9783319304557 - educational research: discourses of change and changes of discourse: 9 (12 risultati)
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Condizione: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.
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Condizione: New. 1st ed. 2016 edition NO-PA16APR2015-KAP.
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Hardcover. Condizione: Brand New. 240 pages. 9.25x6.25x0.75 inches. In Stock.
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Hardcover. Condizione: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.
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Da: AHA-BUCH GmbH, Einbeck, GermaniaAHA-BUCH GmbH
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EUR 111,53
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Buch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research. It examines a wide variety of issues such as girls' education in France, educational neuroscience, the p…rofessionalization in Child Protection, and mathematics discourses. It pays attention to the pervasiveness of crisis rhetoric in American Education Research, to the current university climate, and to perspectives for teacher education. The volume presents in-depth studies that integrate the perspective of history and philosophy of education.Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectations justified How have these discourses of change themselves changed over time What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
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Da: Brook Bookstore On Demand, Napoli, NA, ItaliaBrook Bookstore On Demand
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Condizione: new. Questo è un articolo print on demand.
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Da: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, GermaniaBuchWeltWeit Ludwig Meier e.K.
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Buch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research. It examines a wide variety of issues such as girls' education in France, educational neu…roscience, the professionalization in Child Protection, and mathematics discourses. It pays attention to the pervasiveness of crisis rhetoric in American Education Research, to the current university climate, and to perspectives for teacher education. The volume presents in-depth studies that integrate the perspective of history and philosophy of education.Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectations justified How have these discourses of change themselves changed over time What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research. 240 pp. Englisch.
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Da: Majestic Books, Hounslow, Regno UnitoMajestic Books
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Da: Biblios, frankfurt am main, HESSE, GermaniaBiblios
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Da: buchversandmimpf2000, Emtmannsberg, BAYE, Germaniabuchversandmimpf2000
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EUR 106,99
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Buch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This collection addresses concepts and theories of change, contexts and functions of reform discourses, and fields of change in educational research. It examines a wide variety of issues such as girls¿ education in France, educational neurosc…ience, the professionalization in Child Protection, and mathematics discourses. It pays attention to the pervasiveness of crisis rhetoric in American Education Research, to the current university climate, and to perspectives for teacher education. The volume presents in-depth studies that integrate the perspective of history and philosophy of education.Educational research has been typically carried out within a discourse of change: changing educational practice, changing policy, or changing the world. Sometimes these expectations have been grand, as in claims of emancipation; sometimes they have been more modest, as in research as a support for specific reforms. This book explores the answers to such questions as: Are these expectations justified How have these discourses of change themselves changed over time What have researchers meant by change, and related concepts such as reform, improvement, innovation, progress and the new Does this teleological and hopeful discourse itself reflect a particular historical and national/cultural point of view Is it over promising for educational research to claim to solve social problems, and are these properly understood as educational problems In doing so, it challenges prevailing ideas about the application of philosophy and history of education, and demonstrates the relevance of philosophical and historical approaches for the practice and theory of education and for educational research.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 240 pp. Englisch.
