Publication Date
| In 2015 | 0 |
| Since 2014 | 1 |
| Since 2011 (last 5 years) | 1 |
| Since 2006 (last 10 years) | 1 |
| Since 1996 (last 20 years) | 1 |
Descriptor
| Debate | 1 |
| Educational Change | 1 |
| Educational Innovation | 1 |
| Educational Policy | 1 |
| Educational Research | 1 |
| Foreign Countries | 1 |
| International Education | 1 |
| Middle Schools | 1 |
| Periodicals | 1 |
| Politics of Education | 1 |
| More ▼ | |
Source
| Paedagogica Historica:… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Showing one result
Peer reviewed
Direct linkGreveling, Linda; Amsing, Hilda T. A.; Dekker, Jeroen J. H. – Paedagogica Historica: International Journal of the History of Education, 2014
In the Netherlands, crossing borders to study comprehensive schools was an important strategy in the 1970s, a decisive period for the start and the end of the innovation. According to policy-borrowing theory, actors that engage in debating educational issues are framing foreign examples of comprehensive schooling to convince their audiences.…
Descriptors: Foreign Countries, Educational Policy, International Education, Educational Innovation
