宫殿般
发表于 2025-3-23 13:02:43
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 comparativ
Bridle
发表于 2025-3-23 17:12:15
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GONG
发表于 2025-3-23 19:09:22
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myalgia
发表于 2025-3-23 22:18:29
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configuration
发表于 2025-3-24 02:27:25
https://doi.org/10.1007/978-3-531-90064-3sed – or claimed to have focused – on systems of education. It then discusses methodological issues relating to the use of education systems as a unit of analysis in comparative research. It notes that some countries have multiple systems of education, and thus that research which focuses on systems can be intra-national as well as cross-national.
macabre
发表于 2025-3-24 08:31:03
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动脉
发表于 2025-3-24 13:03:51
Comparing Systemssed – or claimed to have focused – on systems of education. It then discusses methodological issues relating to the use of education systems as a unit of analysis in comparative research. It notes that some countries have multiple systems of education, and thus that research which focuses on systems can be intra-national as well as cross-national.
Infirm
发表于 2025-3-24 18:11:23
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助记
发表于 2025-3-24 21:23:51
Comparing Policiesinterpreted, 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”.
粗鲁性质
发表于 2025-3-25 01:40:22
Comparing Curriculaf curriculum construction and implementation to increase knowledge and assist policy makers; and all parties except possibly the students make comparisons between current curricula and those which operated in earlier historical periods.