Bridging Divides--Social Science, Educational Policy and the Improvement of Education and Training Systems: An Appreciation the Contribution of David Raffe (1950-2015)

Autor/inn/en	Howieson, Cathy; Spours, Ken; Young, Michael
Titel	Bridging Divides--Social Science, Educational Policy and the Improvement of Education and Training Systems: An Appreciation the Contribution of David Raffe (1950-2015)
Quelle	In: Journal of Education and Work, 30 (2017) 7, S.689-699 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2017.1383094
Schlagwörter	Social Science Research; Educational Policy; Educational Improvement; Educational Research; Higher Education; Educational Sociology; Scholarship; Foreign Countries; Curriculum Development; Education Work Relationship; Labor Market; Vocational Education; Qualifications; Equal Education; Holistic Approach; United Kingdom (Scotland); United Kingdom (England); Ireland; United States + Suchen Sie Ihr Suchwort? Social scientific research; Sozialwissenschaftliche Forschung; Politics of education; Bildungspolitik; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungssoziologie; Erziehungssoziologie; Scholarships; Stipendium; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Labour market; Arbeitsmarkt; Ausbildung; Berufsbildung; Qualifikation; Qualifikationsstufe; Holistischer Ansatz; Irland; USA
Abstract	This Introduction provides an overview of the distinctive contribution of the late David Raffe to educational research in the UK and internationally over a 40-year period. His wide-ranging research on post-compulsory education and training systems was enriched by the development of conceptual distinctions that have become part of the lingua franca of sociology and the study of education reform. David's particular style of scholarship focused on the improvement of education systems through collaborative working; historical and comparative analysis and the processes of policy learning. In particular he argued that both researchers and policy actors should understand the specificities of their own national contexts rather than simply engage in "policy borrowing" from other contexts or countries. The Introduction also outlines how the various contributors to the journal have engaged with David's scholarship, and demonstrates the continuing relevance of his intellectual legacy to understanding today's turbulent political and policy world. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01