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後期中等教育段階の統一資格制度改革をめぐるポリティクス:ニュージーランドのNCEA(National Certificate of Educational Achievement)を事例に
https://oiu.repo.nii.ac.jp/records/117
https://oiu.repo.nii.ac.jp/records/11766f77060-17ea-4e17-96f2-163c86b056d7
名前 / ファイル | ライセンス | アクション |
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23-1-063 (1.7 MB)
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Item type | 紀要論文(ELS) / Departmental Bulletin Paper(1) | |||||
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公開日 | 2009-10-31 | |||||
タイトル | ||||||
タイトル | 後期中等教育段階の統一資格制度改革をめぐるポリティクス:ニュージーランドのNCEA(National Certificate of Educational Achievement)を事例に | |||||
言語 | ||||||
言語 | jpn | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | ニュージーランド | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 後期中等教育 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 統一資格制度 | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | NCEA | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 目標基準準拠テスト | |||||
キーワード | ||||||
主題Scheme | Other | |||||
主題 | 集団基準準拠テスト | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ページ属性 | ||||||
内容記述タイプ | Other | |||||
内容記述 | P(論文) | |||||
記事種別(日) | ||||||
値 | 論文 | |||||
記事種別(英) | ||||||
言語 | en | |||||
値 | Article | |||||
その他の言語 | ||||||
言語 | The Politics of Qualification Reform in Late Secondary Education:National Certificate of Educational Achievement (NCEA) in New Zealand | |||||
論文名よみ | ||||||
その他のタイトル | コウキ チュウトウ キョウイク ダンカイ ノ トウイツ シカク セイド カイカク オ メグル ポリティクス ニュージーランド ノ NCEA(NATIONAL CERTIFICATE OF EDUCATIONAL ACHIEVEMENT) オ ジレイニ | |||||
著者名(日) |
中村, 浩子
× 中村, 浩子 |
|||||
著者名よみ |
ナカムラ, ヒロコ
× ナカムラ, ヒロコ |
|||||
著者名(英) |
Nakamura, Hiroko
× Nakamura, Hiroko |
|||||
抄録(英) | ||||||
内容記述タイプ | Other | |||||
内容記述 | This paper examines the politics of a new qualification system introduced from 2002 in New Zealand based on interviews conducted in 2008 and 2009. The new system was introduced to bring about greater diversity in teaching and learning in the late secondary education in New Zealand. The results indicated that the new system was viewed positively by schools drawing students from lower socio-economic communities. On the other hand prestigious private high schools and also schools that value holistic learning criticized the change, raising the issue of fragmentation of learning. In conclusion the issue of achieving diversity without introducing stratification and disparity is investigated. |
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雑誌書誌ID | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AN10110523 | |||||
書誌情報 |
国際研究論叢 : 大阪国際大学紀要 en : OIU journal of international studies 巻 23, 号 1, p. 63-79, 発行日 2009-10-31 |