Titlebook: Comparative Education Research; Approaches and Metho Mark Bray,Bob Adamson,Mark Mason Book 20071st edition Springer Science+Business Media

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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

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

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.

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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

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

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Springer Science+Business Media B.V. 2007

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