Comparative Education: Some Considerations of Method

Education & Teaching

Holmes, Brian

Schools & Teaching

Unwin Hyman

Score Higher on the UKCAT: The expert guide from Kaplan, with over 1000 questions and a mock online test (Success in Medicine)

Medical Books

Parker, Marianna

Hunt, Katie

Medicine

Oxford University Press

One test stands between you and a place at the medical school of your dreams: the UKCAT exam. Unlike any other exam candidates have faced before the UK Clinical Aptitude Exam is incredibly challenging, but help is at hand to prepare, build your confidence and reach a high score. The Complete Guide to Passing the UKCAT offers unrivalled expert preparation written by teachers and doctors who have helped thousands of students to prepare for the exam. With a greater number of practice questions than any other book including a unique online test, this guide offers invaluable tips on to how interpret the questions correctly as well as strategies to manage your time within the exam. Following an introduction to the exam itself, readers can undertake a diagnostic test at the start of the book to get a flavour for the exam and identify where they may need extra help. Chapters dedicated to each section of the UKCAT exam guide candidates through examples, exercises and timed practice sessions so that you can master questions in:* Verbal Reasoning * Quantitative Reasoning * Abstract Reasoning * Decision Analysis The book concludes with a mock practice test as well as advice for test day. A bonus interactive practice test is available online to help readers prepare for the real computer based test and build up a higher score at www.oxfordtextbooks.orc.uk/holmes_ukcat/

The Complete Guide to Passing the UKCAT: Over 800 questions and a unique online test (Success in Medicine)

A grandfather's story comes alive through the adventures of a young starfish who finds courage as he remembers the lessons his mother taught him. Inspired by the beautiful Pacific Northwest coastline, "Sixto the Smiling Starfish" is a beautifully illustrated children's book written by a father and daughter duo. This heartwarming story will spark discussions about bravery through the challenges of life, new experiences, positive attitudes, and even the importance of caring for the world around us.\nSixto is a young starfish who leaves his tide pool searching for adventure. He encounters hungry seagulls, sneaker waves, and other dangers along his way. Sixto's experiences offer a glimpse into the abundance of teeming sea life within rocky tide pools. The bright illustrations and playful prose will put the reader in the moment, hearing the crashing waves and catching the scent of the salty sea spray. Readers will smile as they hear the grizzled old starfish yelling out, "Wave! Wave!"\nA great read that can bring young children and families together, encouraging them to create stories and memories of their own. A generous portion of the proceeds of this book are donated to Spice Isle Smiles- a nonprofit organization dedicated to providing charitable dental care to children in Grenada. For more information, visit www.spiceislesmiles.org.

Sixto the Smiling Starfish

Children's Books

Olson, McKenna

Animals

Myrtlewood Press

Originally published 1967, this title reveals how the missionaries, so often misguided and short-sighted, were in fact pioneers of modernization, science and freedom. The structure of the book allows for comparative analysis and the volume illustrates how some of the social consequences of action through the schools could be foreseen. In addition light is thrown on the results of Imperial rule during the nineteenth century and on the nature of the impact of Western education in Asia and Africa.

Educational policy and the mission schools: Case studies from the British Empire;

Humanities Press

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Russian Education: Tradition and Transition (Reference Books In International Education)

Read, Gerald H.

Voskresenskaya, Natalya

Routledge

Educational Policy and the Mission Schools

Taylor&Francis

The Curriculum (Routledge Library Editions: Curriculum)

Originally published in 1989. What should be taught in schools? This book explores the differing curriculum traditions in Britain, Europe, the USA, Latin America, India and the Far East and the possibilities for change. For the practising teacher and the educationalist it opens up the debates about ‘quality’ in education which have been intense in many countries throughout the 1980s and focuses on how different countries are trying to change the curriculum to achieve higher standards and greater relevance. Considering the age-old questions "Who shall be educated?" and "What knowledge is of most worth?", four major curriculum traditions are examined in an historical context. The authors show how some European and American practices were freely incorporated into emerging systems in other parts of the world while elsewhere curricula were transferred by imperialists to their colonies and then modified. In the first part of the book the difficulties of curriculum change are explored within the contexts of countries where the curricula are rooted in indigenous models. The second part examines countries where curricula have been transferred from other parts of the world and how this affects curriculum change. In each case the politics of educational change since 1945, when compulsory education was introduced in many countries, has been analysed. The book will help students of education to understand the issues of curriculum reform and the transfer of curriculum models and places the problems in an international perspective with case studies.

McLean, Martin

Originally published in 1989. What should be taught in schools? This book explores the differing curriculum traditions in Britain, Europe, the USA, Latin America, India and the Far East and the possibilities for change. For the practising teacher and the educationalist it opens up the debates about 'quality' in education which have been intense in many countries throughout the 1980s and focuses on how different countries are trying to change the curriculum to achieve higher standards and greater relevance.&#12288; Considering the age-old questions "Who shall be educated?" and "What knowledge is of most worth?", four major curriculum traditions are examined in an historical context. The authors show how some European and American practices were freely incorporated into emerging systems in other parts of the world while elsewhere curricula were transferred by imperialists to their colonies and then modified. In the first part of the book the difficulties of curriculum change are explored within the contexts of countries where the curricula are rooted in indigenous models. The second part examines countries where curricula have been transferred from other parts of the world and how this affects curriculum change. In each case the politics of educational change since 1945, when compulsory education was introduced in many countries, has been analysed. The book will help students of education to understand the issues of curriculum reform and the transfer of curriculum models and places the problems in an international perspective with case studies.

Originally published in 1981. Presented here is a coherent theory of Comparative Education research, based on the traditions and innovations established by such pioneers as Joseph Lauwerys and Nicholas Hans. From the author’s substantive studies emerges a taxonomy for education based on Popper’s critical dualism, and a way of analysing problems based on Dewey's reflective thinking and the social change theories of people such as Marx, Ogben and Pareto. Models of formal organisations drawn from Talcott Parsons show how systems analyses can be made in comparative perspective and how the processes of policy formulation, adoption and implementation can be studied. The use of ideal typical normative models illustrates how comparative educationists can penetrate aspects of man's socially created worlds. These techniques are exemplified in succinct models against which debates about education in Western Europe (Plato), the USA (Dewey) and the USSR (Marx, Engels and Lenin) can be analysed. Against the crude use of comparative arguments and transplantation of foreign practices, Dr Holmes suggests that problems should be analysed and the outcomes of hypothetical solutions or policies should be tested under identified national circumstances. The distinctive feature of this book is that it takes account of the debate among social scientists, rejects both induction and ethnomethodology as adequate in themselves and brings together the problem-solving approach favoured by American research workers and the hypothetico-deductive method of enquiry advocated by natural scientists such as Sir Peter Medawar and Sir John Eccles.

Comparative Education (Routledge Library Editions: Comparative Education)

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