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eBook Cross National Policies and Practices on Computers in Education (Technology-Based Education Series) download

by Tjeerd Plomp,R.E. Anderson,Georgia Kontogiannopoulou-Polydorides

eBook Cross National Policies and Practices on Computers in Education (Technology-Based Education Series) download ISBN: 0792342178
Author: Tjeerd Plomp,R.E. Anderson,Georgia Kontogiannopoulou-Polydorides
Publisher: Springer; 1996 edition (September 30, 1996)
Language: English
Pages: 470
ePub: 1550 kb
Fb2: 1559 kb
Rating: 4.3
Other formats: lrf doc lit mbr
Category: Technologies
Subcategory: Business Technology

Cross National Policies and Practices on Computers in Education (Technology-Based Education Series). Anderson, Georgia lydorides.

Cross National Policies and Practices on Computers in Education (Technology-Based Education Series). Download (pdf, 2. 0 Mb) Donate Read.

Cross-National Perspectives on Inequity in Computer Education. Policies and Practice in the Belgium French Community with Respect to Computers in Education.

Part of the Technology-Based Education Series book series (TBES, volume 1. This book presents some of the results from the second stage of lEA's study of Computers in Education (CompEd).

Tjeerd Plomp, Georgia lydorides, Ronald E. Anderson. Pages 1-7. Curricular Aspects of Computers in Education. lEA, the International Association for the Evaluation of Educational Achievement, conducts international comparative studies focussing on educational achievement, practices, and policies in various countries and education systems around the world.

This book reports about a special part of the study. Series: Technology-Based Education Series 1. File: PDF, . 6 MB. Читать онлайн. Student achievement and school processes come into being in the context of the structure and the policies of national (or regional) education systems. The variety found in the CompEd results led us to ask how much might be explained by differences in these national or regional contexts.

The titles published in this series are listed at the end of this volume. RONALD E. ANDERSON Department of Sociology, University of Minnesota, USA. and. GEORGIA LYDORIDES Department of Education, University ofPatras, Greece. ff kluwer academic publishers dordrecht, boston, london.

Anderson, Georgia lydorides. This book presents some of the results from the second stage of lEA's study of Computers in Education (CompEd)

Anderson, Georgia lydorides.

Anderson, Georgia Kontogiannop. The 2000-2005 World Outlook for Portable Pen-based Computers (Strategic Planning Series). Costa Rica (Modern World Nation Series). Guatemala (Modern World Nation Series). Bolivia (Modern World Nation Series). China (Modern World Nation Series).

Large-scale Assessments in Education Journal. Plomp, Tjeerd Anderson, Ronald E. lydorides, Georgia. Infographics and flyers. Kluwer Academic Publishers, Dordrecht (1996). International Association for the Evaluation of Educational Achievement. IEA Amsterdam Keizersgracht 311 1016 EE Amsterdam The Netherlands. IEA Hamburg Überseering 27 22297 Hamburg Germany.

This book presents some of the results from the second stage of lEA's study of Computers in Education (CompEd)

This book presents some of the results from the second stage of lEA's study of Computers in Education (CompEd).

This book presents some of the results from the second stage of lEA's study of Computers in Education (CompEd). lEA, the International Association for the Evaluation of Educational Achievement, conducts international comparative studies focussing on educational achievement, practices, and policies in various countries and education systems around the world. It has a Secretariat located in Amsterdam, the Netherlands. lEA studies have reported on a wide range of topics, each contributing to a deeper understanding of educational processes. The CompEd study is a project that sheds light on the way computers have been introduced in education and on how they are being used across the world today. The study proceeded in two stages with data collected for stage 1 in 1989 and for stage 2 in 1992. Results from both stages have been published in a variety of publications. This book reports about a special part of the study. Student achievement and school processes come into being in the context of the structure and the policies of national (or regional) education systems. The variety found in the CompEd results led us to ask how much might be explained by differences in these national or regional contexts. That is the reason the CompEd study took the initiative to invite the countries participating in the study, as well as some other countries that have had interesting developments in the domain of educational computers, to write a chapter describing their policies and practices regarding computers in education.