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International Encyclopedia of Education

Peterson / McGaw

ISBN 10: 0080448933 / ISBN 13: 9780080448930
Editorial: Saint Louis, Missouri, U.S.A.: Elsevier Science Ltd, 2010
Nuevos Condición: New Encuadernación de tapa dura
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Detalles bibliográficos

Título: International Encyclopedia of Education

Editorial: Saint Louis, Missouri, U.S.A.: Elsevier Science Ltd

Año de publicación: 2010

Encuadernación: Hardcover

Condición del libro:New

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The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science.

Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field.

Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field.

  • A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles
  • Developed by an international panel of editors and authors drawn from senior academia
  • Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study
  • Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few
  • Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files

About the Author:

Penelope Peterson was appointed as Dean of the School of Education and Social Policy in 1997. Prior to this, Penelope held the post of University Distinguished Professor of Education at Michigan State University and before that, of Sears-Bascom Professor of Education at the University of Wisconsin-Madison.

Peterson was awarded the Raymond B. Cattell Early Award from the American Educational Research Association (AERA) in 1986 for her programmatic research on effective teaching and learning. She went on to serve as president of AERA from 1996-1997, and is also a fellow of the American Psychological Association and the American Psychological Society. As AERA president, Penelope led initiatives to reform the organization and to synthesize research-based knowledge, making it more useful to policy makers and practitioners.

More recently, Peterson has served as a member of the National Academy of Sciences Study Panel on the "Science of Learning," which produced the volume, How People Learn-a comprehensive study of learning, based on a synthesis of the research on cognition, cognitive neuroscience, learning, and the design of educational environments that foster effective learning.

Peterson’s current research interests are in learning and teaching in schools and classrooms, particularly in literacy and mathematics; student and teacher learning in reform contexts; and relations among educational research, policy, and practice.

Eva Baker graduated from the University of California, Los Angeles in 1967. She has directed the UCLA Centre for the Study of Evaluation (CSE) since 1975 and is Co-director of the National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Dr. Baker was a congressionally appointed member of the National Council on Education Standards and Testing and serves on the Independent Review Committee on the Evaluation of Title I Testing. She is currently co-chair of the committee to revise the standards for Educational and Psychological Testing and is a member of the Advisory Committee on Educational Statistics (ACES) for the National Centre for Education Statistics.

Dr. Baker has previously served as president of the Educational Psychology Division of the American Psychological Association, National Officer in the American Educational Research Association, and editor of Educational Evaluation and Policy Analysis.

Her research at the Center for the Study of Evaluation addresses assessment and accountability models, the design and validation of technology-based learning and assessment systems, and new models to measure complex human performance in large-scale assessments.

Dr. Baker is involved in international, national, and state policy deliberations on assessment.

Barry McGaw is Director of the Directorate for Education in the Organisation for Economic Co-operation and Development (OECD). Prior to this, he served as Deputy Director for Education in the former OECD Directorate for Education, Employment, Labour, and Social Affairs.

Dr. McGaw is a Fellow of the Academy of the Social Sciences in Australia, the Australian Psychological Society, and the Australian College of Educators. He received an Australian Centenary Medal “for distinguished service through educational research and policy in 2003.

Dr. McGaw graduated in chemistry from the University of Queensland in Australia and completed his PhD in educational psychology and psychometrics at the University of Illinois in the USA. He has previously held the post of President of the Australian Association for Research in Education and the International Association for Educational Assessment. Dr. McGaw has also served as Executive Director of the Australian Council for Educational Research (a not-for-profit company with an international research and development program) and as Professor of Education at Murdoch University in Perth, Western Australia.

Dr. McGaw’s research interests are in educational measurement and learning. He has had extensive experience in issues of curriculum and assessment in the upper secondary years, including selection procedures for higher education. He chaired governmental review committees dealing with these issues in two Australian states and, in a third, acted as sole reviewer and author of a public discussion document and a report with

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