Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations' BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach.
Politics of Quality in Education focuses on Brazil, China, and Russia, part of the so-called emerging nations' BRICS block, and draws on a four-year project to develop a new theoretical and methodological approach.
Jaakko Kauko is Associate Professor of Education at the Faculty of Education, University of Tampere. His research focuses on the fields of education policy and comparative education. Risto Rinne is Professor of Education, Vice-Dean and Head of the Department of Education and Centre for Research on Lifelong Learning and Education (CELE) at the University of Turku, Finland. He is a member of the Finnish Academy of Science and Letters and has published more than 500 scientific works. Tuomas Takala is Professor Emeritus of Comparative Education at the Faculty of Education, University of Tampere. His research has focused on the formation and implementation of education policies in developing countries.
Inhaltsangabe
Foreword - António Nóvoa Acknowledgements 1 Comparing politics of quality in education 2 Layers of reflectivity in comparative research 3 Historical paths to shared interest in quality assurance and evaluation 4 Established and emerging actors in the national political arenas 5 Changing expertise and the state 6 Governance by data circulation? The production, availability, and use of national large-scale assessment data 7 Effects of quality assurance and evaluation on schools' room for action 8 Alternative views of the future of quality assurance and evaluation 9 Conclusion
Foreword - António Nóvoa Acknowledgements 1 Comparing politics of quality in education 2 Layers of reflectivity in comparative research 3 Historical paths to shared interest in quality assurance and evaluation 4 Established and emerging actors in the national political arenas 5 Changing expertise and the state 6 Governance by data circulation? The production, availability, and use of national large-scale assessment data 7 Effects of quality assurance and evaluation on schools' room for action 8 Alternative views of the future of quality assurance and evaluation 9 Conclusion
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