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International Encyclopedia of Education
3rd Edition - April 17, 2009
Editors: Penelope Peterson, Eva Baker, Barry McGaw
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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… Read more
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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
Adult Education Adult Education - Adult Learning, Instruction and Program Planning Adult Education - as a Field of Study Adult Education – Concepts Lifelong Learning (Read sample chapter)Adult Education - Domains and Provision Adult Education - Economy and Society Adult Education - Participation Comparative Education Curriculum Development Curriculum Development - Contexts Curriculum Development - Evaluation and Research Curriculum Development - Planning and Development Curriculum Development - Subject Matter Curriculum Development – Theory Early Childhood Curriculum and Developmental Theory (Read sample chapter)Demography and Social Change Demography and Social Change - Demography Demography and Social Change - Social Change Demography and Social Change - Sociology Early Childhood Care and Education Theory Early Childhood Education and Care Governance Early Childhood Education and Care Investment Early Childhood Education and Care Programs Early Childhood Education and Care Provision Early Childhood Education and Care Research Early Childhood Education and Care Theory Early Childhood Education and Care Workforce Economics of Education Economics of Education - Costs and Financing of Schooling Economics of Education - External Benefits of Schooling Economics of Education - Labor Markets, Education and Earnings Economics of Education - Markets, Incentives and School Choice Economics of Education - Production of Schooling Economics of Education - Teaching Labor Markets Education of Children with Special Needs Education of Professionals Education Research Methodology: Quantitative Methods and Research Educational Assessment Educational Assessment - Assessment Activities Educational Assessment - Assessment in Domains Educational Assessment - Concepts and Issues Educational Assessment - Enhancing Quality and Use Educational Assessment - Key Relationships Educational Evaluation Educational Evaluation - Contemporary Themes in Evaluation Evaluating E-Learning (Read sample chapter)Educational Evaluation - Contexts of Educational Evaluation Educational Evaluation - Evaluation Domains Educational Evaluation - Evaluation Methods Educational Evaluation - Purposes and Models of Educational Evaluation Educational Measurement Globalization of Universities and Institutions Higher Education Higher Education - Management, Leadership and Governance Higher Education - Research and Scholarship Higher Education - Society Higher Education - Teaching and Learning in Higher Education Higher Education - Tertiary Education in a Globalised World Higher Education - the Organisation and Financing of Higher Education Immigration International Comparisons International Organizations in Education Leadership and Management Leadership and Management - as a Field of Study Leadership and Management - Leader Preparation Leadership and Management - Leadership Issues Leadership and Management - Leadership Types Leadership and Management - Politics and Governance Leadership and Management - School and Community Leadership and Management - School Effectiveness and Improvement Learning and Cognition - Issues and Concepts Learning and Cognition - Issues and Concepts - Focus on Cognition Learning and Cognition - Issues, Concepts, Types Learning and Cognition - Issues, Concepts, Types - Focus on Learning Learning and Cognition - Language, Literacy and Subject-Related Learning and Cognition - Other Issues Learning and Cognition - Places of Learning Learning and Cognition - Theoretical Perspectives - Learning National Systems of Education Philosophy of Education Philosophy of Education - Contemporary Issues Philosophy of Education - Philosophical Perspective Philosophy of Education - Philosophical Themes Primary and Secondary Education - Learning and Teaching in School Age Education Primary and Secondary Education - Social Justice Issues in School Age Education Primary and Secondary Education - The Effectiveness of School Systems Qualitative Research Design Experiments (Read sample chapter)Quantitative and Qualitative Approaches to Research - Integration Quantitative Methods and Research Design Role of NGOs in Globalisation Social and Emotional Aspects of Learning Statistics Generalized Linear Mixed Models (Read sample chapter)Teacher Education - Evaluation in the Teacher Education Program Teacher Education - Evaluation of the Prospective Teacher Teacher Education - Macro Factors Teacher Education - Post-Initial Professional Development Teacher Education - Preservice Teacher Education Teacher Education - Preservice: The Knowledge Base Teacher Education - Teacher Educators Teacher Education - Teaching Specific Domains Teacher Education - The Cooperating School Technology and Learning Technology and Learning - as a Subject of Instruction Technology and Learning - Assessment Technology and Learning - Education Reform and Economic Development Technology and Learning - Evaluating Technology Technology and Learning - Global Trends Technology and Learning - Issues Technology and Learning - Meeting Special Students' Needs Technology and Learning - School Leadership for Technology Integration Technology and Learning - Supports for Managing Instruction Technology and Learning - Supports for Skill Learning Technology and Learning - Supports for Student Collaboration Technology and Learning - Supports for Subject Matter Learning Technology and Learning - Teacher Learning Vocational Education and Training Vocational Education and Training - Individuals and Students Vocational Education and Training - Industry and Employers Vocational Education and Training - Research on VET Vocational Education and Training - Teaching and Learning Vocational Education and Training - VET in Context Vocational Education and Training - VET System
No. of pages: 8400
Published: April 17, 2009
Imprint: Elsevier Science
eBook ISBN: 9780080448947
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.
Affiliations and expertise
Dean, School of Education and Social Policy, Northwestern University, Illinois, USA
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.
Affiliations and expertise
Director, Center for the Study of Evaluation, Graduate School of Education and Information Studies, University of California Los Angeles, USA
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
Affiliations and expertise
Director, Education Directorate, Organisation for Economic Co-Operation and Development, Paris, FRANCE