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'Ambitious in scope and intent, this volume brings together an array of international scholars, whose work challenges interpretation of quality education in terms of basic standards of proficiency and calls for a broad conception of teaching and learning. Educators world-wide who are seeking alternatives to politically driven, process-product education will welcome this collection of theoretical and practical approaches to thinking about education, teaching and learning and teacher development. The challenges Chau and Kerry address are international in scope and call for a new kind of relationship within and among school people, including students.' Frances Schoonmaker, Professor Emeritus, Department of Curriculum and Teaching, Teachers College, Columbia University, USA
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"International Perspectives on Education" is intended for those with an interest in education as an academic area, including students of Education Studies and MA Education. It is also suitable for those who have an interest in applied theory, including those involved in or training for the teaching profession; and to those who are concerned with the management and governance of education: those who formulate policy, those charged with inspecting or advising the profession, and those (such as head teachers or school governors) whose task is to guide others."International Perspectives on Education" draws on the knowledge and experience of a distinguished team of international educationists. Each chapter can be accessed as a resource on a specific topic, but the chapters are also grouped into three sections to provide an invaluable source of thinking and knowledge from leading thinkers and practitioners in their fields: Perspectives on Education; Supporting the Learning Process; and Teachers and Professional Development. Here issues are raised, debates are stimulated and thoughts are provoked.The prevailing view by all contributors is that the learning experience and environment should not only be stimulating and intellectually interesting, but also socially inclusive and fulfilling, with a need to develop learners' potential and personality around a set of good values. All this lies at the heart of quality education, and stimulates a new debate in support for the re-humanisation of education, rather than the de-humanisation that we have seen in recent times with attempts to tie its products and processes more closely with models generated in the world of commerce.This collection reflects the development of education within an international context of trends, good practices and experience. It will be of interest to those who have an interest in education as an academic area of study (undergraduate students and lecturers, higher degree students and those involved in, or training for the teaching profession), and to those who are concerned with the management and governance of education: those who formulate policy, those charged with inspecting or advising the profession, and those whose task is to guide others.
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