Angioplasty
发表于 2025-3-26 21:16:02
Carol Gilligan: Die andere Stimme der Moral,How may one provide an introduction to comparing times within the field of comparative education that is more than a brief handshake? A prerequisite is to consider the fundamental concepts involved, specifically in respect of ‘time’ and its application in the field as a unit of comparison.
湿润
发表于 2025-3-27 01:46:22
http://reply.papertrans.cn/24/2309/230872/230872_32.png
DAMN
发表于 2025-3-27 06:12:31
http://reply.papertrans.cn/24/2309/230872/230872_33.png
遭遇
发表于 2025-3-27 12:15:39
Quantitative and Qualitative Approaches to Comparative EducationAmong the many approaches to research, a broad classification distinguishes between the quantitative and the qualitative. Boundaries may be difficult to determine, and the approaches may not be mutually exclusive. Nevertheless, the two approaches deserve focus because they permit different types of insights.
ingestion
发表于 2025-3-27 17:12:17
http://reply.papertrans.cn/24/2309/230872/230872_35.png
dry-eye
发表于 2025-3-27 19:57:20
Comparing Ways of LearningThe authors have investigated ways of learning in different cultures for several decades. This chapter describes some of the methodological problems we have faced, and some of our findings. In particular, the chapter notes what types of comparisons of learning can be justified, and the analytic methods appropriate for conducting such comparisons.
fiscal
发表于 2025-3-28 01:17:48
Comparative Education Research978-3-319-05594-7Series ISSN 1573-6040 Series E-ISSN 2543-022X
Obliterate
发表于 2025-3-28 05:50:33
http://reply.papertrans.cn/24/2309/230872/230872_38.png
clarify
发表于 2025-3-28 08:05:46
Sozialpsychologisches Organisationsverstehent, when researchers attempt, from the very conceptualisation of their projects, to identify the axes along which educational and other goods are differentially distributed, and to disaggregate their object of study along those axes”.
STYX
发表于 2025-3-28 11:36:26
Die „Anfangsjahre der Führungsaufsicht“ssed 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.