Name: Measuring up in Education (Educational Philosophy and Theory) (en Inglés)
Price: 37810.00 CLP
Availability: InStock
Author: Stolz, Steven ; Webster, R. Scott
ISBN: 9781032088440

portada Measuring up in Education (Educational Philosophy and Theory) (en Inglés)

Formato

Libro Físico

Ilustrado por

Steven Stolz

R. Scott Webster

Editorial

Routledge

Autor

Stolz, Steven ; Webster, R. Scott

Idioma

Inglés

N° páginas

136

Encuadernación

Tapa Blanda

Dimensiones

24.4 x 17.0 x 0.8 cm

Peso

0.23 kg.

ISBN13

9781032088440

Categorías

Sociología
Teoría de la educación
Filosofía social y política

Measuring up in Education (Educational Philosophy and Theory) (en Inglés)

Steven Stolz (Ilustrado por) · R. Scott Webster (Ilustrado por) · Routledge · Tapa Blanda

Libro Nuevo

$ 37.810

$ 75.620

Ahorras: $ 37.810

50% descuento

Envío normal

Origen: Estados Unidos (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Lunes 24 de Junio y el Lunes 08 de Julio.

Lo recibirás en cualquier lugar de Chile entre 1 y 3 días hábiles luego del envío.

Reseña del libro "Measuring up in Education (Educational Philosophy and Theory) (en Inglés)"

Cultures of measurement are often considered to dominate educational practices, to the degree that, as Biesta (2010) has identified in Good Education in an Age of Measurement we no longer measure what we value, but rather we have become conditioned to value what is measured. A clear example of this occurs when institutions and staff "teach to the test" by emphasising narrow conceptions of learning and of knowledge, simply because the consequences of high-stakes assessments have important implications regarding funding, resources, and even tenure. This collection explores, via various philosophical means, how valuable educational practices can occur within and beyond cultures of measurement. What seems to be required is for practitioners in education to regain their relationship to the overall purposes of education, such as the furthering of justice and democracy for both individual students and societies as a whole. Such a reconnection has the potential to re-humanise curricular experiences for students, which may have become dehumanised through particular cultures of measurement. It is argued that certain legitimate measures can advance justice and democracy, and so careful attention must be assigned to their validity and value.This book was originally published as a special issue of Educational Philosophy and Theory.