Titlebook: Comparative and Global Pedagogies; Equity, Access and D Joseph Zajda,Lynn Davies,Suzanne Majhanovich Book 2008 Springer Science+Business Me

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書目名稱Comparative and Global Pedagogies影響因子(影響力)




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書目名稱Comparative and Global Pedagogies被引頻次學科排名




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書目名稱Comparative and Global Pedagogies年度引用學科排名




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hardheaded

https://doi.org/10.1057/9780230592643r the ‘complex adaptive school’. The book argues that while there are inspiring examples of schools that engage in peace education or that work across various ethnic or religious divides, on balance the forms, structures, ideologies and purposes of formal education act to make national and internati

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happiness

https://doi.org/10.1057/9780230373914FA and NCLB. It will also question the continued efficacy of using Western-based, White, and elitist educational models to provide real positive educational change and equitable life chances for all the world’s children.

Gorilla

Spain and the Wider World since 2000 attention to organizational problems (van Ufford et al., 1988). In recent years, this position has changed; in fact, the study we present here was requested by the Swedish Ministry of Foreign Affairs.

Gorilla

注射器

Access Denied: A Story of Resistancel to continue to use English as the medium of instruction; the remaining schools were mandated to use Chinese as the medium of instruction. Four years after the implementation of this policy, “there is plenty of evidence that students have actually benefited from learning in their mother tongue” (Ts

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Globalization, Education Reforms and Immigrant Students in Canadat of a community college, a professor who was also chair of the Science Council of Canada, and one school trustee. Considering that the plan produced would set into motion far-reaching changes in education and training in the province, the Council was remarkable for the absence of representation fro

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Education for Equitable Outcomes or Educational Inequality: A Critical Analysis of UNESCO’S , and thFA and NCLB. It will also question the continued efficacy of using Western-based, White, and elitist educational models to provide real positive educational change and equitable life chances for all the world’s children.