New Localism or Fuzzy Centralism: Policymakers' Perceptions of Public Education and Involvement in Education
In: 43 Local Government Studies 598-620, 2017
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In: 43 Local Government Studies 598-620, 2017
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In: Asia-Europe education dialogue
In: Capital & class: CC, Band 38, Heft 2, S. 385-398
ISSN: 0309-8168
In: RUSC, universities and knowledge society journal, Band 3, Heft 1
ISSN: 1698-580X
In: Critical social policy: a journal of theory and practice in social welfare, Band 12, Heft 36, S. 53-72
ISSN: 1461-703X
In: World leisure & recreation: official journal of the World Leisure Organisation, Band 30, Heft 3-4, S. 6-6
In: Journal of ethnic and migration studies: JEMS, Band 10, Heft 3, S. 373-380
ISSN: 1469-9451
The role of digital literacy in strengthening citizens' resilience to misinformation and 'fake news' has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for 'fake news', the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.
BASE
In: IEEE antennas & propagation magazine, Band 59, Heft 2, S. 141-142
ISSN: 1558-4143
Report presented at the 40th session of the UNESCO ICE, 1986. Description of the organization and structure of the education system, and the educational developments during 1984-1986. (Centre for the Study of Education in Developing Countries)
World Affairs Online
Human beings rely equally on narrative (or storytelling) and metaphor (or analogy) for making sense of the world. Narrative and Metaphor in Education integrates the two perspectives of narrative and metaphor in educational theory and practice at every level from pre-school to lifelong civic education. Bringing together outstanding educational researchers, the book interweaves for the first time the rich strand of current research about how narrative may be used productively in education with more fragmentary research on the role of metaphor in education and invites readers to 'look both ways.'The book consists of research by 40 academics from many countries and disciplines, describing and analysing the intricate connections between narrative and metaphor as they manifest themselves in many fields of education, including: concepts of education, teacher identity and reflective practice, teaching across cultures, teaching science and history, using digital and visual media in teaching, fostering reconciliation in a postcolonial context, special needs education, civic and social education and educational policy-making. It is unique in combining study of the narrative perspective and the metaphor perspective, and in exploring such a comprehensive range of topics in education.Narrative and Metaphor in Education will be of great interest to academics and researchers in the fields of education and educational policy, as well as teacher educators, practising and future teachers. It will also appeal to psychologists, sociologists, applied linguists and communications specialists.
In: Community, Environment and Disaster Risk Management 7
This is the first book of its kind on disaster risk reduction education. A ready reference for practitioners in the field this book describes and demonstrates different aspects of disaster risk reduction education in an easy-to-understand form with current academic research and practical field experiences included throughout
Since the 1983 report, A Nation at Risk, the performance of public schools has been increasingly scrutinized, and a variety of reforms designed to increase student achievement enacted. Among the reforms discussed, much attention has focused on increasing choice and competition in education. While the effectiveness of market oriented reforms have been widely debated, little research has been completed that examines policy maker attitudes toward market reform of education. This study used a researcher designed survey to examine policy maker attitudes toward education and education reform in general, as well as the issue of vouchers more specifically. Findings suggest that policy makers generally accept the market arguments used by voucher supporters, but are also sympathetic to equity concerns and funding issues raised by voucher opponents. Additionally, while more policy makers responding to this survey supported some type of voucher program than opposed vouchers, when viewed in the broader context of reform options, vouchers did not rate highly.
BASE
In: Key issues in higher education series