flowing as it does through discussions in areas including international testing regimes such as PISA, as well as in the increasing focus on lifelong learning. As the writers argue: ‘In all GOETE countries, governance reforms have been attempted which aimed, though in differing degrees, to optimise the coordination and the outputs of education, thus better preparing pupils for the knowledge-based economy’ (p76). Whilst the GOETE research suggests that context has played a part in producing differing and localised results, the common emphasis across these eight countries upon a human capital approach to education should stimulate lively debate within educational arenas (such as those within international education) where such an approach has had less impact. Readers working within international education will find that the chapter by Loncle et al on ‘Students and Parents as Actors’ resonates with the kinds of issues and questions which form part of their regular professional experience. The question of whether parents and students are ‘considered as citizens or as users’ (p129) is posed at the start of the chapter. The focus of the GOETE Project on state systems of education leads the authors to conclude that ‘Specifically, the role of parents is still insufficiently recognised’ (p142), though many international educators might consider that this viewpoint does not reflect their own experiences. Whilst, on the surface, readers might consider that this book does not have much to offer educators working in international education, there are key elements of the analysis which line up well with common concerns. The book sheds light upon the relationships between the educational process and the life chances and trajectories of students beyond the period of formal schooling and, as such, has much to say to international educators. Equally significantly, issues related to the knowledge-based economy throw into relief the extent to which an international education curriculum should, in the light of the impacts of globalisation, reflect a human capital approach to education. There is much of value in this study, and those working in the international education arena will find much in this volume to stimulate thinking.

中文翻译：

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书评：教育设计研究：概念和方法设计教育研究：概念和方法，SwainJon (ed) 伦敦：SAGE Publications，2017

在包括国际测试制度（如 PISA）以及对终身学习的日益关注等领域的讨论中都在流动。正如作者所说：“在所有 GOETE 国家，都尝试了治理改革，虽然程度不同，但旨在优化教育的协调和产出，从而更好地为学生做好准备迎接知识经济”（第 76 页）。虽然 GOETE 研究表明环境在产生不同的和本地化的结果方面发挥了作用，但这八个国家对人力资本教育方法的共同强调应该会激发教育领域（例如国际教育领域）内的激烈辩论方法影响较小。在国际教育领域工作的读者会发现，Loncle 等人关于“学生和家长作为演员”的一章与构成他们常规专业经验一部分的各种问题和问题产生了共鸣。家长和学生是“被视为公民还是用户”（第 129 页）的问题在本章开头提出。GOETE 项目对国家教育体系的关注使作者得出结论，“具体来说，父母的作用仍未得到充分认识”（第 142 页），尽管许多国际教育工作者可能认为这种观点并不能反映他们自己的经历。虽然从表面上看，读者可能会认为这本书没有为从事国际教育工作的教育工作者提供太多信息，分析的关键要素与共同关注的问题非常吻合。这本书阐明了教育过程与学生在正规学校教育之后的生活机会和轨迹之间的关系，因此，对国际教育工作者有很多话要说。同样重要的是，鉴于全球化的影响，与知识经济相关的问题使国际教育课程在多大程度上反映了教育的人力资本方法。本研究有很多价值，在国际教育领域工作的人会在这本书中找到很多可以激发思考的东西。这本书阐明了教育过程与学生在正规学校教育之后的生活机会和轨迹之间的关系，因此，对国际教育工作者有很多话要说。同样重要的是，鉴于全球化的影响，与知识经济相关的问题使国际教育课程在多大程度上反映了教育的人力资本方法。本研究有很多价值，在国际教育领域工作的人会在这本书中找到很多可以激发思考的东西。这本书阐明了教育过程与学生在正规学校教育之后的生活机会和轨迹之间的关系，因此，对国际教育工作者有很多话要说。同样重要的是，鉴于全球化的影响，与知识经济相关的问题使国际教育课程在多大程度上反映了教育的人力资本方法。本研究有很多价值，在国际教育领域工作的人会在这本书中找到很多可以激发思考的东西。鉴于全球化的影响，反映了教育的人力资本方法。本研究有很多价值，在国际教育领域工作的人会在这本书中找到很多可以激发思考的东西。鉴于全球化的影响，反映了教育的人力资本方法。本研究有很多价值，在国际教育领域工作的人会在这本书中找到很多可以激发思考的东西。