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Focuses on countries such as Germany, England, France, the Soviet Union, Italy, and Canada to observe what social objectives are included in their educational systems.
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Redirecting Education: Europe and Canada. German education in the republic and in the third Reich, by H. Taylor. Education in England, by J. B. Brebner. Education in France: its theory, practice and worth, by J. Barzun and R. Valeur. Social objectives in Soviet education, by B. Schoenfeldt. The objectives of education in Fascist Italy, by S. B. Clough. Social objectives in Danish education, by J. H. Wuorinen. Education in Canada, by J. B. Brebner

Rexford Guy Tugwell

Published: 1934

Total Pages: 312


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This book gives an available and far reaching outline of the fundamental education disciplines. An Introduction urges the reader to effectively draw in with the logic of education and the painstakingly chose givers breath life into the reasoning of education for the reader. Every section concentrates on a specific region of open deliberation and clarifies the fundamental ideas incorporates extricates from philosophical written work, trailed by questions that guide the reader to fundamentally and effectively draw in with the content guides the reader towards additionally perusing and proposes following stages and all the more difficult sources or counter-pointed contentions. This book is basic perusing for education understudies and for learner instructors on undergrad and postgraduate projects. It will likewise speak to honing instructors and educationalists who wish to draw in with philosophical ways to deal with contemporary educational issues. This book gives a far reaching prologue to the arranging, conveyance and assessment of Adventure Education, with a solid accentuation on proficient practice and conveyance.
Today new ways of thinking about learning call for new ways for monitoring learning. Reform in School Mathematics builds from the vision that assessment can become the bridge for instructional activity, accountability, and teacher development. It places teachers in key roles while developing the theme that we cannot reform the way in which school mathematics is taught without radically reforming the ways the effects of that teaching are monitored. Among others, this volume addresses the issues of the specification of performance standards, the development of authentic tasks, the measure of status and growth or a combination, the development of psychometric models, and the development of scoring rubrics. The new models proposed in this book give teachers a wealth of nontraditional assessment strategies and concrete ways to obtain measures of both group and individual differences in growth.