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Schools do not define education, and they are not the only institutions in which learning takes place. After-school programs, music lessons, Scouts, summer camps, on-the-job training, and home activities all offer out-of-school educational experiences. In "Learning at Not-School," Julian Sefton-Green explores studies and scholarly research on out-of-school learning, investigating just what it is that is distinctive about the quality of learning in these "not-school" settings. Sefton-Green focuses on those organizations and institutions that have developed parallel to public schooling and have emerged as complements, supplements, or attempts to remediate the alleged failures of schools. He reviews salient principles, landmark studies, and theoretical approaches to learning in not-school environments, reporting on the latest scholarship in the field. He examines studies of creative media production and considers ideas of "learning-to learn"--That relate to analyses of language and technology. And he considers other forms of in-formal learning--in the home and in leisure activities--in terms of not-school experiences. Where possible, he compares the findings of US-based studies with those of non-US-based studies, highlighting core conceptual issues and identifying what we often take for granted. Many not-school organizations and institutions set out to be different from schools, embodying different conceptions of community and educational values. Sefton-Green's careful consideration of these learning environments in pedagogical terms offers a crucial way to understand how they work. (Contains 17 notes.).

After-school programs --- Learning --- Comparative education. --- EDUCATION/Digital Media & Learning --- EDUCATION/General --- Education, Comparative --- Education --- Learning process --- Comprehension --- After-school education --- Afterschool programs --- History

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Education Systems and Inequalities compares different education systems and their impact on creating and sustaining social inequalities.

Discrimination in education --- Education --- Education and state --- Educational equalization --- Comparative education. --- Social aspects --- Education, Comparative --- Educational discrimination --- Race discrimination in education --- Affirmative action programs in education --- Segregation in education --- History

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Une théorie générale de l’éducation, qui rend compte de ses significations et ses rôles dans la production et la reproduction sociales, est-elle possible? Elle suppose en tout cas l’étude historico-sociologique comparée de différents types de civilisations, la critique des théories et des concepts ethnocentriques, la sensibilité au général et au particulier, l’appréhension de la globalité et de la complexité, non seulement des sociétés, mais aussi de l’éducation elle-même sous ses différentes formes (scolaires et non-scolaires) et de leurs contradictions éventuelles. Partant de cette problématique est proposé dans cet ouvrage un modèle général d’analyse inter-disciplinaire et inter-culturel, des rapports entre l’éducation et les divers facteurs qui l’influencent et sont influencés par elle: peuples et langues, milieu naturel, mode de production, idées et valeurs, structures et mouvements socio-politiques, rôle des personnalités, relations internationales.

Comparative education --- Educational anthropology --- Educational sociology --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Campus cultures --- Culture and education --- Education and anthropology --- Anthropology --- Culture --- Education, Comparative --- Aims and objectives --- Philosophy --- History --- Comparative education. --- Educational anthropology. --- Educational sociology. --- Historische en vergelijkende pedagogiek --- Historische en vergelijkende pedagogiek. --- éducation --- culture --- langage et éducation --- anthropologie de l’éducation --- sociologie de l’éducation

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The question of quality has become one of the most important framing factors in education and has been of growing interest to international organisationsand national policymakers for decades. Politics of Quality in Education focuseson Brazil, China, and Russia, part of the so-called emerging nations? BRICSblock, and draws on a four-year project to develop a new theoretical andmethodological approach. The book builds a comparative, sociohistorical, and transnational understandingof political relations in education, with a particular focus on the policies andpractices of quality assurance and evaluation (QAE). Tracking QAE processesfrom international organisations to individual schools, contributors analyse howQAE changes the dynamics in the roles of state, expertise, and governance. Thebook demonstrates how national and sub-national actors play a central role inthe adaptation, modification, or rejection of transnational policies. Politics of Quality in Education will be of great interest to academics, researchers, and postgraduate students engaged in the study of comparative and internationaleducation, as well as educational policy and politics. It should also be essentialreading for practitioners and policymakers.

Education --- Education and state --- Comparative education. --- Standards --- Education, Comparative --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- History --- Government policy --- russia. --- political relations. --- qae. --- political space. --- political situation. --- political possibilities. --- brazil. --- quality. --- education. --- china.

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This open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015. The report focuses on students’ understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reported by grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. The study and associated methodology may enable education systems to help identify specific needs in the curriculum, improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.

Education --- Examinations & assessment --- Teaching of a specific subject --- Mathematics --- Physics --- International education . --- Comparative education. --- Assessment. --- Science education. --- Mathematics. --- Physics. --- International and Comparative Education. --- Assessment, Testing and Evaluation. --- Science Education. --- Mathematics, general. --- Physics, general. --- Science education --- Scientific education --- Natural philosophy --- Philosophy, Natural --- Physical sciences --- Dynamics --- Math --- Science --- Global education --- Intellectual cooperation --- Internationalism --- Education, Comparative --- History --- International education  --- Comparative education --- Assessment