http://thuvienso.vanlanguni.edu.vn/handle/Vanlang_TV/31649 2026-06-23T15:02:23Z 2026-06-23T15:02:23Z Jack Frawley Steve Larkin James A. Smith http://thuvienso.vanlanguni.edu.vn/handle/Vanlang_TV/35044 2021-11-25T07:53:07Z 2017-01-01T00:00:00Z

Title: Indigenous Pathways, Transitions and Participation in Higher Education: From Policy to Practice Authors: Jack Frawley; Steve Larkin; James A. Smith Abstract: This book brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. University is not for everyone, but a university should be for everyone. To a certain extent, the choice not to participate in higher education should be respected given that there are other avenues and reasons to participate in education and employment that are culturally, socially and/or economically important for society. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition. The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation. Description: xxi, 287 p. : ill ; https://doi.org/10.1007/978-981-10-4062-7 CC BY

2017-01-01T00:00:00Z Michael Uljens Rose M. Ylimaki http://thuvienso.vanlanguni.edu.vn/handle/Vanlang_TV/35038 2021-11-25T07:30:00Z 2016-01-01T00:00:00Z

Title: Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education Authors: Michael Uljens; Rose M. Ylimaki Abstract: This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research. Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives. Description: xx, 474 p. : ill ; https://doi.org/10.1007/978-3-319-58650-2 CC BY

2016-01-01T00:00:00Z Osama Tayeb Adnan Zahed Jozef Ritzen http://thuvienso.vanlanguni.edu.vn/handle/Vanlang_TV/35028 2021-11-25T07:00:53Z 2016-01-01T00:00:00Z

Title: Becoming a World-Class University: The case of King Abdulaziz University Authors: Osama Tayeb; Adnan Zahed; Jozef Ritzen Abstract: This book written by international experts in the field of educational innovation is a guide for universities to become world-class universities. It contributes to the current international intellectual debate on the future of higher education. It also tells the story of King Abdulaziz University in Jeddah (Saudi Arabia) and its effort to become a world-class university. The book discusses excellence in different aspects such as education, research, community services, strategic planning, knowledge economy and international cooperation. Description: xvii, 190 p. : ill ; https://doi.org/10.1007/978-3-319-26380-9 CC BY-NC

2016-01-01T00:00:00Z Trude Nilsen Jan-Eric Gustafsson http://thuvienso.vanlanguni.edu.vn/handle/Vanlang_TV/34844 2021-10-23T07:08:39Z 2016-01-01T00:00:00Z

Title: Teacher Quality, Instructional Quality and Student Outcomes: Relationships Across Countries, Cohorts and Time Authors: Trude Nilsen; Jan-Eric Gustafsson Abstract: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. Description: viii, 166 p. : ill ; https://doi.org/10.1007/978-3-319-41252-8 CC BY-NC

2016-01-01T00:00:00Z