Educational Assessment and Inclusive Education
Paradoxes, Perspectives and Potentialities
Published on 19. January 2024
Book
Paperback/Softback
XXXIII, 357 pages
978-3-031-19006-3 (ISBN)
Description
This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The book's analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and economic circumstances, and variations in performance across supranational and national standardised student assessments. In addressing these specific contexts, the book provides insights into the pitfalls and synergies which emerge as key stakeholders attempt to mediate these two educational concerns in both policy and practice.
More details
Edition
2022 ed.
Language
English
Place of publication
Cham
Switzerland
Publishing group
Springer International Publishing
Target group
Professional and scholarly
Illustrations
13 s/w Abbildungen
XXXIII, 357 p. 13 illus.
Dimensions
Height: 210 mm
Width: 148 mm
Thickness: 22 mm
Weight
506 gr
ISBN-13
978-3-031-19006-3 (9783031190063)
DOI
10.1007/978-3-031-19004-9
Schweitzer Classification
Other editions
Additional editions
Christian Ydesen | Alison L. Milner | Tali Aderet-German
Educational Assessment and Inclusive Education
Paradoxes, Perspectives and Potentialities
Book
01/2023
Palgrave Macmillan
€160.49
Shipment within 15-20 days
Persons
Christian Ydesen
is Professor in the Department of Culture and Learning at Aalborg University, Denmark. He is the editor of The OECD's Historical Rise in Education (2019).
Alison L. Milner is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark.
Tali Aderet-German is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark.
Ezequiel Gomez Caride holds a PhD in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, USA and is currently a postdoctoral researcher.
Youjin Ruan is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark.
Alison L. Milner is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark.
Tali Aderet-German is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark.
Ezequiel Gomez Caride holds a PhD in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, USA and is currently a postdoctoral researcher.
Youjin Ruan is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark.
Content
Chapter 1. Introducing a Research Agenda.- Chapter 2. Researching Educational Assessment and Inclusive Education.- Chapter 3. Unpacking Layers of Assessment and Inclusive Education in National Settings: Links and Disconnections in Policy and Practice.- Chapter 4. Changes in the Organisation of Schooling: Recontextualising the Assemblages of Assessment and Inclusion.- Chapter 5. Images of Accountability: From Responsible Professional Practices to the Hyperrealities of Assessment and Inclusion.- Chapter 6. Leading Inclusive Schools: From the Effectiveness of the Individual to
L'affect
of Collectivities.- Chapter 7. Becoming a Teacher: Assessment and Inclusion in Professional Practices and Subjectivities.- Chapter 8. Students: Who Is In and Who Is Out as a Result of Policies and Practices in the Assemblages of Assessment and Inclusion?.- Chapter 9. Conclusions: Unpacking the Assemblages of Assessment and Inclusion.- Chapter 10 Research Contributions: TransversalConnections in an Interdisciplinary Field and Some Forward-Looking Points of Attention.