Cardiac
发表于 2025-3-25 06:30:06
Comparing Policiesch it can be researched, interpreted and produced are open to debate. The literature that might assist in this matter is diverse, divided and to some extent inconclusive. In the words of Ball (1994, p. 15), it contains “theoretical uncertainties”; and answers to some questions and raise others.
受伤
发表于 2025-3-25 07:36:37
Comparing Educational Organisations over a century, researchers and writers have been eliciting features of different education systems. Their focus has been diverse, ranging from educational policy and system-wide structures at the macro level to particularities of curriculum, pedagogy, leadership, management and governance at the micro level.
歌曲
发表于 2025-3-25 14:31:35
Comparing Ways of Learninglogical problems I have faced and some of my findings. In particular the chapter notes what types of comparisons of learning can be justified, and the analytic methods appropriate for conducting such comparisons.
byline
发表于 2025-3-25 19:44:06
Different Models, Different Emphases Different Insightsssed a range of foci within a variety of paradigms. Using insights from the book, this final chapter begins with a discussion of models for comparative education research. It then makes some remarks about emphases, before concluding with comments about the insights than can be gained from comparative approaches and methods in educational research.
重力
发表于 2025-3-25 21:41:26
Mark Bray,Bob Adamson,Mark MasonFocuses systematically on comparative education research methods like no other book has done.Considers issues and challenges associated with research involving many different units of comparison: plac
altruism
发表于 2025-3-26 01:42:16
http://reply.papertrans.cn/24/2309/230871/230871_26.png
考得
发表于 2025-3-26 04:32:01
http://reply.papertrans.cn/24/2309/230871/230871_27.png
煤渣
发表于 2025-3-26 08:35:28
Springer Science+Business Media B.V. 2007
AVOID
发表于 2025-3-26 15:32:41
http://reply.papertrans.cn/24/2309/230871/230871_29.png
呼吸
发表于 2025-3-26 19:38:17
http://reply.papertrans.cn/24/2309/230871/230871_30.png