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Educational change --- Education --- Enseignement --- Réforme --- PBIB --- Onderwijssysteem --- Onderwijshervorming --- Onderwijsbeleid --- Réforme --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Finland

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Adult education. Lifelong learning --- Netherlands --- Continuing education --- Educational innovations --- Education permanente --- -vormingswerk --- -Education --- Education --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Educational technology --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education --- 374 --- Innovations --- Technological innovations --- Experimental methods --- Enseignement --- -374 --- vormingswerk

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Education, Preschool --- Reggio Emilia --- onderwijsvernieuwers --- Early childhood education --- School management and organization --- Reggio Emilia approach (Early childhood education) --- Teaching --- Educational administration --- Inspection of schools --- School administration --- School inspection --- School operation policies --- School organization --- Schools --- Educational planning --- Management --- Education --- Children --- Infant education --- Prekindergarten --- Preschool education --- Nursery schools --- Inspection --- Management and organization --- Education (Preschool) --- Administration, Educational --- Operation policies, School --- Policies, School operation --- Organization

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In this book, Carl Bereiter--a distinguished and well-known cognitive, educational psychologist--presents what he calls ""a new way of thinking about knowledge and the mind."" He argues that in today's Knowledge Age, education's conceptual tools are inadequate to address the pressing educational challenges and opportunities of the times. Two things are required: first, to replace the mind-as-container metaphor with one that envisions a mind capable of sustaining knowledgeable, intelligent behavior without actually containing stored beliefs; second, to recognize a fundamental difference between

Cognition --- Educational change --- Knowledge, Theory of --- Learning, Psychology of --- #PBIB:2002.4 --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Psychological aspects --- Cognitive psychology --- Teaching --- Learning, Psychology of. --- Knowledge, Theory of. --- Cognition. --- Educational change.

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Onderwijssystemen --- Systèmes d'enseignement --- 371.13 --- Educational change --- Professional socialization --- Teachers --- #PBIB:2001.4 --- onderwijsvernieuwing --- Teacher education --- Teacher training --- Teachers, Training of --- Socialization --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations --- Opleiding van onderwijzend personeel. Lerarenvakopleiding --- Professional ethics. --- Training of. --- Lerarenopleiding --- Professional ethics --- Training of --- algemeen --- algemeen. --- 371.13 Opleiding van onderwijzend personeel. Lerarenvakopleiding --- Algemeen. --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- School employees