Download e-book for kindle: A theory of programming language semantics, part B by Robert Milne

By Robert Milne

ISBN-10: 0412142600

ISBN-13: 9780412142604

ISBN-10: 0470989068

ISBN-13: 9780470989067

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Additional resources for A theory of programming language semantics, part B

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In the field of education, this can apply both to comparisons between and within systems of education. In addition, however, there are many studies that are not comparative in the strict sense of the word which have traditionally been classified under the heading of comparative education. Such studies do not compare, but rather describe, analyse or make proposals for a particular aspect of education in one country other than the author’s own country. The Comparative and International Education Society introduced the word ‘international’ in their title in order to cover these sorts of studies.

By concentrating on the social, political or economic impact of education, rather than on its pedagogic, academic and cognitive outcomes, others also argued that much educational research had failed in its primary task of writing about, and encouraging governments to engage in, educational reforms (Paulston 1976; Apple 1978). New approaches were seen to be needed for the comparative analysis of education systems (see, for example, Cummings and McGinn 1997). By far the most damning, and consequently influential, criticisms of the modernisation school came from critical theorists who argued that the effect of promoting the Western functionalist view of schooling was to lead, not to greater economic freedom and growth, but to economic and educational dependency.

These assumed that because education systems were part of the social, economic and political structures of a nation then investment in education would bring about enhanced economic growth. Education was also increasingly recognised as a means of socialising the younger generation into the norms and values of the country of their birth, of preparing them for the labour force and for their position in society. Evidence for the role of schooling in modernisation came from the way certain countries – Turkey (Kazamias and Massialas 1965), the Soviet Union (Grant 1969), Japan (Dore 1974), China (Price 1977; Gu 2001) – were seen to have deliberately used their education systems to foster this process.

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A theory of programming language semantics, part B by Robert Milne

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