| 000 | 02815nam a22004095i 4500 | ||
|---|---|---|---|
| 001 | 978-94-6091-827-8 | ||
| 003 | DE-He213 | ||
| 005 | 20140220083838.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 120326s2011 ne | s |||| 0|eng d | ||
| 020 |
_a9789460918278 _9978-94-6091-827-8 |
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| 024 | 7 |
_a10.1007/978-94-6091-827-8 _2doi |
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| 050 | 4 | _aLC8-6691 | |
| 072 | 7 |
_aJNF _2bicssc |
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| 072 | 7 |
_aEDU034000 _2bisacsh |
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| 082 | 0 | 4 |
_a379 _223 |
| 100 | 1 |
_aTröhler, Daniel. _eeditor. |
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| 245 | 1 | 0 |
_aEducation Systems in Historical,Cultural,and Sociological Perspectives _h[electronic resource] / _cedited by Daniel Tröhler, Ragnhild Barbu. |
| 264 | 1 |
_aRotterdam : _bSensePublishers, _c2011. |
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| 300 |
_aVIII, 183p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 |
_aThe Future of Education Research ; _v1 |
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| 520 | _aFor nearly half a century, research on education systems has been increasingly popular. However, this popularity was long restricted primarily to internationally linked policy makers and education planners, often backed up by international organizations such the OECD but also by governmental or para-governmental organizations within the individual countries. These institutional affiliations provided education research with a specific character that often centres on notions such as excellence, efficiency, or standards. The specific comparative character of this policy-driven research agenda triggered the development of suitable research techniques such as comparative statistics and pertinent sub-disciplines such as cognitive psychology. Backed-up by powerful global institutions, this agenda purported to be rather unique, and it tended to ignore the cultural complexity of the educational field and those research approaches that address this complexity. This volume includes different historical, cultural, and sociological approaches to the education systems and to questions as to how research on education systems can be undertaken beyond the parameters of the existing research agenda. They demonstrate how pertinent problems of research on education systems can only be tackled taking an international and interdisciplinary approach with regard to both research questions and methods concerning education systems. | ||
| 650 | 0 | _aEducation. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aEducational Policy and Politics. |
| 700 | 1 |
_aBarbu, Ragnhild. _eeditor. |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 830 | 0 |
_aThe Future of Education Research ; _v1 |
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| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-94-6091-827-8 |
| 912 | _aZDB-2-SHU | ||
| 999 |
_c109728 _d109728 |
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