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Education quality and social justice in the global South : challenges for policy, practice and research / / edited by Leon Tikly and Angeline M. Barrett
| Education quality and social justice in the global South : challenges for policy, practice and research / / edited by Leon Tikly and Angeline M. Barrett |
| Pubbl/distr/stampa | Abingdon, Oxon : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (237 p.) |
| Disciplina | 379.2/609172/4 |
| Altri autori (Persone) |
BarrettAngeline M
TiklyLeon |
| Collana |
Education, poverty and international development series
Education, poverty, and international development series |
| Soggetto topico |
Educational equalization - Developing countries
Educational sociology - Developing countries |
| ISBN |
1-136-73066-4
1-136-73067-2 0-203-81765-6 |
| Classificazione | EDU000000EDU034000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Figures and tables; Series editors' preface; Contributors; Acknowledgements; 1. Education quality and social justice in the South: an introduction; Why quality?; The EdQual Research Programme; Book overview; Notes; References; Part I: Framing education quality; 2. Education quality and social justice in the global South: towards a conceptual framework; The Contested Terrain of Education Quality; Towards a Context Led Model of Education Quality
Reconstructing Education Quality for Social Justice: Some Starting PointsInclusion; Relevance; Participation; Conclusion; Notes; References; 3. Gender equality, capabilities and the terrain of quality education; Introduction; Teaching and learning in the gender and education literature; Reviewing quality in relation to equity, justice and capabilities; Conclusion; References; 4. Reconceptualising inclusive education in international development; Introduction; Global inclusionism: an analysis; Defining the 'global' in global inclusionism; Global inclusionism as an educational vision Global inclusionism as social and political transformationThe underlying assumptions of global inclusionism; Global inclusionism: a critique; The capacity critique; The epistemological critique; The disability critique; Situated expertise: the foundation of grounded inclusionism; Conclusion; Notes; References; Part II: Planning and policies for quality; 5. Monitoring and evaluating school effectiveness: the case for longitudinal datasets; Introduction; Why do we need to evaluate education quality?; Evidence from value added research in China; Evidence from value added research in Zanzibar Research strengths and limitationsConclusion; References; 6. Teacher professionalism and social justice; Introduction; A conceptual framework; Teachers' working conditions in low-income, fragile and highly unequal societies; The influence of policy and teaching contexts; Teacher perceptions of self-efficacy in the light of teaching for social justice; Teacher initial preparation, professional development and collegial support opportunities; Conclusion; References; 7. Quality and early childhood care and education: lessons from India and Ghana; Introduction Existing theoretical approaches to ECCE qualityCase studies of Maharashtra and Ghana; The Integrated Child Development Service (ICDS); Political recognition of the importance of ECCE through governance; Expansion, quality standards and a recognition of children's entitlement to ECCE; Redistribution through targeted provision; Participation: women and community; Ghana: ECCE Provision and Policy; Political recognition of the importance of ECCE through governance; Agencies of governance and the division between care and education; Redistribution through expansion and universalisation Recognition and Relevance to Socio-Cultural Contexts within the ECCE Curriculum |
| Record Nr. | UNINA-9910792019203321 |
| Abingdon, Oxon : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Foucault, power, and education / / Stephen J. Ball
| Foucault, power, and education / / Stephen J. Ball |
| Autore | Ball Stephen J. |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | New York : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (242 pages) |
| Disciplina | 370.1 |
| Collana | Routledge key ideas in education series |
| Soggetto topico |
Education - Philosophy
Education - Social aspects |
| ISBN |
1-136-15612-7
0-203-07866-7 1-283-89431-9 1-136-15613-5 |
| Classificazione | EDU000000EDU034000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Do We Really Need Another Book About Foucault? -- 2. Let's Rewrite the History of Education Policy -- 3. A Thoroughly Modern Education - Blood Flows Through it! -- 4. How Not to be Governed in That Way? |
| Record Nr. | UNINA-9910779448403321 |
Ball Stephen J.
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| New York : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Influences of the IEA Civic and Citizenship Education Studies : Practice, Policy, and Research Across Countries and Regions / / edited by Barbara Malak-Minkiewicz, Judith Torney-Purta
| Influences of the IEA Civic and Citizenship Education Studies : Practice, Policy, and Research Across Countries and Regions / / edited by Barbara Malak-Minkiewicz, Judith Torney-Purta |
| Autore | Malak-Minkiewicz Barbara |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | 2021 |
| Descrizione fisica | 1 online resource (310 pages) |
| Disciplina | 323.6071 |
| Altri autori (Persone) | Torney-PurtaJudith |
| Soggetto topico |
Citizenship - Study and teaching
Education and state Educational tests and measurements Citizenship Education Educational Policy and Politics Assessment and Testing |
| ISBN |
9783030711023
3030711021 |
| Classificazione | EDU000000EDU034000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Foreword -- Introduction from Editors -- Part 1: National Perspectives on Participation in IEA Civic and Citizenship Education Studies -- 1 Flemish Belgian Students’ and Teachers’ Results in the IEA ICCS Studies: Implication for Cross-Curricular Approaches to Civic Education; Ellen Claes and Linde Stals -- 2 Bulgarian Civic Education in Transition; Svetla Petrova -- 3 Civic and Citizenship Education in Chile and the Influence of International Civic and Citizenship Education Studies; Gabriela Cares and Elisa Salinas Valdivieso -- 4 Civic and Citizenship Education in Colombia: Challenges for Both Students and Teachers; Luis Felipe Dussán Zuluaga and Juan Camilo Ramírez Chaguendo -- 5 Civic and Citizenship Education in Denmark 1999–2019: Discourses of Progressive and Productive Education; Jens Bruun -- 6 Building Civic and Citizenship Education in the Dominican Republic; Ancell Scheker and Michelle Guzmán -- 7 Estonian Civic and Citizenship Education in Turbulent Times; Anu Toots and Mare Oja -- 8IEA’s International Civic and Citizenship Education Study and the Teaching of Civic Education in Italy; Laura Palmerio, Valeria Damiani and Elisa Caponera -- 9 Improving Civic and Citizenship Education in Latvia; Ireta Čekse -- 10 How IEA’s Civic and Citizenship Education Studies Have Contributed to Educational Discourse in Lithuania; Rita Dukynaitė, Ginta Orintienė, and Šarūnas Gerulaitis -- 11 The Role of IEA’s Civic and Citizenship Education Studies in Mexico; María Eugenia Luna-Elizarrarás, María Teresa Meléndez-Irigoyen and Citlalli Sánchez-Alvarez -- 12 Inequality in Citizenship Competences: Citizenship Education and Policy in The Netherlands; Anne Bert Dijkstra, Geert ten Dam and Anke Munniksma -- 13 Strengthening Connections Between Research, Policy and Practice in Norwegian Civic and Citizenship Education; Heidi Biseth, Idunn Seland and Lihong Huang -- 14 The Role of IEA’s Studies in the Development of Civic and Citizenship Education in Slovenia; Eva Klemenčič Mirazchiyski -- Part 2:Regional and Interdisciplinary Perspectives on Findings From the IEA Civic and Citizenship Education Studies -- 15 The Personal, the Professional, and the Political: An Intertwined Perspective on the IEA Civic Education Studies; Erik Amnå -- 16 Joining an International Community of Practice: Reflections on the IEA Civic Education Studies as an Early Career Scholar; Carolyn Barber -- 17 IEA Civic Education Studies in Latin America: Paths of Influence and Critique in Policy and Research; Cristian Cox -- 18 Reflecting on IEA’s CIVED in the United States: Policies, People, and Research; Carole Hahn -- 19 The Contribution of the IEA Civic and Citizenship Education Studies to Educational Research and Policy in Europe; Maria Magdalena Isac -- 20 Asian Students’ Citizenship Values: Exploring Theory by Reviewing Secondary Data Analysis; Kerry Kennedy -- 21 Understanding School and Classroom Contexts for Civic and Citizenship Education: The Importance of Teacher Data in the IEA Studies; Bruno Losito,Gabriella Agrusti, and Valeria Damiani -- 22 The Landscape and Recent Developments of Civic and Citizenship Education Across the Latin American Region; Andrés Sandoval-Hernández and Daniel Miranda -- 23 Reflections on the Development of the IEA Civic and Citizenship Education Studies; Wolfram Schulz -- 24 A Moral Perspective on Citizenship Education and on IEA’s International Civic and Citizenship Studies; Wiel Veugelers. |
| Record Nr. | UNINA-9910482867503321 |
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Malak-Minkiewicz Barbara
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| 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teacher education and the challenge of development : a global analysis / / edited by Bob Moon
| Teacher education and the challenge of development : a global analysis / / edited by Bob Moon |
| Pubbl/distr/stampa | New York, N.Y. : , : Routledge, , 2013 |
| Descrizione fisica | 1 online resource (532 p.) |
| Disciplina | 370.71/1091724 |
| Altri autori (Persone) | MoonBob <1945-> |
| Collana | Education, poverty, and international development |
| Soggetto topico |
Economic development - Effect of education on - Developing countries
Teachers - Training of - Developing countries Teaching - Developing countries |
| ISBN |
1-136-20579-9
1-283-60632-1 9786613918772 1-136-20580-2 0-203-09425-5 |
| Classificazione | EDU000000EDU034000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Dedication; Contents; Notes on contributors; Preface; Acknowledgements; SECTION 1 International dilemmas in teacher education and development; Introduction; 1 Teachers and the development agenda: an introduction; 2 The context for teacher education in developing countries; 3 A Sisyphean complex? Economic and cost constraints in filling teacher quantity and quality gaps; SECTION 2 Addressing the teacher challenge in large population countries; Introduction; 4 China: strengthening the quality of teacher education in rural communities; 5 India: committing to change
6 Nigeria: balancing federal and local initiatives7 Brazil: building national regulatory frameworks; SECTION 3 Teacher quality and good quality teaching; Introduction; 8 Professional development and female teacher morale in rural communities; 9 Investigating teacher capabilities in Tanzanian primary schools; 10 The lived experiences of women teachers in Karachi; 11 How teachers' pedagogic practice influences learner achievements: a study from the Punjab, Pakistan; 12 Pedagogical renewal and teacher development in Sub-Saharan Africa: challenges and promising paths SECTION 4 New strategies for teacher education and teacher developmentIntroduction; 13 New modes of teacher pre-service training and professional development; 14 The 'new' new technology: exploiting the potential of mobile communications and open educational resources; 15 Reorientating the agenda around teacher education and development; References; Index |
| Record Nr. | UNINA-9910785897903321 |
| New York, N.Y. : , : Routledge, , 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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