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The SAGE Handbook of Research in International EducationFrom SAGE Publications Ltd
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This Handbook analyzes the origins, contributions, and interpretations of international education. The authors identify approaches to research that will enhance our knowledge and understanding of the field, and extend and even redraw it, on the basis of the research evidence presented. Key features includes a historical overview of the ways in which the term "international education" has been interpreted; the theoretical interpretation of international education in its current context; international education in practice: exploration of the issues in terms of students, curricula, pedagogies, and organizing formal institutions; and conceptual challenges for international education in the future.
- Sales Rank: #2524364 in Books
- Published on: 2007-01-20
- Original language: English
- Number of items: 1
- Dimensions: 9.61" h x 1.13" w x 6.69" l, 2.42 pounds
- Binding: Hardcover
- 520 pages
Review
''The editors of the SAGE Handbook of Research in International Education have brought together an impressive array of scholars whose cutting edge research addresses the growing field of international education, from the experiences of K-12 schools around the world to the field of teacher education. This book raises important questions and should be read by a broad audience'
Kenneth Cushner
Kenneth Cushner, Executive Director of International Affairs and Professor of Education, Kent State University
'The editors of this admirable handbook have set out to produce a report on international education. Their consummate success in doing so gives those of us working in the field a new and invaluable resource. The editors may be academics but this is a book largely written by, about and for those whose job it is to teach ''internationally''. No-one working in international education will fail to be provoked, challenged or inspired by the compelling arguments advanced within this authoritative volume'
- Peter MacKenzie,
Principal, Hiroshima International School
'The book is well organized in carefully integrated sections and chapters and the references alone are a valuable bibliographical tool. An indispensable work highly recommended for education reference collections and the libraries of individual researchers'
J.B.Thomas,
Emeritus Professor of Educational Studies, Loughborough University
'Essential reading for everyone involved in international education' -
International Schools Worldwide
'This volume is another valuable SAGE contribution to the expanding literature on international education. Not all handbooks are described as essential reading but this one will be, and will become an indispensable work of reference highly recommended for education libraries (both academic and governmental) and for the bookshelves of individual researchers and all involved in international education...the three editors and their fellow authors can take a collective pride in having given us an excellent volume which very successfully completes a chronological and theoretical journey through the issues, practices and future questions presented by international research and practice in international education'
- Journal of Research in International Education
'The Handbook represents a welcome reference in the field of international education to teachers, administrators and programme planners. It engages with the ongoing, fascinating debates about generative modes of inquiry and institutional structures to enhance learning in the context of international (schools) education and provides useful implications for international education policy, research and reform.'
-Compare: A Journal of Comparative and International Education
Overall, this is a solid collection that makes a substantial contribution to the literature on international schools. It provides a particularly useful overview for researchers and practitioners working in those contexts, and for those new to the field of international schools research... a useful map of the state of the field of research in international schools at the beginning of the twenty-first century.
-Asia Pacific Journal of Education
About the Author
Mary Hayden is Director of Studies at the International and Comparative Education Research Group in the Centre for the Study of Education in an International Context (CEIC) at the University of Bath.
Jack Levy was born in 1938. With a Jewish father and C of E mother he was uniquely fortuitous in being allowed the freedom to make his own choice of religious belief. Without the usual 'indoctrinated-faith' bondage, he was able to query the evident inconsistencies and to make informed conclusions. This set a pattern which moulded his entire outlook on life. He started his career as a draughtsman and progressed to Senior Design Engineer.
Jeff Thompson is Director of the CEIC and Director for International Education with the International Baccalaureate Organization.
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