Policies toward quality education and student learning: constructing a critical perspective.
This paper argues that, in today's highly interconnected world, education models, practices, evidence and policies are quickly flowing across borders. Comparative information and science-derived knowledge about foreign education systems are being disseminated and “borrowed” to an unprecedented degre...
| Publicado en: | Innovation: The European Journal of Social Sciences Vol. 25; no. 1; pp. 67 - 78 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=71924355&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 71924355 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 13511610 IVT jtl: Innovation: The European Journal of Social Sciences issn: 13511610 maglogo: N pubinfo: dt: Mar2012 vid: 25 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 71924355 10.1080/13511610.2012.661664 ppf: 67 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 172KB tig: atl: Policies toward quality education and student learning: constructing a critical perspective. aug: au: Benavot, Aaron affil: School of Education and Institute for Global Education Policy Studies, University at Albany, State University of New York, New York, United States su: Education Social policy Educational change Learning Cognitive structures sug: subj: Education Social policy Educational change Learning All Other Miscellaneous Schools and Instruction Educational Support Services Administration of Education Programs Cognitive structures ab: This paper argues that, in today's highly interconnected world, education models, practices, evidence and policies are quickly flowing across borders. Comparative information and science-derived knowledge about foreign education systems are being disseminated and “borrowed” to an unprecedented degree. The “demands” of a competitive world economy and calls for accountability and evidence-based policy have contributed to expanding networks of specialists, who create, interpret and disseminate educational research and policy recommendations. A results-oriented discourse currently prevails. It has shifted the debate about “quality” education from an examination of inputs and processes to one fixated on learning outcomes. Expanding large-scale learning assessments, despite many flaws and limitations, are provoking unwarranted calls for educational reform. A critical perspective toward assessments and their current uses is needed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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