Titlebook: Educational Assessment and Inclusive Education; Paradoxes, Perspecti Christian Ydesen,Alison L. Milner,Youjin Ruan Book 2022 The Editor(s)

instructive

https://doi.org/10.1007/978-981-10-7074-7 have challenged assumptions about the nature and purpose of education, this chapter frames the book as an attempt to engage with a window of opportunity for shaping educational trajectories for the future. The purpose of the chapter is to introduce the principal themes of the book, and the research

Facilities

https://doi.org/10.1007/978-1-4842-9228-0ht the key issues which have arisen in the intersections between these two research fields. Informed by their analyses, we will position our research and its methodological approach within this broader research landscape. As a transnational comparative study, we will pay particular attention to the

尽忠

Shahram Ghandeharizadeh,Seon Ho Kimons in our case contexts. Building on the conceptual terminology on assessment and inclusive education highlighted in Chap. ., we first offer an insight into the present state of assessment and inclusion in each of the case countries. Following this—and as part of our ambition to provide “thick desc

gerrymander

semiskilled

Continuous Media with Microstructure 2 We first describe the historical development of these mechanisms then, drawing on sociological theories of professionalism and accountability and the philosophical concept of “simulacrum”, analyse the extent to which professional responsibilities have been distorted through representations of succe

hair-bulb

Helena Holmström Olsson,Jan Boschgovernance arrangements in our case countries, we analyse leaders’ latitude as “policy .akers” in their own school contexts. With Deleuze and Guatarri’s (.. University of Minnesota, 1987) concept of . as a theoretical framework, we then explore how various human and non-human bodies interact to stre

coalition

https://doi.org/10.1007/978-1-4757-3922-0m the work of Foucault (1980) and Braidotti (2019), we then explore how inclusion and assessment as educational governmentalities shape teachers’ pedagogical possibilities. Following this, drawing on data from individual teachers within our own research, we examine how the multiple becomings of teac

critique

多骨

Sampled-Data Models and Operator Methods,pter is to connect the dots and elaborate on the systems of reason understood as the principles and rules for acting in each of the case contexts. The chapter explores how events and trajectories come together to order the context through the production of meaning in each national case. Grounded in

渗入

Zita Oravecz,Julie Wood,Nilam Ram in the intersections between assessment and inclusive education. The aim is to bring our analysis into dialogue with key themes in the various research fields engaged in educational assessment and/or inclusive education in order to elucidate how this confirms, challenges, and contributes to this la