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Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform.

In this volume scholars and policymakers examine how large-scale assessments and quantitative data are used to inform policy-making at all levels of education worldwide, and how data can be used to better understand specific national and regional educational challenges.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Wiseman, Alexander W., 1968- (Editor ), Davidson, Petrina M.
Formato: Electrónico eBook
Idioma:Inglés
Publicado: [Place of publication not identified] : Emerald Publishing Limited, 2018.
Edición:First edition.
Colección:International perspectives on education and society ; vol. 35.
Temas:
Acceso en línea:Texto completo
Texto completo

MARC

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245 0 0 |a Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform. 
250 |a First edition. 
264 1 |a [Place of publication not identified] :  |b Emerald Publishing Limited,  |c 2018. 
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490 1 |a International perspectives on education and society ;  |v vol. 35 
588 0 |a Online resource; title from PDF title page (EBSCO, viewed June 20, 2018). 
505 0 |a Intro; CROSS-NATIONALLY COMPARATIVE, EVIDENCE-BASED EDUCATIONAL POLICYMAKING AND REFORM; Contents; List of Contributors; About the Volume Editors; Preface; The Rhythmic Application of Evidence-Based Policy in National Educational Systems Worldwide; Conceptual Framework; Institutional Framework; Transhumanist Framework; The Legitimacy of Data; Assessment Infrastructure and Capacity Building; The Institutionalization of External Comparison; The Irony of Externally Driven Internal Accountability; The Path to Data-Driven Policy; Conclusion; References. 
505 8 |a Part I: Preparing for National Education ReformMicro-Policy Discourse and Girls' Education in the #Post-2015 Agenda; Introduction; Micro-Policy Discourse; Digital Policy Networks and Language Functions; Part 1. Twitter as a Policy Tool; The United Nations and New Media; Twitter and the UN's Approach to Big Data for (Education) Development; Global Pulse; The My World Survey; Part 2. Micro-Policy Discourse in Girls' Education Policy and Development in the Post-2015 Agenda; Advocacy and Branding; Engagement; Micro-Policy Discourse in the Public Domain; Girls' Education in Micro-Policy Discourse. 
505 8 |a Tweeting the Post-2015 Girls' Education AgendaThe Dominant Discourse; The Parallel Pathway; Staying on the Path; Discussion and Implications; Notes; References; The Quality of Higher Education in the Arab Region: Which Tools of Assessment to Use; Introduction; Indicative Figures Comparing the GCC with Middle East and North Africa; Which Tools of Assessment to Use?; I. Historical Background of Public Versus Private Egyptian Universities; II. Analytical Comparison of Public with Private Egyptian Universities; III. Public Governmental Tertiary Education: Strengths and Weaknesses. 
505 8 |a IV. Private Universities: Strengths and WeaknessesStatement of the Problem; Private and Public Universities in Contrast; Research Questions; What is the Evolution/History of the Egyptian Higher Education Sectorfrom 1990 to 2010?; What is the Quality of Higher Education in Egypt?; Literature Review; Egyptian Higher Education System Is Capable of Improving its Quality; Lack of High Tech Competent Labor for the Job Market; Gap in Literature; Methodology; Data Collection; Conclusion; Notes; References; A Policy Analysis of the Annual National Assessments in South Africa. 
505 8 |a Overview of the Annual National AssessmentsSouth Africa in International Assessments; The Age of International Assessments; Policy Making in Post-Apartheid South Africa; Conceptual Framework: Top-Down Versus Bottom-Up Policy Making; Top-Down Approach in Making the ANA Policy; Part I: Policy Description; Policy Context; Stakeholders; Policy Process; Part II: Policy Analysis; Preparation and Administration of the ANAs; Implications of the ANAs; Conclusion: Opportunities for the National Assessment Framework; References. 
520 |a In this volume scholars and policymakers examine how large-scale assessments and quantitative data are used to inform policy-making at all levels of education worldwide, and how data can be used to better understand specific national and regional educational challenges. 
504 |a Includes bibliographical references. 
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650 0 |a Educational change. 
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650 7 |a Educational evaluation  |2 fast 
700 1 |a Wiseman, Alexander W.,  |d 1968-  |e editor.  |1 https://id.oclc.org/worldcat/entity/E39PCjM7FyhPGKjHf7kM7mqw3P 
700 1 |a Davidson, Petrina M. 
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