000			03463cam a2200409 i 4500
001			on1084756990
003			OCoLC
005			20240726105119.0
008			190319s2019 cau ob 001 0 eng
010			_a2019013367
040			_aDLC _beng _erda _cDLC _dNT _dEBLCP _dOCLCF _dYDX
020			_a9781503608825 _q((electronic)l(electronic)ctronic)
042			_apcc
050	1	4	_aLB43 _b.T736 2019
049			_aMAIN
100	1		_aCarnoy, Martin, _e1
245	1	0	_aTransforming comparative education : _bfifty years of theory building at Stanford / _cMartin Carnoy.
260			_aStanford, California : _bStanford University Press, _c(c)2019.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
505	0	0	_aThe strands of comparative and international education : a brief history -- _tHow one comparative education program managed to survive and make its mark on the field -- _tThe 1960s and 1970s : human capital -- _tThe 1970s : comparative education and modernity -- _tThe 1970s : colonialism, neocolonialism, and comparative education -- _tThe 1970s and 1980s : world society theory and comparative education -- _tThe 1980s : the politics of education: legitimation, reform, and knowledge -- _tThe 1980s : the state and comparative education -- _tThe 1990s : comparative education and the impact of globalization -- _tThe 2000s : impact evaluation and comparative education -- _tThe 2000s : international tests and comparative education -- _tWhere is theory headed in international and comparative education?
520	0		_aOver the past fifty years, new theoretical approaches to comparative and international education have transformed it as an academic field. We know that fields of research are often shaped by "collectives" of researchers and students converging at auspicious times throughout history. Part institutional memoir and part intellectual history, Transforming Comparative Education takes the Stanford "collective" as a framework for discussing major trends and contributions to the field from the early 1960s to the present day, and beyond. Carnoy draws on interviews with researchers at Stanford to present the genesis of their key theoretical findings in their own words. Moving through them chronologically, Carnoy situates each work within its historical context, and argues that comparative education is strongly influenced by its economic and political environment. Ultimately, he discusses the potential influence of feminist theory, organizational theory, impact evaluation, world society theory, and state theory on comparative work in the future, and the political and economic changes that might inspire new directions in the field.
530			_a2 _ub
610	2	0	_aStanford University. _bSchool of Education.
610	2	0	_aStanford University. _bGraduate School of Education.
650		0	_aComparative education _xResearch _xHistory.
650		0	_aInternational education _xResearch _xHistory.
655		1	_aElectronic Books.
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=2023666&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLB _m2019 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c89459 _d89459
902			_a1 _bCynthia Snell _c1 _dCynthia Snell