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020 _a9781402024955
_99781402024955
024 7 _a10.1007/1402024959
_2doi
035 _avtls000334114
039 9 _a201509030243
_bVLOAD
_c201404120650
_dVLOAD
_c201404090430
_dVLOAD
_y201402041140
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLB2801-3095
100 1 _aHernandez, F.
_eeditor.
_9306889
245 1 0 _aSocial Geographies of Educational Change /
_cedited by F. Hernandez, I. F. Goodson.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2005.
300 _axxI, 173 páginas
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
500 _aSpringer eBooks
505 0 _aEducational change: from the analysis of conditions of achieving to the relevance of personal biographies -- Accomplishing Large Scale reform: A Tri-Level Proposition -- Understanding Curriculum Change: Some Warnings about Restructuring Initiatives -- Beyond School Walls: creating networks in education -- Social Networks in Teaching -- The Work of the National Writing Project: Social Practices in a Network Context -- Networks of Schools and Constructing Citizenship in Secondary Education -- Gazes on education protagonists -- Cultures of Schooling. No Place for Women? -- Mapping Visual Cultural Narratives to Explore Adolescents’ Identities -- The Parent Gap: The Emotional Geographies of Teacher-Parent Relationships -- Looking Technology from the other Side of the Mirror -- The Merger of ICT and Education: Should it Necessarily be an Exercise in the Eternal Recurrence of the Reinvention of the Wheel? -- Virtual Geographies of Educational Change: The More Complex the Problems the Simpler the Answers.
520 _aSocial Geographies, as spatial location, is a factor relevant to understanding the variety of people’s interpretations and appropriations of educational innovations and changes. Their location in the social space also influences their response to change. In the field of educational change, social space means for example, skin colour, gender distribution of teachers in one school, children’s self-cultural representations or parents’ religious attitudes. By using the notion of Social Geographies in the context of educational change, the authors address the following questions: How initiatives in a classroom or department are influenced by the surrounding context of the school, the district or the nation; How innovation spreads or diffuses from one school to another; How and whether reforms can be scaled up from a few schools to a whole system; How seemingly standardised reforms affect schools differently depending on where they are located; How schools influence one another; How the identities of, and interrelationships among, schools are affected by technology, principles of market competition and choice, and other initiatives. This volume is relevant to educationalists, policy-makers, teachers, and students interested in a more complex approach to understand and intervene in educational change processes.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aGoodson, I. F.
_eeditor.
_9306890
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402024948
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-2495-9
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c281311
_d281311