The progressive education fallacy in developing countries: in favour of formalism
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Springer
2011
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXXIV, 257 S. graph. Darst. |
| ISBN: | 9789400718517 9789400718500 |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
CONTENTS
FO REW 0 RD XI
REFERENCES XIV
PREF ACE XV
REFERENCES XXIX
EDUCATIONAL BIBLIOGRAPHY XXX
SECTION 1 O LD CO NJE CTURES 1
CHAPTER 1 THE PROGRESSIVE EDUCATION FALLACY 3 1.1 PROGRESSIVE INFLUENCES
5
1.2 THEORETICAL AND METHODOLOGICAL OBJECTIONS TO STAGES 9
1.3 PRACTICAL OBJECTIONS TO PROGRESSIVE REFORMS 12
1.4 CULTURAL CONTEXT AND FORMALISTIC CLASSROOMS 13
1.5 COUNTRY STUDIES OFFORMALISM 15
1.6 CONC1USION 17
REFERENCES 18
CHAPTER 2 FORMALISM IN DEVELOPING COUNTRIES 21 2.1 BEEBY S STAGES
OFEDUCATIONAL DEVE!OPMENT 22
2.2 INITIAL ACCEPTANCE 25
2.3 SUBSEQUENT USE OF THE STAGES 28
2.4 FINDINGS ABOUT FORMALISM 30
2.5 POLITICAL BIAS 36
2.6 CONC1USION 38
REFERENCES 38
CHAPTER 3 STAGES OF EDUCA TIONAL DEVELOPMENT? 43 3.1 STAGES METHODOLOGY
44
3.2 PRINCIPLES OFREFUTATION 49
3.3 JUSTIFICATION OF OBJECTIVES 51
3.4 CULTURAL PARADIGMS 54
3.5 CONC1USION 58
REFERENCES 58
VII
IMAGE 2
CHAPTER 4 TEACHER RESIST ANCE TO CHANGE ......**.****.**.***.*..... 61
4.1 TEACHERS CONSTRUCTS 62
4.2 TYPES OFINNOVATOR 65
4.3 SYSTEMIC BARRIERS TO CHANGE 67
4.4 CONC1USION 74
REFERENCES 74
CHAPTER 5 CLASSROOM TEACHING AND SCHOOL EFFECTIVENESS 77
5.1 FIRST GENERATION LITERATURE REVIEWS 78
5.2 TEACHING STY1ESAND STUDENT ACHIEVEMENT... 82
5.3 CLASSROOM PROCESSES AND CULTURAL CONTEXT 86
5.4 DATA COLLECTION ISSUES 90
5.5 METHODOLOGICAL OVERVIEW 92
5.6 CONCLUSION 97
REFERENCES 98
SECTION2 REFUT ATIONS
**......*.***.******.*.*...............**.**.*.*.................... 103
CHAPTER 6 FORMALISTIC SCHOOLING SYSTEM IN PAPUA NEW GUINEA
***.***.*..........*.********.***...........*.*.**.*.**.*................*..*.
105 6.1 TEACHER EDUCATION HYPOTHESES 106
6.2 SECONDARY TEACHER TRAINING 110
6.3 SECONDARY INSPECTION SYSTEM 116
6.4 PRACTICA1THEORY OFFORMALISM 119
6.5 CONCLUSION 123
REFERENCES 124
CHAPTER 7 FALLURE OF PROGRESSIVE REFORMS IN PNG .****..127 7.1 BEEBY S
PROGRESSIVE INFLUENCE 128
7.2 EARLIER CURRICULUM FAILURES 130
7.3 LATER REFORM FAILURES 138
7.4 FAILED SOUTH-SOUTH TRANSFER 144
7.5 CONC1USION 146
REFERENCES 148
VIII
IMAGE 3
CHAPTER 8 CULTURAL CONTINUITIES AND
FORMALISM IN PNG
*****.********************....*.....................................***.*.*****
153 8.1 TRADITIONAL FORMAL EDUCATION 154
8.2 TRADITIONAL EPISTEMOLOGY AND TEACHING METHODS 157
8.3 MODEM FORMALISM 159
8.4 COMMUNITY CONTEXT 161
8.5 PROCESS AND PRODUCT 165
8.6 CULTURAL CONTINUITIES 167
8.7 CONCLUSION 169
REFERENCES 170
CHAPTER 9 FORMALISTIC TRADITIONS IN CIDNA ................*.****173 9.1
CONFUCIANISM AND OTHER PHILOSOPHICAL SCHOOLS 174
9.2 CONFUCIANISM AND EDUCATION 176
9.3 CONFUCIAN TEACHING STYLES 179
9.4 MODEM EDUCATIONAL DEVELOPMENTS 182
9.5 RECENT CLASSROOM STUDIES IN CHINA 183
9.6 CONCLUSION 189
REFERENCES 191
SECTION3 NEW CONJECTURES
.*....*......**.***************.******************....... 195
CHAPTER 10 EDUCATION IN CUL TURAL CONTEXTS **********.*......... 197
10.1 FORMALIST PARADIGMS 198
10.2 TEACHING STYLES MODEL. 202
10.3 APPLICATIONS OF THE MODEL 208
10.4 CLASSROOM OBSERVATION TECHNIQUES 211
10.5 CONCLUSION 213
REFERENCES 214
CHAPTER 11 GROUNDED EDUCATIONAL CHOICES 217 11.1 FRAMING PILOT PROJECTS
218
11.2 COGNITIVE LEVELS 222
11.3 ADOPTION OF INNOVATION 224
11.4 IMPROVING FORMALISTIC TEACHING 229
11.5 CONCLUSION 233
REFERENCES 234
IX
IMAGE 4
CHAPTER 12 IN FA VOUR OF FORMALISM
.*...*.............*..*.**..*.*........... 237
12.1 UNIVERSAL PATTERNS? 238
12.2 EMOTIONAL ATMOSPHERE 241
12.3 CULTURAL CONTEXT 242
12.4 VALUES AND LANGUAGE GROUPS 244
12.5 GROWTH OF THE BRAIN 246
12.6 CONCLUSION 249
REFERENCES 250
!ND EX
.....................................*.................**........................................................
253
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| spelling | Guthrie, Gerard Simon Verfasser aut The progressive education fallacy in developing countries in favour of formalism Gerard Guthrie New York [u.a.] Springer 2011 XXXIV, 257 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Bildungspolitik (DE-588)4006667-8 gnd rswk-swf Entwicklungsländer (DE-588)4014954-7 gnd rswk-swf Entwicklungsländer (DE-588)4014954-7 g Bildungspolitik (DE-588)4006667-8 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024385935&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | The progressive education fallacy in developing countries in favour of formalism |
| title_auth | The progressive education fallacy in developing countries in favour of formalism |
| title_exact_search | The progressive education fallacy in developing countries in favour of formalism |
| title_full | The progressive education fallacy in developing countries in favour of formalism Gerard Guthrie |
| title_fullStr | The progressive education fallacy in developing countries in favour of formalism Gerard Guthrie |
| title_full_unstemmed | The progressive education fallacy in developing countries in favour of formalism Gerard Guthrie |
| title_short | The progressive education fallacy in developing countries |
| title_sort | the progressive education fallacy in developing countries in favour of formalism |
| title_sub | in favour of formalism |
| topic | Bildungspolitik (DE-588)4006667-8 gnd |
| topic_facet | Bildungspolitik Entwicklungsländer |
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