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psychology --- social sciences --- teaching methods --- educational psychology --- educational administration --- Religious studies --- Educational sciences --- Educational psychology --- Educational psychology. --- Research --- Research. --- Oman. --- Education --- Psychology --- Mascate --- Muscat --- Muscat and Oman --- Salṭanat ʻUmān --- Sultanate of Oman --- ʻUmān (Sultanate) --- Psychopédagogie --- Recherche

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Educação escolar entre as grades é uma coletânea de textos de pesquisadores da área da educação escolar nas prisões. Partindo do princípio fundamental de educação como essência transformadora, apresenta a escola como possibilidade, embora a cultura prisional se caracterize pela repressão, ordem e disciplina. Os estudos apresentados permitem o repensar de possíveis caminhos para as escolas das prisões, na medida em que estas se constituem em mediadoras entre saberes, culturas e realidade, oferecendo possibilidades que, ao mesmo tempo, libertem e unam os excluídos que vivem no interior das unidades prisionais.

Prisoners --- Education. --- Education --- Convicts --- Correctional institutions --- Imprisoned persons --- Incarcerated persons --- Prison inmates --- Inmates of institutions --- Persons --- Correctional education --- Education of prisoners --- Inmates --- Organization & management of education --- Educational administration and organization

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Former principals Barbara Kohm and Beverly Nance provide inspiration and tools for school leaders to truly collaborate and continually learn with staff members.

School management and organization --- School principals --- Head masters --- Head mistresses --- Head teachers --- Headmasters --- Headmistresses --- Headteachers --- Principals, School --- School superintendents and principals --- School administrators --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Education --- Management --- Organization --- Study and teaching --- Training of --- Inspection --- Management and organization

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Decentralization has become a globalized policy: a large number of countries around the world have formulated this policy and many also have implemented it. The policies and the changes at the national level have been researched and thoroughly described and analyzed. What has taken place and is taking place at the grassroots level has not received attention until recently. The book makes an overview of the world wide economic, political, cultural and educational changes since the beginning of the 1980’s and presents the new type of educational governance. It describes the processes of globalization and how national education systems have responded to these processes. It argues that symbolic world models (for the way of organizing national societies and education) have emerged in international agencies and how these models are borrowed, imitated, imposed and so on, when different countries reform their primary and secondary education. This book extensively reviews outcomes of educational decentralization using research findings from different parts of the world: Australia, China, Kyrgyz Republic, Czech Republic, Sweden, England, Mozambique, South Africa, Senegal, Nicaragua, the USA... It also presents grassroots cases from different countries against the background of the overall changes in governance philosophy and applications. It reviews literature and reports on decentralization in the wider context of educational restructuring and gives a detailed account for different types of decentralization and their short and medium term impact. Also, it presents case studies from countries in Africa, Europe and Latin America and describes what is taking place at the local levels. Focus is directed towards the outcomes in terms of: parent and teacher participation in school. Therefore, the book is useful for scholars as well as students in higher education and teacher training. "…I think this book is of great importance globally. It should appeal to policy makers, teacher educators and school administrators around the world" Dr. Joseph Zajda, Australian Catholic University, Melbourne Campus, Melbourne, Australia.

Schools --- Globalization. --- Decentralization. --- Global cities --- Globalisation --- Internationalization --- International relations --- Anti-globalization movement --- Decentralization in education --- Decentralization in schools --- School decentralization --- Education, Urban --- International and Comparative Education. --- Administration, Organization and Leadership. --- Sociology of Education. --- Sociology, general. --- International education . --- Comparative education. --- School management and organization. --- School administration. --- Educational sociology. --- Sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Management --- Organization --- Social theory --- Social sciences --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Aims and objectives --- Inspection --- Management and organization --- History

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This volume offers a critical examination of the growing pressure to apply scientific principles as a means to improve education. The authors trace the ideology of scientism to the early faith Auguste Comte placed in science and the scientific method as a panacea to all human problem solving. By revealing many of the epistemological problems confronted by the social sciences, including education, the authors undermine the prevailing view that a science of education is possible or desirable. Besides revealing the epistemological problems associated with education research, they suggest that the instrumentalism and micro level responsibility related to scientism in education constitute a manipulative ideological smokescreen to distract public attention away from the structural inequities that generate disparate academic outcomes among students in industrialized democracies. The book deals a severe blow to the belief that science is a suitable lens through which to view or strengthen educational practice. "One begins this book with the skeptical belief that it can’t be right. The task of reading, then, is to locate where Hyslop-Margison goes wrong to reach his radical and disturbing conclusions. At the very least, even the most skeptical will have to recognize that the unsayable—that current educational research has proven largely fruitless for discernable reasons—is certainly plausible. He brilliantly brings an issue that has been considered too eccentric to contemplate into the heart of current educational discourse. Everyone concerned with educational research—researchers and those policy-makers, administrators, and other educational workers who draw on the products of educational research should read this important book carefully." Kieran Egan, Faculty of Education, Simon Fraser University.

Education --- Scientism. --- Research --- Methodology. --- Knowledge, Theory of --- Science --- Methodology --- Social sciences --- Genetic epistemology. --- Administration, Organization and Leadership. --- Educational Policy and Politics. --- Educational Philosophy. --- Philosophy of the Social Sciences. --- Epistemology. --- Philosophy. --- Developmental psychology --- Social philosophy --- Social theory --- School management and organization. --- School administration. --- Educational policy. --- Education and state. --- Education—Philosophy. --- Philosophy and social sciences. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Administration, Educational --- Educational administration --- Inspection of schools --- Operation policies, School --- Policies, School operation --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Management --- Organization --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology --- Social sciences and philosophy --- Government policy --- Inspection --- Management and organization