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008 250128b |||||||| |||| 00| 0 eng d
020 _a9783319055947
024 7 _a10.1007/978-3-319-05594-7
_2doi
035 _a(DE-He213)978-3-319-05594-7
040 _aMMARA-U
_beng
_eMMARA-U
_eMMARA-U
_cMMARA-U
050 _aLB 43 .C66E38 2014
245 0 0 _aComparative Education Research :
_bApproaches and Methods /
_cedited by Mark Bray, Bob Adamson, Mark Mason.
250 _a2nd ed. 2014.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2014.
300 _a1 online resource (XVI, 453 pages)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aCERC Studies in Comparative Education ;
_v19
505 0 _aList of Tables -- List of Figures -- Abbreviations -- Preface -- Introduction: Mark BRAY, Bob ADAMSON and Mark MASON -- I: DIRECTIONS -- 1. Actors and Purposes in Comparative Education: Mark BRAY -- 2. Scholarly Enquiry and the Field of Comparative Education: Mark BRAY -- 3. Quantitative and Qualitative Approaches to Comparative Education: Gregory P. FAIRBROTHER -- II: UNITS OF COMPARISON -- 4. Comparing Places: Maria MANZON -- 5. Comparing Systems: Mark BRAY and Kai JIANG -- 6. Comparing Times: Anthony SWEETING -- 7. Comparing Race, Class and Gender: Liz JACKSON -- 8. Comparing Cultures: Mark MASON -- 9. Comparing Values: Wing On LEE and Maria MANZON -- 10. Comparing Policies: Rui YANG -- 11. Comparing Curricula: Bob ADAMSON and Paul MORRIS -- 12. Comparing Pedagogical Innovations: Nancy LAW -- 13. Comparing Ways of Learning: David A. WATKINS and Jan VAN AALST -- 14. Comparing Educational Achievements: Frederick LEUNG and Kyungmee PARK -- III: CONCLUSIONS.- 15. Different Models, Different Emphases, Different Insights: Mark BRAY, Bob ADAMSON and Mark MASON -- Contributors -- Index.
520 _aApproaches and methods in comparative education are of obvious importance, but do not always receive adequate attention. This second edition of a well-received book, containing thoroughly updated and additional material, contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles. As already demonstrated by the first edition of the book, the work will be of great value not only to producers of comparative education research but also to users who wish to understand more thoroughly the parameters and value of the field.
588 _aDescription based on publisher-supplied MARC data.
650 0 _aInternational education .
_92405
650 0 _aComparative education.
_92406
650 0 _aSocial sciences.
_92407
650 1 4 _aInternational and Comparative Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O13000
_92408
650 2 4 _aMethodology of the Social Sciences.
_0https://scigraph.springernature.com/ontologies/product-market-codes/X17000
_92409
700 1 _aBray, Mark.
_eeditor.
_92410
700 1 _aAdamson, Bob.
_eeditor.
_92411
700 1 _aMason, Mark.
_eeditor.
_92412
776 0 8 _iPrinted edition:
_z9783319055954
776 0 8 _iPrinted edition:
_z9783319055930
776 0 8 _iPrinted edition:
_z9783319374451
830 0 _aCERC Studies in Comparative Education ;
_v19
_92413
942 _2lcc
_cLOAN LOAN
999 _c33318
_d33315