Titlebook: Knowledge at the Crossroads?; Physics and History Lyn Yates,Peter Woelert,Kate O‘Connor Book 2017 Springer Science+Business Media Singapor

RADE

Regulation and Governance in Australia: Implications for Knowledge Workties of universities and schools. As we noted in earlier chapters, this has been a period of escalation of particular kinds of accountability mechanisms, and these have taken particularly strong and centralised forms in Australia. Here we discuss the somewhat different forms and rationales of the de

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樹木中

Knowledge, Disciplines, Identities and the Structuring of Educationcomes and on auditing and managing education achievements in schooling and higher education distorting and undermining knowledge-building?’. It discusses ways in which the focus of this book draws attention to longitudinal dynamics of knowledge, both of disciplines over time and also of the interact

失望未來

Researching the Changing World of Educationimpact by policy is often contrasted. The chapter describes the interviews we undertook in this study (approach, sample and scope) as well as the kinds of conceptual questions about knowledge, curriculum, policy and management that were the starting point of this research and this book.

流浪者

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現(xiàn)暈光

‘What Does Your Discipline Look Like and How Does It Matter?’ Historians and Physicists Talkcists were more aware of endogenous changes, and historians more concerned with exogenous ones, particularly changing institutional conditions. We discuss how those from the two disciplines see the requirements of the undergraduate curriculum and the form of progression to research.

Fretful

ol/ undergraduate/ research phases of education, as well as There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year rese