Titlebook: Globalisation, Ideology and Politics of Education Reforms; Joseph Zajda Book 2015 Springer International Publishing Switzerland 2015 educa

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书目名称Globalisation, Ideology and Politics of Education Reforms读者反馈学科排名

易发怒

Tanja Schwan,Brunhilde Wehingerr, educators are still in search of curricular frameworks and methodological practices that adequately apply to global citizenship education. Resocialization framework can serve as both theoretical and applied tools in global citizenship education: if we all are already global citizens by the virtue

空洞

阴郁

,Walī ad-Dīn ’Abdarraḥmān Ibn Ḫaldūn,ly through the promotion of new, grand narrative-style high school history textbooks. Authors performed a comparative content analysis of different textbook accounts (. = 5) of three different events/eras from twentieth century Russian history: (1) Russia’s participation in World War II; (2) post-WW

Dignant

https://doi.org/10.1007/978-3-476-05529-3d the drive for more languages that can be used for communication. It also serves as a reminder of the urgent need to practise interculturality. The chapter argues that the effective use of a Language Awareness model can help to overcome bias and prejudice in society at both local and global level.

Munificent

Wilfried Schäfer,Rein A. Zondergeldat many studies of this program. However, a little attention has been paid to the movement’s professional leaders or to the public’s understanding of the value of developing a school-based curriculum (SBCD). How the system operates also needs more study. Even the basic facts about SBCD in China have

Munificent

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https://doi.org/10.1007/978-3-476-05538-5have yielded to more open, market-driven, competition. Georgia has borrowed the pervasive notions of globalization from the West, such as school choice, vouchers, school autonomy, and parent involvement in school-based decision making. At first, after the Rose Revolution in 2003, experimental market

锉屑

Excitotoxin

https://doi.org/10.1007/978-3-476-05535-4s education is widely considered as a social investment which contributes significantly to economic growth, both in Singapore and Hong Kong, there is a consensus that the school curriculum needs to be reformed to prepare for the knowledge-based society in which enhanced human capital is needed to pr