr
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The Comparative Education Research Centre (CERC) at the University of Hong Kong is proud and privileged to present this book in its series CERC Studies in Comparative Education. Alan Rogers is a distinguished figure in the field of non-formal education, and brings to this volume more than three decades of experience. The book is a masterly account, which will be seen as a milestone in the literature. It is based on the one hand on an exhaustive review of the literature, and on the other hand on extensive practical experience in all parts of the world. It is a truly comparative work, which fits admirably into the series Much of the thrust of Rogers' work is an analysis not only of the significance of non-formal education but also of the reasons for changing fashions in the development community. Confronting a major question at the outset, Rogers ask why the terminology of non-formal education, which was so much in vogue in the 1970s and 1980s, practically disappeared from the mainstream discourse in the 1990s and initial years of the present century. Much of the book is therefore about paradigms in the domain of development studies, and about the ways that fashions may gloss over substance.
Education and Society in Hong Kong and Macao
Comparative Perspectives on Continuity and Change
Inbunden, Engelska, 2005
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Hong Kong and Macao have much in common. The dominant populations in both territories are Cantonese-speaking Chinese; and both have undergone political transition to reunification with China. Yet in education, they are very different. This book contributes to the field of comparative education.
Internationalizing Higher Education
Critical Explorations of Pedagogy and Policy
Inbunden, Engelska, 2005
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Globalization is a multifaceted phenomenon, and one of its major components is the internationalization of education.
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Portraits, whether graphic or verbal, have distinct purposes and values. Professor Ruth Hayhoe has produced a whole gallery of valuable portraits in the present book. Some of the most effective portraits seem to encourage their observers to recognize interplay between foreground and background.
School Knowledge in Comparative and Historical Perspective
Changing Curricula in Primary and Secondary Education
Inbunden, Engelska, 2007
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School curricula are established not only to prepare young people for a real world, but also to beckon an imagined one anchored in individual rights and collective progress. Both worlds—the real and the imagined—increasingly reflect influential trans-national forces.In this special edited volume, scholars with diverse backgrounds and conceptual frameworks explore how economic, political, social and ideological forces impact on school curricula over time and place. In providing regional and global perspectives on curricular policies, practices and reforms, the authors move beyond the conventional notion that school contents reflect principally national priorities and subject-based interests. Some authors emphasize a convergence to standardized global curricular structures and discourses. Others suggest that changes regarding the intended contents of primary and secondary school curricula reveal regional or trans-cultural influences. Overall, these comparative and historical studies demonstrate that the dynamics of curriculum-making and curricular reform are increasingly forged within wider regional, cross-regional and global contexts.
Changing Education
Leadership, Innovation and Development in a Globalizing Asia Pacific
Inbunden, Engelska, 2007
1 533 kr
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This book responds to the growing unease of educators and n- educators alike about the inadequacy of most current educational systems and programs to sufficiently meet the demands of fast changing societies.
Common Interests, Uncommon Goals
Histories of the World Council of Comparative Education Societies and its Members
Inbunden, Engelska, 2008
1 625 kr
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distinction Masters student at the University of Hong Kong, who then proceeded to her doctoral studies under the supervision of Mark Bray and myself. Her d- toral research field is closely linked to the subject of this book. The book also benefits greatly from the distinguished authorship of the - dividual chapters. The section on the WCCES itself has been written by former Presidents, some of whom have also had links with the University of Hong Kong either as visitors or, in one case (Anne Hickling-Hudson), as a Commonwealth Scholar. Most of the chapters on the individual societies have been written by Past Presidents of those societies, all distinguished figures in the field th- selves. The book shows that it is possible to talk of a global field of comparative education, of which one manifestation is the WCCES itself. At the same time, the emphases of the field are very different in, say, China, South Africa and France. These are among the factors that make the field so interesting and p- ductive. CERC is proud to make its own contribution to the field in multiple ways, including through the publication of this book. Mark Mason Editor CERC Studies in Comparative Education Series Director Comparative Education Research Centre The University of Hong Kong Introduction Mark BRAY, Maria MANZON & Vandra MASEMANN
Centralization and Decentralization
Educational Reforms and Changing Governance in Chinese Societies
Inbunden, Engelska, 2004
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Globalization has brought dramatic changes to the character and functions of education in most countries around the world. However, the impact of globalization on schools and universities is not uniform. One public-policy strategy that has been widely adopted is decentralization; but there is no consensus on whether centralization or decentralization is more effective to improve organization and management in education. This book is contextualized in the literature on globalization, and examines how policies of decentralization have affected the running of education in Hong Kong, Taiwan, Shanghai, Singapore, Macau and Mainland China. It analyzes the strategies that the governments of the selected societies have adopted in reforming the structure of education systems, mobilizing different forces to create more educational opportunities, and devising new measures to assure quality in the education sector.
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This book is a landmark in citizenship and citizenship education discourse. It combines conceptual debates with case studies on the question whether the notion of Asian Citizenship can be established, and if yes, what its research agenda would be. The book contains polemic discussion, empirical data analysis, consultancy reflections, and descriptions of citizenship education in Asian and Pacific countries. Its themes include citizenship paradigms, democratization, patriotism, social tolerance, globalization and information society, and colonialism. The volume explores various perspectives on citizenship, including Confucian, Islamic, humanist, global, indigenous, cultural, political, and comparative. The book covers a wide range of countries and regions, including China, Japan, Hong Kong, Korea, Indonesia, Malaysia, Singapore, Solomon Islands, Taiwan and Vanuatu.
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Based on case studies of 11 societies in the world’s most dynamic region, this book signals a new direction of study at the intersection of citizenship education and the curriculum. Following their successful volume, Citizenship Education in Asia and the Pacific: Concepts and Issues (published as No. 14 in this series), the editors, widely regarded as leaders in the field in the Asia-Pacific region, have gone beyond broad citizenship education frameworks to examine the realities, tensions and pressures that influence the formation of the citizenship curriculum. Chapter authors from different societies have addressed two fundamental questions: (1) how is citizenship education featured in the current curriculum reform agenda in terms of both policy contexts and values; and (2) to what extent do the reforms in citizenship education reflect current debates within the society? From comparative analysis of these 11 case studies the editors have found a complex picture of curriculum reform that indicates deep tensions between global and local agendas. On one hand, there is substantial evidence of an increasingly common policy rhetoric in the debates about citizenship education. On the other, it is evident that this discourse does not necessarily extend to citizenship curriculum, which in most places continues to be constructed according to distinctive social, political and cultural contexts. Whether the focus is on Islamic values in Pakistan, an emerging discourse about Chinese ‘democracy’, a nostalgic conservatism in Australia, or a continuing nation-building project in Malaysia – the cases show that distinctive social values and ideologies construct national citizenship curricula in Asian contexts even in this increasingly globalized era.This impressive collection of case studies of a diverse group of societies informs and enriches understanding of the complex relationship between citizenship education and the curriculum both regionally andglobally.
Pedagogy and ICT Use in Schools around the World
Findings from the IEA SITES 2006 Study
Inbunden, Engelska, 2008
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How is information and communication technology (ICT) changing teaching and learning practices in secondary schools worldwide in the 21st century? • Is there evidence that key strategic factors commonly found in ICT related educational policies do influence teachers’ pedagogical use of ICT?
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Through theoretical lenses of economic sociology and anthropology, this study uncovers strong social and moral embeddedness of the shadow education market in social relationships, cultural norms and moralities in post-Soviet Georgia.
Education, Skills and International Cooperation
Comparative and Historical Perspectives
Inbunden, Engelska, 2019
1 432 kr
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This book highlights some of Kenneth King’s diverse contributions to international and comparative education, African studies and development studies over more than four decades.
International Status Anxiety and Higher Education
The Soviet Legacy in China and Russia
Inbunden, Engelska, 2024
1 635 kr
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This volume provides a critical perspective on the Soviet legacy of global competition and status anxiety in international higher education.
Del 19 - CERC Studies in Comparative Education
Comparative Education Research
Approaches and Methods
Inbunden, Engelska, 2014
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As already demonstrated by the first edition of the book, the work will be of great value not only to producers of comparative education research but also to users who wish to understand more thoroughly the parameters and value of the field.
Del 32 - CERC Studies in Comparative Education
Researching Private Supplementary Tutoring
Methodological Lessons from Diverse Cultures
Inbunden, Engelska, 2016
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Although such tutoring has become a major industry and a daily activity for students, tutors and families, the research literature has been slow to catch up with the phenomenon. Boris Jokic is a Scientific Associate in the Centre for Educational Research and Development at the Institute for Social Research in Zagreb, Croatia.
Del 33 - CERC Studies in Comparative Education
Crafting a Global Field
Six Decades of the Comparative and International Education Society
Inbunden, Engelska, 2016
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The Comparative and International Education Society (CIES) is the oldest and largest body of its kind, and is a leader among the 44 members of the World Council of Comparative Education Societies (WCCES). This book celebrates the CIES' 60th anniversary.The Society grew out of a series of conferences in the mid-1950s. Those conferences were attended by a small group of scholars in the USA who were keen to elucidate and expand their field. Now the Society has over 2,500 individual and about 900 institutional members (mainly libraries) around the world.The book explains how the Society was constructed and internationalized. It analyzes its development trajectory, its major structural components, and the programs and curricula that it has inspired and nourished. The significance of the book is not restricted to the CIES. It will certainly interest counterparts in other WCCES constituent societies and scholars from all fields who are concerned with institutional structures and theirevolution.
Del 19 - CERC Studies in Comparative Education
Comparative Education Research
Approaches and Methods
Häftad, Engelska, 2016
2 347 kr
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As already demonstrated by the first edition of the book, the work will be of great value not only to producers of comparative education research but also to users who wish to understand more thoroughly the parameters and value of the field.
Del 32 - CERC Studies in Comparative Education
Researching Private Supplementary Tutoring
Methodological Lessons from Diverse Cultures
Häftad, Engelska, 2018
1 034 kr
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Although such tutoring has become a major industry and a daily activity for students, tutors and families, the research literature has been slow to catch up with the phenomenon. Boris Jokic is a Scientific Associate in the Centre for Educational Research and Development at the Institute for Social Research in Zagreb, Croatia.
Del 33 - CERC Studies in Comparative Education
Crafting a Global Field
Six Decades of the Comparative and International Education Society
Häftad, Engelska, 2018
1 034 kr
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The Comparative and International Education Society (CIES) is the oldest and largest body of its kind, and is a leader among the 44 members of the World Council of Comparative Education Societies (WCCES).
Del 34 - CERC Studies in Comparative Education
Teachers as Tutors: Shadow Education Market Dynamics in Georgia
Inbunden, Engelska, 2018
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Through theoretical lenses of economic sociology and anthropology, this study uncovers strong social and moral embeddedness of the shadow education market in social relationships, cultural norms and moralities in post-Soviet Georgia.
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Inequality in Education: Comparative and International Perspectives is a compilation of conceptual chapters and national case studies that includes a series of methods for measuring education inequalities.
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It is seventeen years since I first formulated ‘The paradox of the Chinese learner’ in a conference in Kathmandu, Nepal. My original formulation of the paradox was that westerners saw Chinese students as rote learning massive amounts of information in fierce exam-dominated classrooms – yet in international comparisons, students in the Confucian heritage cla- rooms greatly outperformed western students learning in ‘progressive’ western classrooms. This seeming paradox raised all sorts of questions to which many others have contributed important answers, especially that by Ference Marton on how Chinese learners construed the roles of memory and understanding in ways that were foreign to typical western educators. Much of this work was brought together in The Chinese Learner (1996), edited by David Watkins and myself. That work raised more questions still, especially about educational contexts, beliefs and practices, which were investigated in contributions to Teaching the Chinese Learner (2001). And now we have Revisiting the Chinese Learner, which is a very timely collection of excellent contributions that take into account the many changes that have taken place since 2001, changes such as: 1. The globalisation of education especially through educational technology, and enormous socio-economic changes, especially in China itself. 2. Changes in educational policy, aims, curriculum and organi- tion, and decentralisation of educational decision-making in many Confucian heritage cultures. 3.
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In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. The discourse concludes with a vision for a new relationship among educational workers as a joint force of learners in a cross-boundary endeavor for moral commitment to education.
Del 27 - CERC Studies in Comparative Education
Crossing Borders in East Asian Higher Education
Inbunden, Engelska, 2010
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This book examines issues that have emerged as higher education systems and individual institutions across East Asia confront and adapt to the changing economic, social, and educational environments in which they now operate. The book’s focus is on how higher education systems learn from each other and on the ways in which they collaborate to address new challenges. The sub-theme that runs through this volume concerns the changing nature of cross-border sharing. In particular, the provision of technical assistance by more industrialized countries to lower and middle income countries has given way to collaborations that place the latter’s participating institutions on a more equal footing.
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How are students in Asia and the Pacific taught to be effective citizens? Following two successful volumes previously published in this series, Citizenship Education in Asia and the Pacific: Concepts and Issues and Citizenship Curriculum in Asia and the Pacific, this volume focuses on citizenship pedagogies that are promoted by governments in the region, advocated by scholars, and adapted in the schools and classrooms where citizenship education takes place every day. Thirteen case studies from diverse societies in Asia and the Pacific highlight the ways in which teachers and students think about, experience or plan for citizenship teaching and learning. Different methods – vignettes, student surveys, case studies and literature reviews – are used to portray these experiences, from both macro- and micro-analytic perspectives. The wide array of case studies provides rich information and insights into the realities and possibilities of pedagogies for citizenship across the region.
Del 29 - CERC Studies in Comparative Education
Comparative Education
The Construction of a Field
Inbunden, Engelska, 2011
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This book is a remarkable feat of scholarship — so remarkable in fact that I put it in the same league as the great classics of the field that had so much to do with setting the direction of Comparative Education. Indeed, this volume goes further than earlier classics to reveal, through textual analysis and interviews with key figures, how the epistemological foundations of the field and crucial professional developments combined to, as the title indicates, construct Comparative Education.Manzon’s work is indispensable — a word I do not use lightly — for scholars who seek a genuine grasp of the field: how it was formed and by whom, its major theoreticians, its professional foundations, and so on. Clearly too, this book marks the rise of a young star, Maria Manzon, who shows promise of joining the ranks of our field’s most illustrious thinkers.Erwin H. EpsteinDirector, Center for Comparative EducationLoyola University, Chicago, USA
Portraits of 21st Century Chinese Universities:
In the Move to Mass Higher Education
Inbunden, Engelska, 2011
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This book examines the ways in which China’s universities have changed in the dramatic move to a mass stage which has unfolded since the late 1990s. Twelve universities in different regions of the country are portrayed through the eyes of their students, faculty and leaders.The book begins with the national level policy process around the move to mass higher education. This is followed by an analysis of the views of 2,300 students on the 12 campuses about how the changes have affected their learning experiences and civil society involvement. The 12 portraits in the next section are of three comprehensive universities, three education-related universities, three science and technology universities, and three newly emerging private universities. The final chapter sketches the contours of an emerging Chinese model of the university, and explores its connections to China’s longstanding scholarly traditions
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This book presents accounts of the repositioning of higher education institutions across a range of contexts in the East and the West. It argues that global governance, institutional organisation and academic practice are complementary elements within the process of institutional repositioning. While systems, institutions and individuals in the different contexts are subjected to similar global trends and pressures, the reorientation of higher education takes diverse forms as a result of the particularities of those contexts. That reorientation cannot be explained in terms of East-West dichotomies and divisions, but only with reference to the interflow across and within systems. Globalisation necessitates complex interconnectivities of regionality, culture and geopolitics that this book explores in relation to specific cases and contexts.
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This book presents accounts of the repositioning of higher education institutions across a range of contexts in the East and the West.