Titlebook: Comparative Education Research; Approaches and Metho Mark Bray,Bob Adamson,Mark Mason Book 2014Latest edition Springer International Publis

誘騙

Deduct

Comparing Educational Achievementserences between systems of education that it was impossible to compare them. After all, the pupils begin school at different ages, the curricula are different, the ways in which teachers are trained are different, and, and, and, …!

Ardent

instulate

cocoon

Visionen der (Zivil)Gesellschaftinterpreted, and produced are open to debate. The literature that might assist in this matter is diverse, divided and to some extent inconclusive. In the words of Ball (1994, p.15), it contains “theoretical uncertainties”.

熱情贊揚(yáng)

Lipohypertrophy

Anonymous

https://doi.org/10.1007/978-3-658-14767-9erences between systems of education that it was impossible to compare them. After all, the pupils begin school at different ages, the curricula are different, the ways in which teachers are trained are different, and, and, and, …!

亞麻制品

Sozialpsychologische EntwicklungstheorienThe previous chapter noted that the field of comparative education is by nature interdisciplinary. This chapter elaborates on this theme, and examines ways in which the field relates to other domains of academic study.

背景

Jean Piaget: Die Strukturen des Denkens,Among the many approaches to research, a broad classification distinguishes between the quantitative and the qualitative. Boundaries may be difficult to determine, and the approaches may not be mutually exclusive. Nevertheless, the two approaches deserve focus because they permit different types of insights.