標(biāo)題: Titlebook: Blair’s Educational Legacy; Thirteen Years of Ne Anthony Green Book 2010 Anthony Green 2010 curriculum.education.education policy.Governanc [打印本頁(yè)] 作者: 調(diào)停 時(shí)間: 2025-3-21 17:15
書目名稱Blair’s Educational Legacy影響因子(影響力)
作者: 增減字母法 時(shí)間: 2025-3-21 23:19 作者: CAMEO 時(shí)間: 2025-3-22 00:34 作者: Fulsome 時(shí)間: 2025-3-22 08:09 作者: 有特色 時(shí)間: 2025-3-22 11:23
Curriculum Change and the Blair Years,ndnote). Although much sociology of education has been focussed on questions of reproduction in terms of the .—the ways in which the education system variously promotes or filters out students from different socioeconomic or ethnic backgrounds and functions to maintain and reproduce class structures作者: grotto 時(shí)間: 2025-3-22 14:51
Academies: Diversity, Economism, and Contending Forces for Change,ringing about transformational change in education.. First, a brief outline is provided of the programme’s policy context, where the concern is to create more enterprising public institutions exposed to and involving new private players in education. Second, the academies programme is discussed, wit作者: GRAZE 時(shí)間: 2025-3-22 20:35
Ten Years of New Labour Education Policy and Racial Inequality: An Act of Whiteness or Neoliberalise government. New Labour wasted little time with its reform agenda aimed at aligning neoliberal policies with “social justice” issues (Blair, 1997), the latter being sidelined by the preceding Thatcher and Major governments. The overwhelming majority in Parliament allowed New Labour to advance initi作者: 音樂等 時(shí)間: 2025-3-22 23:56
Patterns of Conflict in Education: France, Italy, England,y into what remained, after Thatcherism, of the postwar policy settlement.. No sector or strand of education has been unaffected by a programme that ranges—as other chapters have demonstrated—from large-scale privatisation to microlevel classroom reform. Yet, despite a certain, persistent level of g作者: Parabola 時(shí)間: 2025-3-23 04:46 作者: ascetic 時(shí)間: 2025-3-23 09:23
Book 2010Providing an overview and Marxist assessment of Tony Blair and New Labour‘s UK education policies, structures, and processes, the contributors in this exciting new collection discuss specific aspects of education policy and practices.作者: 不可救藥 時(shí)間: 2025-3-23 12:39 作者: 緊張過度 時(shí)間: 2025-3-23 15:06
Blair’s Educational Legacy978-0-230-11533-0Series ISSN 2946-3114 Series E-ISSN 2946-3122 作者: Ligament 時(shí)間: 2025-3-23 18:33 作者: medieval 時(shí)間: 2025-3-23 22:14 作者: Aggregate 時(shí)間: 2025-3-24 04:03
,Schlüssel für erfolgreiches Ver?ndern,siness people—into the heart of state education. Although this strategy was pursued with vigour by Blair, it can actually be traced back, not just to the previous Conservative governments, but to the previous Labour administrations of the 1960s and 1970s. Wilson’s governments, in the 1960s and early作者: 完成才會(huì)征服 時(shí)間: 2025-3-24 10:25
,Schlüssel für erfolgreiches Ver?ndern,a broader picture of transition to a new economic paradigm that has been referred to in epochal terms such as the ., the ., and the .. These terms point to the perception of productive forms that are postfordist, which promote knowledge production and diffusion, and which signpost a consciousness th作者: Bridle 時(shí)間: 2025-3-24 13:23
,Schlüssel für erfolgreiches Ver?ndern,ionalism” (Cabinet Office 2008). As a case in point, this contribution explores the shifting nature of public professionalism in Further Education, a sector that has arguably been exposed to more market experimentation than any other in the public sphere.. It draws parallels with wider areas of publ作者: COWER 時(shí)間: 2025-3-24 14:52 作者: Expediency 時(shí)間: 2025-3-24 20:53
https://doi.org/10.1007/978-3-322-88301-8ringing about transformational change in education.. First, a brief outline is provided of the programme’s policy context, where the concern is to create more enterprising public institutions exposed to and involving new private players in education. Second, the academies programme is discussed, wit作者: 控訴 時(shí)間: 2025-3-25 02:33 作者: 嘲笑 時(shí)間: 2025-3-25 03:28
Diskussion und Zusammenfassung,y into what remained, after Thatcherism, of the postwar policy settlement.. No sector or strand of education has been unaffected by a programme that ranges—as other chapters have demonstrated—from large-scale privatisation to microlevel classroom reform. Yet, despite a certain, persistent level of g作者: FLAT 時(shí)間: 2025-3-25 09:21
Diskussion und Zusammenfassung, a pairing of elite former public schoolboys David Cameron (Eton College), the Tory party leader and Prime Minister, and Nick Clegg (Westminster School) the Liberal Democrat as Deputy Prime Minister, the first UK two-party coalition government since the 1930s. This government quickly acquired the am作者: 適宜 時(shí)間: 2025-3-25 14:48 作者: Cytology 時(shí)間: 2025-3-25 19:46 作者: 鴿子 時(shí)間: 2025-3-25 21:51 作者: CROAK 時(shí)間: 2025-3-26 02:31
,Leistung auf fünf Ebenen unter Beweis,academic approach, which tends to subdivide and specialise so that different sectors of education (primary, secondary, etc.) and their particular “problems” are treated from different disciplinary perspectives (of psychology, sociology, etc.) separately from others.作者: DEAWL 時(shí)間: 2025-3-26 06:59
,Schlüssel für erfolgreiches Ver?ndern,). In exploring the paradox of generating policy through professionalism (Cabinet Office 2009), this chapter analyses how invisible pedagogies of professional practice and power both challenge and reproduce classic elements of purity and danger (Douglas 1966; Bernstein 1996; Bourdieu 1998). The appr作者: 我還要背著他 時(shí)間: 2025-3-26 08:46
https://doi.org/10.1007/978-3-322-88301-8n, where meanings and practice show significant variations, including opportunities for progressive change. This second hypothesis looks for the degree to which new openings emerge in the programme, creating spaces for educational alternatives nurturing broader understandings of human potentiality a作者: 障礙 時(shí)間: 2025-3-26 16:13
Diskussion und Zusammenfassung,le. School and university teachers have taken occasional, limited action over pay—the NUT’s one-day strike in 2008 was the first national strike since 1987. University teachers have fought local campaigns against redundancies (for instance, London Metropolitan University 2004, Keele 2008), but have 作者: 人造 時(shí)間: 2025-3-26 16:49 作者: 有抱負(fù)者 時(shí)間: 2025-3-27 00:19
Education and the Crunch: Gloom and Opportunities,academic approach, which tends to subdivide and specialise so that different sectors of education (primary, secondary, etc.) and their particular “problems” are treated from different disciplinary perspectives (of psychology, sociology, etc.) separately from others.作者: 灌輸 時(shí)間: 2025-3-27 01:06 作者: 事先無(wú)準(zhǔn)備 時(shí)間: 2025-3-27 09:11
Academies: Diversity, Economism, and Contending Forces for Change,n, where meanings and practice show significant variations, including opportunities for progressive change. This second hypothesis looks for the degree to which new openings emerge in the programme, creating spaces for educational alternatives nurturing broader understandings of human potentiality a作者: photophobia 時(shí)間: 2025-3-27 09:55
Patterns of Conflict in Education: France, Italy, England,le. School and university teachers have taken occasional, limited action over pay—the NUT’s one-day strike in 2008 was the first national strike since 1987. University teachers have fought local campaigns against redundancies (for instance, London Metropolitan University 2004, Keele 2008), but have 作者: FORGO 時(shí)間: 2025-3-27 16:21 作者: GEST 時(shí)間: 2025-3-27 20:03
,Schlüssel für erfolgreiches Ver?ndern, James Callaghan argued that Britain’s economic malaise was caused by the failure of education to fit with the needs of business. The answer lay, he argued, in the development of closer and more formal links between schools and local employers.作者: annexation 時(shí)間: 2025-3-28 00:52
,?mter mit leitender Funktion auf Probe,on “Education, Education, Education,” with eight education acts and hundreds of initiatives (Walford, 2005) from a series of Ministers responsible for education, has made it a target for evaluation. The key aspects of this policy agenda will be extrapolated and outlined here.作者: 自由職業(yè)者 時(shí)間: 2025-3-28 05:57 作者: antipsychotic 時(shí)間: 2025-3-28 07:31
Ten Years of New Labour Education Policy and Racial Inequality: An Act of Whiteness or Neoliberalison “Education, Education, Education,” with eight education acts and hundreds of initiatives (Walford, 2005) from a series of Ministers responsible for education, has made it a target for evaluation. The key aspects of this policy agenda will be extrapolated and outlined here.作者: needle 時(shí)間: 2025-3-28 13:19 作者: 國(guó)家明智 時(shí)間: 2025-3-28 17:39 作者: Minatory 時(shí)間: 2025-3-28 21:34
Valorisation and the Role of the University under New Labour: Reclaiming the Commons in a Knowledgent to the perception of productive forms that are postfordist, which promote knowledge production and diffusion, and which signpost a consciousness that “material processes in today’s economies are increasingly replaced by immaterial processes” (Hermann 2008:1).作者: Verify 時(shí)間: 2025-3-28 23:07
