Educational Assessment and Inclusive Education

Zusatztext

This book brings together policymaker and practitioner knowledge, experiences, and perspectives on the interaction between the assessment and inclusion agenda to the fore. The books analysis is built on comparative qualitative data from five different countries on four continents: Argentina, China, Denmark, England, and Israel. These countries have been chosen for their distinctive, and even contrasting, education policies, sociocultural and economic circumstances, and variations in performance across supranational and national standardised student assessments. In addressing these specific contexts, the book provides insights into the pitfalls and synergies which emerge as key stakeholders attempt to mediate these two educational concerns in both policy and practice. 

Autorenportrait

<b>Christian Ydesen</b> is Professor in the Department of Culture and Learning at Aalborg University, Denmark. He is the editor of The OECD¿s Historical Rise in Education (2019).<div> <div><b>Alison L. Milner</b> is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark. <div> </div><div><b>Tali Aderet-German</b> is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark. </div><div> </div><div><b>Ezequiel Gomez Caride</b> holds a PhD in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, USA and is currently a postdoctoral researcher. </div><div> </div><div><div><b>Youjin Ruan</b> is a postdoctoral researcher in the Department of Culture and Learning at Aalborg University, Denmark. </div><div> </div></div><div><b> </b></div><div> </div></div></div>

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