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International Encyclopedia of Education
 
 

International Encyclopedia of Education, 3rd Edition

 
International Encyclopedia of Education, 3rd Edition,Penelope Peterson,Eva Baker,Barry McGaw,ISBN9780080448930
 
 
 

Peterson  &   Baker  &   McGaw   

Elsevier Science

9780080448930

8400

Unequalled in its combination of authoritative scholarship and comprehensive coverage

Print Book

Hardcover

In Stock

Estimated Delivery Time
USD 6,140.00
 
 

Key Features

  • 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

 

Description

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.

Readership

Of interest to Educators and researchers in education of all backgrounds. Readers will include undergraduate and postgraduate students, researchers, teachers and lecturers, and professionals. The wide coverage will make it an invaluable source of information for scholars and students inside and outside the discipline.

Penelope Peterson

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

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

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

International Encyclopedia of Education, 3rd Edition

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

Quotes and reviews

N. L. Gage, Stanford University, USA
This updated second edition promises to be even more useful to the educational and scholarship community around the world. Drawing upon highly respected scholars in all the multifarious areas of education — ranging from the most technical empirical methods to the broadest aspects of educational policy making — this work can serve as the reference of first resort for both newcomers and veterans.

Maurice Galton, University of Leicester, UK
Such has been the rapid pace of change in education during the last decade that there is little need for the editors-in-chief of The International Encyclopedia of Education to justify a substantially rewritten second edition ten years, after the first. In recent years key areas such as curriculum, economics of education, evaluation and measurement, and, in particular, developments in teaching and teacher education, have all undergone substantial change. The Encyclopedia provides authoritative and well-researched surveys of these fields. The Encyclopedia should serve two particular audiences well. The first is the general readership of teachers in education faculties and their students requiring up-to-date overviews of developments in a particular field. The Encyclopedia will also be of great value to researchers because it provides, in ways not available elsewhere, an international perspective on current work. The last decade has shown us that many education problems are common to most countries, and educational research is increasingly being carried out within an international cooperatvive framework. The Encyclopedia should act as a further stimulus and provide invaluable support for these endeavours. I welcome its publication and will make use of it.

W. F. Connell, The University of Sydney, Australia
This splendid second edition of The International Encyclopedia of Education is more than just a learned report on what has been happening in education. It is also formative and judgemental, and this is its real significance. The great merit of this Encyclopedia lies in its constructiveness. It helps to establish the foundations of the study of education — by being factual, reflective, and evaluative in a comprehensive way. Users of the Encyclopedia can see some of the best minds in each field selecting and assessing, in Matthew Arnold's words, ""the best that has been said and thought"" in those areas.

International Journal of Educational Development, 1994
... should be available in any self-respecting library with an interest in education ... Not only is it beautifully produced, but the cross-referencing between articles, the excellent development of themes and topics, and the extremely useful Volume 12, consisting of a list of contributors, subject and name indices, and the classified list of entries, make this a very user-friendly encyclopedia ... immensely readable ... informative and up-to-date.

Choice, October 1994
The 2nd edition is even more impressive [than the first] and must be viewed as a premier resource when judged on virtually every criteria applied to a reference work.

ARBA, Philip G. Altbach, 1995
... without question, the most complete and comprehensive reference source in the English language on education. ... The authors are among the top scholars in their fields, and they bring authority as well as knowledge to their subjects ...outstanding in their coverage of complex and rapidly changing disciplines. ... The entries are benchmarks for research as they are, generally, excellent, state-of-the-art discussions ... superbly edited, well organized, thoughtfully indexed, and clearly written.

Oxford Review of Education, David Phillips, 1995
... will be welcomed by those scholars of education who have come to rely on the Encyclopedia as an accessible first point of reference in their day-to-day work. ... Some 90% of the entries have been newly commissioned, with a rather larger percentage of new contributors. The work is therefore more than a substantial revision: it is effectively new ... the coverage of IEE is quite remarkable ... of high scholarly quality, not condescending in style, up-to-date, meticulously referenced and including a bibliography ... The main strength of the second edition of this remarkable publication lies in its proven ability to provide a quick and reliable introduction to most topics in education on which the specialist, the student, and the casual inquirer are likely to require information. ... While still finding the first edition of IEE of use, I have been using the second edition for several months now and have found it to be quite invaluable for my own purposes and for those of students. ... It is a most welcome successor to the first edition, and is likely to be a standard source of reference for many years to come.

International Review of Education, Christopher McIntosh et al., 1995
""It should be emphasized that this work is not merely an updating of the old edition. Ninety percent of the articles and contributors are new, commensurate with the wide-ranging changes and developments that have taken place in the interval. ... For anyone concerned with education, this highly user-friendly publication will be immensely valuable as a research tool, an information source, and a stimulus to deeper study.""

J. Gordon Brewer, Librarian, Institute of Education, University of London, 1995
Overall this is a very successful updating of an already proven reference work, the new edition maintaining and if anything improving on the high standards set by the original ... an authoritative, well-balanced and well produced reference source which should be treated with respect as a major contribution in its field.

 
 
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