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  • Online Resource  (3)
  • 1985-1989  (3)
  • Dordrecht : Springer Netherlands  (3)
  • Education  (3)
  • 1
    ISBN: 9789400925632
    Language: English
    Pages: Online-Ressource (296p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; International education . ; Comparative education.
    Abstract: 1. Twisted roots: The Western impact on Asian higher education -- One: The Non-Colonial Experience -- 2. China’s universities and Western academic models -- 3. Looking west and east: Thailand’s academic development -- 4. Independence and choice: Western impacts on Japanese higher education -- Two: The European Colonial Tradition -- 5. The Western impact on Philippine higher education -- 6. The origin of modern Indonesian higher education -- 7. Indian higher education: Colonialism and beyond -- 8. Change amidst continuity: University development in Malaysia -- 9. University education in Singapore: The making of a national university -- Three: The Japanese Colonial Impact -- 10. The emergence of the modern university in Korea -- 11. The development of higher education in Taiwan.
    Abstract: This book is an example of an international editorial enterprise. The two editors, located in the United States and Singapore, coordinated a team of authors in ten countries. Linked by common concerns, the lengthy process of preparing such a complex volume proved to be a pleasantly cooperative task - proof that there is a kind of invisible college of colleagues working on similar topics in different countries. This book is also an indication that scholars from the Third World and the industrialized nations can work together in a spirit of equality and understanding. This project has an interesting origin. It was first discussed at a conference on ASEAN - American higher education held in Malaysia in 1985, sponsored by the Regional Institute for Higher Education and Development, then headed by V. Selvaratnam and funded by the Asia Foundation and the Lee Foundation. At the time, geographical coverage was to be limited to the ASEAN nations. We also sought external funding, without success, to assist us in developing the project. Due to lack of funding, the project languished for a year. When one of our original participants, Andrew Gonzales of the Philippines, produced an essay, we decided to proceed without funding. We also decided to add several additional key Asian nations that we felt would provide additional analytic scope to the book. The result of this somewhat unusual collaborative effort is this volume.
    Description / Table of Contents: 1. Twisted roots: The Western impact on Asian higher educationOne: The Non-Colonial Experience -- 2. China’s universities and Western academic models -- 3. Looking west and east: Thailand’s academic development -- 4. Independence and choice: Western impacts on Japanese higher education -- Two: The European Colonial Tradition -- 5. The Western impact on Philippine higher education -- 6. The origin of modern Indonesian higher education -- 7. Indian higher education: Colonialism and beyond -- 8. Change amidst continuity: University development in Malaysia -- 9. University education in Singapore: The making of a national university -- Three: The Japanese Colonial Impact -- 10. The emergence of the modern university in Korea -- 11. The development of higher education in Taiwan.
    URL: Volltext  (lizenzpflichtig)
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  • 2
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789400935136
    Language: English
    Pages: Online-Ressource (254p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education—Philosophy.
    Abstract: I: The theory of education -- 1. A philosophy of education -- 2. The institution as educator -- 3. The educational institution -- 4. The eminence of scholarship -- 5. The prevalence of ignorance -- 6. The range of learning -- II: The theory of practice in education -- 1. Problems in the philosophy of education -- 2. The education of the academic administrator -- 3. Falsity in practice -- III: The uses of university -- 1. What happens in college? -- 2. The college teacher -- 3. Thoughts about teaching -- 4. The well-grounded graduate -- 5. A slower pace for superior students -- 6. Athletic education -- IV: The advancement of education -- 1. Education and the genius -- 2. The genius versus the American university -- V: Education and civilization -- 1. The cultural conditioning of education -- 2. The future of the past -- 3. The hidden philosophy of Americans -- 4. Education and Western civilization -- 5. Education and the total culture -- Notes -- A system of philosophy.
    Abstract: It has been asserted that there is no one universal proposition with which all philosophers would agree, including this one. The pre­ dicament has rarely been recognized and almost never accepted, although neither has it been successfully challenged. If the claim holds true for philosophy taken by itself, how much more must it of religion, the hold for crossfield interests, such as the philosophy philosophy of science and many others. The philosophy of educa­ tion is a particular case in point. The topic of education itself is generally regarded as a dull af­ fair, a charge not entirely without substance. The blame for this usually falls on the fact that it has no inherent subject matter. The teachers of history teach history, the teachers of biology teach biology; but what do the teachers of education teach? Presumably how to teach; but this simply will not do because every topic requires its own sort of instruction.
    Description / Table of Contents: I: The theory of education1. A philosophy of education -- 2. The institution as educator -- 3. The educational institution -- 4. The eminence of scholarship -- 5. The prevalence of ignorance -- 6. The range of learning -- II: The theory of practice in education -- 1. Problems in the philosophy of education -- 2. The education of the academic administrator -- 3. Falsity in practice -- III: The uses of university -- 1. What happens in college? -- 2. The college teacher -- 3. Thoughts about teaching -- 4. The well-grounded graduate -- 5. A slower pace for superior students -- 6. Athletic education -- IV: The advancement of education -- 1. Education and the genius -- 2. The genius versus the American university -- V: Education and civilization -- 1. The cultural conditioning of education -- 2. The future of the past -- 3. The hidden philosophy of Americans -- 4. Education and Western civilization -- 5. Education and the total culture -- Notes -- A system of philosophy.
    URL: Volltext  (lizenzpflichtig)
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  • 3
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789401719889
    Language: English
    Pages: Online-Ressource (XVIII, 332 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational tests and measurements
    Abstract: 1 Some Background to Item Response Theory -- 2 Assumptions of Item Response Theory -- 3 Item Response Models -- 4 Ability Scales -- 5 Estimation of Ability -- 6 Information Function and Its Application -- 7 Estimation of Item and Ability Parameters -- 8 Approaches for Addressing Model-Data Fit -- 9 Examples of Model-Data Fit Studies -- 10 Test Equating -- 11 Construction of Tests -- 12 Item Banking -- 13 Miscellaneous Applications -- 14 Practical Considerations in Using IRT Models -- References -- Author Index.
    Abstract: In the decade of the 1970s, item response theory became the dominant topic for study by measurement specialists. But, the genesis of item response theory (IRT) can be traced back to the mid-thirties and early forties. In fact, the term "Item Characteristic Curve," which is one of the main IRT concepts, can be attributed to Ledyard Tucker in 1946. Despite these early research efforts, interest in item response theory lay dormant until the late 1960s and took a backseat to the emerging development of strong true score theory. While true score theory developed rapidly and drew the attention of leading psychometricians, the problems and weaknesses inherent in its formulation began to raise concerns. Such problems as the lack of invariance of item parameters across examinee groups, and the inadequacy of classical test procedures to detect item bias or to provide a sound basis for measurement in "tailored testing," gave rise to a resurgence of interest in item response theory. Impetus for the development of item response theory as we now know it was provided by Frederic M. Lord through his pioneering works (Lord, 1952; 1953a, 1953b). The progress in the fifties was painstakingly slow due to the mathematical complexity of the topic and the nonexistence of computer programs.
    URL: Volltext  (lizenzpflichtig)
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