Knowledge, values and educational policy: a critical perspective
Gespeichert in:
| Weitere beteiligte Personen: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
London
Routledge, Taylor & Francis Group
2009
|
| Ausgabe: | First published |
| Schriftenreihe: | Critical perspectives on education
|
| Schlagwörter: | |
| Links: | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473964 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473964 |
| Umfang: | 1 Online-Ressource (ix, 308 Seiten) |
| ISBN: | 9781136604584 1136604588 |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV042735056 | ||
| 003 | DE-604 | ||
| 005 | 20170105 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 150804s2009 xx o|||| 00||| eng d | ||
| 020 | |a 9781136604584 |c Online |9 978-1-136-60458-4 | ||
| 020 | |a 1136604588 |c Online |9 1-136-60458-8 | ||
| 035 | |a (ZDB-4-NLEBK)473964 | ||
| 035 | |a (OCoLC)680444989 | ||
| 035 | |a (DE-599)BVBBV042735056 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-91 | ||
| 082 | 0 | |a 370.1 | |
| 084 | |a DF 4000 |0 (DE-625)19546:761 |2 rvk | ||
| 084 | |a EDU 400f |2 stub | ||
| 245 | 1 | 0 | |a Knowledge, values and educational policy |b a critical perspective |c edited by Harry Daniels, Hugh Lauder, Jill Porter with Sarah Hartshorn |
| 250 | |a First published | ||
| 264 | 1 | |a London |b Routledge, Taylor & Francis Group |c 2009 | |
| 300 | |a 1 Online-Ressource (ix, 308 Seiten) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Critical perspectives on education | |
| 505 | 8 | |a Cover; Knowledge, Values and Educational Policy: A critical perspective; Copyright; Contents; Contributors; Acknowledgements; Introduction: From Plato to Monday morning; Section 1 Knowledge for teaching and learning; Introduction; 1.1 What are schools for?; 1.2 The school curriculum, theories of reproduction and necessary knowledge; 1.3 The influence of constructivism on teaching and learning in classrooms; 1.4 The double move in teaching: Developmental learning; Section 2 Learning across boundaries; Introduction; 2.1 Transfer of knowledge between education and workplace settings | |
| 505 | 8 | |a 2.2 Learning in and for multiagency working2.3 Expansive learning in and for work; Section 3 Diversity and equity; Introduction; 3.1 Cultural ways of learning; 3.2 Equity and social justice discourses in education; 3.3 Gender theory and research in education; 3.4 Symptoms, categories, and the process of invoking labels; 3.5 Inclusive pedagogy; 3.6 Disability: A complex interaction; Section 4 Policy and governance; Introduction; 4.1 Realising the potential of system reform; 4.2 Using assessment in education reform: Policy, practice and future possibilities | |
| 505 | 8 | |a 4.3 Why do some policies not work in schools?4.4 School as imagined community in discursive space: A perspective on the school effectiveness debate; Section 5 Deploying theory; Introduction; 5.1 How do secondary school subject departments contribute to the learning of beginning teachers?; 5.2 Developing pedagogy for doctors-as-teachers: The role of activity theory; 5.3 Teacher/researcher: an unsustainable identity; 5.4 Using theory in social research: Reflections on a doctoral study; Index | |
| 505 | 8 | |a Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also & nbsp;considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for?What knowledge should schools teach?How are learner | |
| 650 | 4 | |a Education / Aims and objectives | |
| 650 | 4 | |a Education / Social aspects | |
| 650 | 4 | |a Education | |
| 650 | 7 | |a EDUCATION / Philosophy & Social Aspects |2 bisacsh | |
| 650 | 7 | |a Education / Aims and objectives |2 fast | |
| 650 | 7 | |a Education and state |2 fast | |
| 650 | 7 | |a Education / Social aspects |2 fast | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Gesellschaft | |
| 650 | 4 | |a Education |x Aims and objectives | |
| 650 | 4 | |a Education |x Social aspects | |
| 650 | 4 | |a Education and state | |
| 650 | 0 | 7 | |a Erziehungsziel |0 (DE-588)4070957-7 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Schule |0 (DE-588)4053474-1 |2 gnd |9 rswk-swf |
| 655 | 7 | |8 1\p |0 (DE-588)4143413-4 |a Aufsatzsammlung |2 gnd-content | |
| 689 | 0 | 0 | |a Schule |0 (DE-588)4053474-1 |D s |
| 689 | 0 | |5 DE-604 | |
| 689 | 1 | 0 | |a Erziehungsziel |0 (DE-588)4070957-7 |D s |
| 689 | 1 | |8 2\p |5 DE-604 | |
| 700 | 1 | |a Daniels, Harry |d 1951- |0 (DE-588)1053048998 |4 edt | |
| 700 | 1 | |a Lauder, Hugh |d 1948- |0 (DE-588)171870395 |4 edt | |
| 700 | 1 | |a Porter, Jill |4 edt | |
| 700 | 1 | |a Hartshorn, Sarah |4 edt | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe, Hardcover |z 978-0-415-49119-8 |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe, Paperback |z 978-0-415-68652-5 |
| 856 | 4 | 0 | |u http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473964 |x Aggregator |3 Volltext |
| 912 | |a ZDB-4-NLEBK | ||
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 883 | 1 | |8 2\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-028166020 | |
| 966 | e | |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473964 |l DE-91 |p ZDB-4-NLEBK |q TUM_PDA_EBSCO_EDU_gekauft |x Aggregator |3 Volltext | |
Datensatz im Suchindex
| DE-BY-TUM_katkey | 2122936 |
|---|---|
| _version_ | 1821932207049015297 |
| any_adam_object | |
| author2 | Daniels, Harry 1951- Lauder, Hugh 1948- Porter, Jill Hartshorn, Sarah |
| author2_role | edt edt edt edt |
| author2_variant | h d hd h l hl j p jp s h sh |
| author_GND | (DE-588)1053048998 (DE-588)171870395 |
| author_facet | Daniels, Harry 1951- Lauder, Hugh 1948- Porter, Jill Hartshorn, Sarah |
| building | Verbundindex |
| bvnumber | BV042735056 |
| classification_rvk | DF 4000 |
| classification_tum | EDU 400f |
| collection | ZDB-4-NLEBK |
| contents | Cover; Knowledge, Values and Educational Policy: A critical perspective; Copyright; Contents; Contributors; Acknowledgements; Introduction: From Plato to Monday morning; Section 1 Knowledge for teaching and learning; Introduction; 1.1 What are schools for?; 1.2 The school curriculum, theories of reproduction and necessary knowledge; 1.3 The influence of constructivism on teaching and learning in classrooms; 1.4 The double move in teaching: Developmental learning; Section 2 Learning across boundaries; Introduction; 2.1 Transfer of knowledge between education and workplace settings 2.2 Learning in and for multiagency working2.3 Expansive learning in and for work; Section 3 Diversity and equity; Introduction; 3.1 Cultural ways of learning; 3.2 Equity and social justice discourses in education; 3.3 Gender theory and research in education; 3.4 Symptoms, categories, and the process of invoking labels; 3.5 Inclusive pedagogy; 3.6 Disability: A complex interaction; Section 4 Policy and governance; Introduction; 4.1 Realising the potential of system reform; 4.2 Using assessment in education reform: Policy, practice and future possibilities 4.3 Why do some policies not work in schools?4.4 School as imagined community in discursive space: A perspective on the school effectiveness debate; Section 5 Deploying theory; Introduction; 5.1 How do secondary school subject departments contribute to the learning of beginning teachers?; 5.2 Developing pedagogy for doctors-as-teachers: The role of activity theory; 5.3 Teacher/researcher: an unsustainable identity; 5.4 Using theory in social research: Reflections on a doctoral study; Index Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also & nbsp;considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for?What knowledge should schools teach?How are learner |
| ctrlnum | (ZDB-4-NLEBK)473964 (OCoLC)680444989 (DE-599)BVBBV042735056 |
| dewey-full | 370.1 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.1 |
| dewey-search | 370.1 |
| dewey-sort | 3370.1 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | First published |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>05083nam a2200733zc 4500</leader><controlfield tag="001">BV042735056</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20170105 </controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">150804s2009 xx o|||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781136604584</subfield><subfield code="c">Online</subfield><subfield code="9">978-1-136-60458-4</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1136604588</subfield><subfield code="c">Online</subfield><subfield code="9">1-136-60458-8</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-4-NLEBK)473964</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)680444989</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV042735056</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-91</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">370.1</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DF 4000</subfield><subfield code="0">(DE-625)19546:761</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">EDU 400f</subfield><subfield code="2">stub</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Knowledge, values and educational policy</subfield><subfield code="b">a critical perspective</subfield><subfield code="c">edited by Harry Daniels, Hugh Lauder, Jill Porter with Sarah Hartshorn</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">First published</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">London</subfield><subfield code="b">Routledge, Taylor & Francis Group</subfield><subfield code="c">2009</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (ix, 308 Seiten)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Critical perspectives on education</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Cover; Knowledge, Values and Educational Policy: A critical perspective; Copyright; Contents; Contributors; Acknowledgements; Introduction: From Plato to Monday morning; Section 1 Knowledge for teaching and learning; Introduction; 1.1 What are schools for?; 1.2 The school curriculum, theories of reproduction and necessary knowledge; 1.3 The influence of constructivism on teaching and learning in classrooms; 1.4 The double move in teaching: Developmental learning; Section 2 Learning across boundaries; Introduction; 2.1 Transfer of knowledge between education and workplace settings</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">2.2 Learning in and for multiagency working2.3 Expansive learning in and for work; Section 3 Diversity and equity; Introduction; 3.1 Cultural ways of learning; 3.2 Equity and social justice discourses in education; 3.3 Gender theory and research in education; 3.4 Symptoms, categories, and the process of invoking labels; 3.5 Inclusive pedagogy; 3.6 Disability: A complex interaction; Section 4 Policy and governance; Introduction; 4.1 Realising the potential of system reform; 4.2 Using assessment in education reform: Policy, practice and future possibilities</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4.3 Why do some policies not work in schools?4.4 School as imagined community in discursive space: A perspective on the school effectiveness debate; Section 5 Deploying theory; Introduction; 5.1 How do secondary school subject departments contribute to the learning of beginning teachers?; 5.2 Developing pedagogy for doctors-as-teachers: The role of activity theory; 5.3 Teacher/researcher: an unsustainable identity; 5.4 Using theory in social research: Reflections on a doctoral study; Index</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also & nbsp;considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for?What knowledge should schools teach?How are learner</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education / Aims and objectives</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education / Social aspects</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION / Philosophy & Social Aspects</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Education / Aims and objectives</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Education and state</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Education / Social aspects</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Erziehung</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Gesellschaft</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield><subfield code="x">Aims and objectives</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield><subfield code="x">Social aspects</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education and state</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Erziehungsziel</subfield><subfield code="0">(DE-588)4070957-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Schule</subfield><subfield code="0">(DE-588)4053474-1</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="8">1\p</subfield><subfield code="0">(DE-588)4143413-4</subfield><subfield code="a">Aufsatzsammlung</subfield><subfield code="2">gnd-content</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Schule</subfield><subfield code="0">(DE-588)4053474-1</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="1" ind2="0"><subfield code="a">Erziehungsziel</subfield><subfield code="0">(DE-588)4070957-7</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Daniels, Harry</subfield><subfield code="d">1951-</subfield><subfield code="0">(DE-588)1053048998</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Lauder, Hugh</subfield><subfield code="d">1948-</subfield><subfield code="0">(DE-588)171870395</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Porter, Jill</subfield><subfield code="4">edt</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Hartshorn, Sarah</subfield><subfield code="4">edt</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe, Hardcover</subfield><subfield code="z">978-0-415-49119-8</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe, Paperback</subfield><subfield code="z">978-0-415-68652-5</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473964</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-NLEBK</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-028166020</subfield></datafield><datafield tag="966" ind1="e" ind2=" "><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473964</subfield><subfield code="l">DE-91</subfield><subfield code="p">ZDB-4-NLEBK</subfield><subfield code="q">TUM_PDA_EBSCO_EDU_gekauft</subfield><subfield code="x">Aggregator</subfield><subfield code="3">Volltext</subfield></datafield></record></collection> |
| genre | 1\p (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV042735056 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T17:18:32Z |
| institution | BVB |
| isbn | 9781136604584 1136604588 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028166020 |
| oclc_num | 680444989 |
| open_access_boolean | |
| owner | DE-91 DE-BY-TUM |
| owner_facet | DE-91 DE-BY-TUM |
| physical | 1 Online-Ressource (ix, 308 Seiten) |
| psigel | ZDB-4-NLEBK ZDB-4-NLEBK TUM_PDA_EBSCO_EDU_gekauft |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Routledge, Taylor & Francis Group |
| record_format | marc |
| series2 | Critical perspectives on education |
| spellingShingle | Knowledge, values and educational policy a critical perspective Cover; Knowledge, Values and Educational Policy: A critical perspective; Copyright; Contents; Contributors; Acknowledgements; Introduction: From Plato to Monday morning; Section 1 Knowledge for teaching and learning; Introduction; 1.1 What are schools for?; 1.2 The school curriculum, theories of reproduction and necessary knowledge; 1.3 The influence of constructivism on teaching and learning in classrooms; 1.4 The double move in teaching: Developmental learning; Section 2 Learning across boundaries; Introduction; 2.1 Transfer of knowledge between education and workplace settings 2.2 Learning in and for multiagency working2.3 Expansive learning in and for work; Section 3 Diversity and equity; Introduction; 3.1 Cultural ways of learning; 3.2 Equity and social justice discourses in education; 3.3 Gender theory and research in education; 3.4 Symptoms, categories, and the process of invoking labels; 3.5 Inclusive pedagogy; 3.6 Disability: A complex interaction; Section 4 Policy and governance; Introduction; 4.1 Realising the potential of system reform; 4.2 Using assessment in education reform: Policy, practice and future possibilities 4.3 Why do some policies not work in schools?4.4 School as imagined community in discursive space: A perspective on the school effectiveness debate; Section 5 Deploying theory; Introduction; 5.1 How do secondary school subject departments contribute to the learning of beginning teachers?; 5.2 Developing pedagogy for doctors-as-teachers: The role of activity theory; 5.3 Teacher/researcher: an unsustainable identity; 5.4 Using theory in social research: Reflections on a doctoral study; Index Knowledge, Values and Educational Policy focuses on what schools are for and what should be taught in them, how learning is possible across boundaries, and issues of diversity and equity. Policies and practices relating to schools are also & nbsp;considered. Within this volume, internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around curriculum, knowledge transfer, equity and social justice, and system reform, such as: What are schools and what are they for?What knowledge should schools teach?How are learner Education / Aims and objectives Education / Social aspects Education EDUCATION / Philosophy & Social Aspects bisacsh Education / Aims and objectives fast Education and state fast Education / Social aspects fast Erziehung Gesellschaft Education Aims and objectives Education Social aspects Education and state Erziehungsziel (DE-588)4070957-7 gnd Schule (DE-588)4053474-1 gnd |
| subject_GND | (DE-588)4070957-7 (DE-588)4053474-1 (DE-588)4143413-4 |
| title | Knowledge, values and educational policy a critical perspective |
| title_auth | Knowledge, values and educational policy a critical perspective |
| title_exact_search | Knowledge, values and educational policy a critical perspective |
| title_full | Knowledge, values and educational policy a critical perspective edited by Harry Daniels, Hugh Lauder, Jill Porter with Sarah Hartshorn |
| title_fullStr | Knowledge, values and educational policy a critical perspective edited by Harry Daniels, Hugh Lauder, Jill Porter with Sarah Hartshorn |
| title_full_unstemmed | Knowledge, values and educational policy a critical perspective edited by Harry Daniels, Hugh Lauder, Jill Porter with Sarah Hartshorn |
| title_short | Knowledge, values and educational policy |
| title_sort | knowledge values and educational policy a critical perspective |
| title_sub | a critical perspective |
| topic | Education / Aims and objectives Education / Social aspects Education EDUCATION / Philosophy & Social Aspects bisacsh Education / Aims and objectives fast Education and state fast Education / Social aspects fast Erziehung Gesellschaft Education Aims and objectives Education Social aspects Education and state Erziehungsziel (DE-588)4070957-7 gnd Schule (DE-588)4053474-1 gnd |
| topic_facet | Education / Aims and objectives Education / Social aspects Education EDUCATION / Philosophy & Social Aspects Education and state Erziehung Gesellschaft Education Aims and objectives Education Social aspects Erziehungsziel Schule Aufsatzsammlung |
| url | http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=473964 |
| work_keys_str_mv | AT danielsharry knowledgevaluesandeducationalpolicyacriticalperspective AT lauderhugh knowledgevaluesandeducationalpolicyacriticalperspective AT porterjill knowledgevaluesandeducationalpolicyacriticalperspective AT hartshornsarah knowledgevaluesandeducationalpolicyacriticalperspective |