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  • MPI Ethno. Forsch.  (24)
  • DNB
  • Frobenius-Institut
  • 2000-2004  (24)
  • Dordrecht : Springer Netherlands  (24)
  • Education.  (24)
Datasource
  • MPI Ethno. Forsch.  (24)
  • DNB
  • Frobenius-Institut
  • BSZ  (24)
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Language
Years
Year
Author, Corporation
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Keywords
Subjects(RVK)
  • 1
    Online Resource
    Online Resource
    Educational Leadership for Organisational Learning and Improved Student Outcomes (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402021992
    Language: English
    Pages: 1 Online-Ressource(XIV, 272 p.)
    Edition: 1st ed. 2004.
    Series Statement: Studies in Educational Leadership 3
    Parallel Title: Erscheint auch als
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    Keywords: Social psychology. ; Education. ; School management and organization. ; School administration. ; Personality. ; Difference (Psychology). ; Education
    Abstract: From the contents: Acknowledgements. List of tables. List of figures -- Section 1: The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes. 1 The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes -- Section 2: Using The Book. 2 Problem-Based Learning: A Vehicle For Professional Development Of School Leaders -- Section 3: The Problem-Based Learning Package. 4 Workshop Problem/Situation Outline. 5 The Altona Case Study. 6 The Heronwood Case Study. 7 Survey Data -- Section 4: A Challenge. 8 The Survey Instruments And A Challenge To Use Them In Your Own School -- Appendixes: 1 Conditions Fostering Organizational Learning In Schools. 2 Leadership For Organizational Learning In Australian Secondary Schools. 3 The Altona Case Study: Short Version. 4 The Heronwood Case Study: Short Version -- References. Other readings.
    Abstract: The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues. How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.
    Note: Includes bibliographical references
    DOI: 10.1007/1-4020-2199-2
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    What We Know About CSCL : And Implementing It In Higher Education (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402079214
    Language: English
    Pages: 1 Online-Ressource(XVIII, 262 p.)
    Edition: 1st ed. 2004.
    Series Statement: Computer-Supported Collaborative Learning Series 3
    Parallel Title: Erscheint auch als
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    Keywords: Learning. ; Instruction. ; Education. ; User interfaces (Computer systems). ; Educational technology. ; Human-computer interaction. ; Learning, Psychology of. ; Education ; Computer science ; Aufsatzsammlung ; Computerunterstützter Unterricht ; Kooperatives Lernen ; Hochschulunterricht
    Abstract: It is All About Learning! -- CSCL in Higher Education? -- Practices and Orientations of CSCL -- Learning, Collaboration and Assessment -- Building Collaborative Knowing -- Learning, Assessment and Collaboration in Computer-Supported Environments -- What do you Mean by‘Support’? -- Instructional Support in CSCL -- Computer Software Support for CSCL -- Human Support in CSCL -- Technology and Interaction -- CSCL-Ware in Practice -- Designing Sociable CSCL Environments -- Conclusion -- What We Know About CSCL.
    Abstract: A Dutch policy scientist once said the information and knowledge in the twenty-first century has the shelf life of fresh fish, and learning in this age often means learning where and how to find something and how to relate it to a specific situation instead of knowing everything one needs to know. On top of this, the world has become so highly interconnected that we have come to realise that every decision that we make can have repercussions somewhere else. To touch as many bases as possible, we need to work with knowledgeable others from different fields (multiple agents) and take heed of their points of view (multiple representations). To do this, we make increasing use of computers and computer-mediated communication. If computer-supported collaborative learning (CSCL) is not simply a newly discovered hype in education, what is it and why are we writing a book about it? Dissecting the phrase into its constituent parts, we see that first of all CSCL is about learning, and in the twenty-first century this usually means constructivist learning.
    Description / Table of Contents: ""TABLE OF CONTENTS""
    Note: Includes bibliographical references and index
    DOI: 10.1007/1-4020-7921-4
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  • 3
    Online Resource
    Online Resource
    The Intellectual Capital of Schools : Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402025945
    Language: English
    Pages: 1 Online-Ressource(IV, 162 p.)
    Edition: 1st ed. 2004.
    Parallel Title: Erscheint auch als
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    RVK:
    DK 1000
    Keywords: Education. ; School management and organization. ; School administration. ; Education ; Bewertung ; Schule ; Immaterielles Wirtschaftsgut ; Intellektuelles Kapital
    Abstract: to the concept of intellectual capital -- Constructing a typology for intellectual capital -- The measurement of responsibility -- A new Profile Guide Chart Method for job evaluation in schools -- Pay and incentives in an education setting -- The retention of intellectual capital: managing continuity -- Implementing a knowledge continuity initiative: an adjunct of lessons from practice -- Intellectual capital metrics.
    Abstract: A teacher may get good, even astounding, results from his pupils while he is teaching them and yet not be a good teacher; because it may be that, while his pupils are directly under his influence, he raises them to a height which is not natural to them, without fostering their own capacities for work at this level, so that they immediately decline again as soon as the teacher leaves the classroom. Ludwig Wittgenstein, 1889 – 1951. It is difficult to measure effectiveness in not-for-profit organisations like schools, colleges and universities. There is no ‘bottom-line’ against which to gauge performance, they have limited technical development and managers struggle to make meaningful comparisons between outcomes and targets. In education, well-publicised attempts have been made to establish - some would say impose - a set of criteria by which organisations judge success or failure. These have been largely subjective - the percentage of inspected classes regarded as good, the extent to which staff is involved in decision making, the appropriateness of the leadership shown by senior managers, and so on – if occasionally peppered with quantitative measures, like the percentage of students achieving certain grades in public examinations, to sustain the illusion of objectivity. This is not to fault the aspiration necessarily, though initially at least it created a surveillance culture in schools that did justice to neither the inspected nor the argument for inspection. Happily, this is changing.
    Note: Includes bibliographical references (p. [154]-161) and index
    DOI: 10.1007/1-4020-2594-7
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    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Educational Innovation in Economics and Business IX : Breaking Boundaries for Global Learning (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402031717
    Language: English
    Pages: 1 Online-Ressource(XXXIV, 408 p.)
    Edition: 1st ed. 2004.
    Series Statement: Educational Innovation in Economics and Business 9
    Parallel Title: Erscheint auch als
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    Keywords: Learning. ; Instruction. ; Assessment. ; Education. ; Educational technology. ; Learning, Psychology of. ; Educational tests and measurements. ; Education ; Educational tests and measurements
    Abstract: Breaking Boundaries for Global Learning -- Teams and Collaborative Learning -- Creating Conditions for Collaborative Learning -- Michaelsen’s Model of Team-Based Learning Applied in Undergraduate Kinesiology Classes -- Cross-Cultural Virtual Teamwork: Implications from the Multicultural E-Classroom -- Collaborative Learning Applied in the Orientation Process of Undergraduate Students -- Transitioning from Academic Settings to the Workplace -- Online Learning: Learner’s Liberation? -- Learning to Work: Easing the Transition -- Breaking the Boundaries Between Academic Degrees and Lifelong Learning -- An Innovation in Access: Developing the Generic Skills of Business Students Through a Virtual Corporate Experience -- Role of Information Technology in the Learning Process -- Can “Learning by Teaching” Contribute to E-Learning? -- A Collaborative Tool for Argumentation-Based Learning: Examining Face-to-Face and Computer-Based Approaches in a UK Secondary School -- Adapting a Face-to-Face Training Program to a Distance Delivery Model: A Case Study of a Professional Training Program -- An Innovative Approach to Addressing Heterogeneity of Large Classes: Results from Teaching Business Statistics -- Using Information Technology in Teamwork During Collaborative Extra-Class Activities -- Program-Level Innovation Strategy -- Contextual Learning in Higher Education -- A Multi-Step Process for Assessing Student Outcomes in the Business Curriculum -- Student Characteristics and Academic Success -- Making Space for Twenty-First Century Management Learning -- The Value of Multidisciplinary Integration: Evidence from two Engineering Courses -- A Survey of Distance Education Programs.
    Abstract: Like previous volumes in the Educational Innovation in Economics and Business Series, this book is genuinely international in terms of its coverage. With contributions from nine different countries and three continents, it reflects a global interest in, and commitment to, innovation in business education, with a view to enhancing the learning experience of both undergraduates and postgraduates. It should prove of value to anyone engaged directly in business education, defined broadly to embrace management, finance, marketing, economics, informational studies, and ethics, or who has responsibility for fostering the professional development of business educators. The contributions have been selected with the objective of encouraging and inspiring others as well as illustrating developments in the sphere of business education. This volume brings together a collection of articles describing different aspects of the developments taking place in today’s workplace and how they affect business education. It describes strategies for breaking boundaries for global learning. These target specific techniques regarding teams and collaborative learning, transitions from academic settings to the workplace, the role of IT in the learning process, and program-level innovation strategies. This volume addresses issues faced by professionals in higher and further education and also those involved in corporate training centers and industry.
    Note: "Drawn from conference papers presented at the EDiNEB IX Annual Conference held in Guadalajara, Mexico in mid June of 2002"--Pref , Includes bibliographical references and index
    DOI: 10.1007/1-4020-3171-8
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  • 5
    Online Resource
    Online Resource
    Trusting in the University : The Contribution of Temporality and Trust to a Praxis of Higher Learning (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402023446
    Language: English
    Pages: 1 Online-Ressource(XII, 216 p.)
    Edition: 1st ed. 2004.
    Parallel Title: Erscheint auch als
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    Keywords: Higher education. ; Education. ; Education, Higher. ; Education ; Education, Higher
    Abstract: Liberalism, Mass Education and a Loss of Academic Trust -- The Market Metaphor — A Good Basis for Trust? -- What Form of Trust Might be Appropriate for Universities to Build a Praxis of Higher Education Designed to Encourage Authenticity? -- Education in a Culture of Suspicion? -- If Not the Market Model, then Perhaps a Heideggerian Perspective? -- A University’s Authenticity is in its Community -- Trusting in Thinking about Knowing -- Trusting in Teaching to Let Learn -- A Trusting Praxis for Higher Education Institutions -- Reflections.
    Abstract: The world in which we learn is changing rapidly. That rapidity is driven by a range of influences, conveniently, but inadequately, clustered under the rubric of globalisation. . The context in which globalisation and education is often linked is that of progression, progression realisable through technology, the free movement of finances and the optimum utilisation of human capital. To fuel this progression, formal educational institutions have grown, adapted and changed to provide highly skilled ‘outputs’ to satisfy demand. Along the way, I will argue, the questioning, learning, reflecting and worthiness of formal education has been sacrificed for instrumentality, compliance and self-interest. This is seen throughout the educational system but this book concentrates on higher education and, more importantly, higher educational institutions that are known as universities. I will try to argue for a distinctive place for universities that does not resist progression but defines it differently from that allowable by the market. I propose a university system where students and faculty are together allowed to ‘let learn’ who they might become, rather than realise their being as the artefact of economic imperatives. I accept from the very beginning that this might be incompatible with universities being in the world of commerce and industry, in fact, I demand that they are not! However, my text is not a polemic against the capitalist entrapment of education per se but for the development of centres that question whilst engaging with the realities of our existence.
    Note: Includes bibliographical references (p. [195]-211) and index
    DOI: 10.1007/1-4020-2344-8
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  • 6
    Online Resource
    Online Resource
    Professional Learning: Gaps and Transitions on the Way from Novice to Expert (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402020940
    Language: English
    Pages: 1 Online-Ressource(XXIV, 308 p.)
    Edition: 1st ed. 2004.
    Series Statement: Innovation and Change in Professional Education 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    CX 3000
    RVK:
    DW 1000
    Keywords: Learning. ; Instruction. ; Education. ; Learning, Psychology of. ; Education ; Aufsatzsammlung ; Professionalisierung
    Abstract: On the Long Way from Novice to Expert and How Travelling Changes the Traveller -- The Role of Experience in Professional Training and Development of Psychological Counsellors -- The Case of Plant Identification in Biology: When Is a Rose a Rose? -- Overcoming Problems of Knowledge Application and Transfer -- Does Practice Make Perfect? -- Fostering Managerial Problem-Solving -- From Theory to Practice in Medical Education -- Embedding and Immersion As Key Strategies in Learning to Teach -- Teaching Expertise -- Professional Learning: Deliberate Attempts at Developing Expertise -- Learning Professionals: Towards an Integrated Model -- From Individual Cognition to Communities of Practice -- Competence-Supporting Working Conditions -- Network Ties, Cognitive Centrality, and Team Interaction Within a Telecommunication Company.
    Abstract: About the Book Series The idea for the Book Series “Innovation and Change in Professional Education” (ICPE) was born in 1996. While working on another publication in this area, we noticed that professional educators faced similar problems without even knowing from each other. It was this observation that resulted in examining the possibilities for a new publication platform about professional education with input from different professions. We wanted to develop a publication source that would bring together educators and researchers to exchange ideas and knowledge about theory, research and professional practice. But we were not only striving for a book series informing readers about important themes in the professions. A second goal was to focus on processes of change and innovation. We were heavily involved in innovations going on in our institutions, and were convinced that a better understanding was needed in a wide range of issues critically important to the future of professional education. It was our belief that scholarly publications about innovation processes may support fundamental change in professional education. ICPE reflects our view that professional education deserves such a publication platform. It aims to approach critical questions of educational innovations, and to examine dynamics of educational change in various professional domains in the context of innovation processes. The books will include contributions from frontline practitioners, leading researchers, or distinguished scholars in professional education, delivering reports of empirical or theoretical research, reviews, interpretations of evaluation studies, or descriptions of innovative approaches.
    Description / Table of Contents: ""Contents""
    Note: Includes bibliographical references and index
    DOI: 10.1007/1-4020-2094-5
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  • 7
    Online Resource
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    Markets in Higher Education : Rhetoric or Reality? (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402028359
    Language: English
    Pages: 1 Online-Ressource(XIII, 355 p.)
    Edition: 1st ed. 2004.
    Series Statement: Higher Education Dynamics 6
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
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    Keywords: Management science. ; International education . ; Comparative education. ; Education. ; Economics. ; Education ; Comparative Education ; Economics
    Abstract: Markets in Higher Education: Do They Promote Internal Efficiency? -- Cost-Sharing and Equity in Higher Education: Implications of Income Contingent Loans -- Transparency and Quality in Higher Education Markets -- Regulation and Competition in Higher Education -- The Evaluation of Welfare Under Alternative Models of Higher Education Finance -- Higher Education Policy as Orthodoxy: Being One Tale of Doxological Drift, Political Intention and Changing Circumstances -- Market Coordination of Higher Education: The United States -- ‘Madly off in All Directions’: Higher Education, Marketisation and Canadian Federalism -- Australian Higher Education: National and Global Markets -- The Higher Education Market in the United Kingdom -- Rapid Expansion and Extensive Deregulation: The Development of Markets for Higher Education in the Netherlands -- Is There a Higher Education Market in Portugal? -- Higher Education and Markets in France -- Conclusion.
    Abstract: This volume presents the most comprehensive international discussion of the role of markets in higher education ever published. It reflects on both the political and economic implications of the rising trend towards introducing market elements in higher education. The book draws together many leading international scholars in the economic and policy analysis of higher education to explore different theoretical perspectives and present new empirical evidence on market mechanisms in higher education in several Western countries. The authors present a dispassionate and ideologically neutral view of the advantages and disadvantages of the introduction of market-mechanisms in higher education and of its effects in terms of access, equity, quality of provision, student learning, research and scholarship, and so on. And they balance the performance of markets in higher education against the alternative of more, or a different kind of, governmental intervention.
    Note: Contains edited versions of papers presented at a seminar "Markets in Higher Education", held as the 3rd of the Douro Seminars of Higher Education Research , Includes bibliographical references
    DOI: 10.1007/1-4020-2835-0
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  • 8
    Online Resource
    Online Resource
    Handbook of Children’s Literacy (2004)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9789401717311
    Language: English
    Pages: Online-Ressource (X, 790 p) , online resource
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Parallel Title: Erscheint auch als
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    Keywords: Linguistics ; Consciousness ; Applied linguistics ; Education. ; Cognitive psychology.
    Abstract: The Handbook of Children’s Literacy provides a unique collection of papers, offering a multi-perspective, multi-disciplinary approach to understanding alphabetic literacy. The analyses at word, text and cultural levels offer an integrative view of literacy. Basic research, theoretical advances, investigations in the classroom, analyses of literacy acquisition by readers with special needs, cross-linguistic comparisons and a historical and cultural perspective will enrich the understanding of literacy of academics and practitioners alike. This is a rare opportunity to consider literacy in breadth and depth by consulting a single collection. The contributing authors are distinguished experts in their domain of investigation, teacher educators and teachers in sixteen different countries
    Description / Table of Contents: Al. Childhood Conceptions of LiteracyA2. Phonology and Spelling -- A3. Linguistic Processes in Reading and Spelling: The Case of Alphabetic Writing Systems: English, French, German and Spanish -- A4. Connectionist Models of Children’s Reading -- A5. Morphology and Spelling -- A6. Children’s Self-Perception as Readers -- B1. The Development of Comprehension Skills -- B2. Text and Cognition -- B3. The Use of Context in Learning to Read -- B4. Reading Stories -- B5. Computers and Writing -- Cl. Reading and Spelling Difficulties -- C2. The Concept of Dyslexia -- C3. Developmental Dyslexia: Evidence from Brain Research -- C4. Epidemiology: Genetic and Social Influences on Reading Ability -- C5. Reading Comprehension Difficulties -- C6. Early Identification -- C7. Early Intervention -- C8. Individual Differences in Dyslexia -- C9. Specific Speech and Language Difficulties and Literacy -- C10. Reading by Touch in Blind Children and Adults -- C11. Deafness and Reading -- Introduction: Teaching Literacy: What Practices, When and Why? -- D1. Literacy in Time and Space: Issues, Concepts and Definitions -- D2. Teaching Reading: A Historical Approach -- D3. The Cognitive Consequences of Literacy -- D4. Comparative Studies of Instructional Methods -- D5. Early Emergent Literacy -- D6. The Linguistic Consequences of Literacy -- El. Phonological Awareness and Learning to Read: A Cross-Linguistic Perspective -- E2. Morphology, Reading and Spelling: Looking Across Languages -- E3. Bilingualism and Reading -- E4. Grammatical Awareness Across Languages and the Role of Social Context: Evidence from English and Hebrew -- E5. Literacy, Socialisation and the Social Order -- E6. Segmentation in the Writing of Mayan Language Statements by Indigenous Children with Primary Schooling -- E7. Paths to Literacy for Deaf British Sign Language (BSL) Users.
    DOI: 10.1007/978-94-017-1731-1
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  • 9
    Online Resource
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    Language Policy in the Soviet Union (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480836
    Language: English
    Pages: 1 Online-Ressource(X, 240 p.)
    Edition: 1st ed. 2003.
    Series Statement: Language Policy 3
    Parallel Title: Erscheint auch als
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    Keywords: Language and education. ; Russian language. ; Education. ; Sociolinguistics. ; Language and languages—Study and teaching. ; Balto-Slavic linguistic unity. ; Education ; Sociolinguistics ; Russian language ; Language and languages ; Sowjetunion ; Sprachpolitik ; Sowjetunion ; Sprachpolitik
    Abstract: An Overview of Soviet Language Policy -- The Slavic Republics and Moldova -- The Baltic States -- The Caucasus -- Central Asia -- The North -- The Impact of Soviet Language Policy.
    Abstract: Soviet language policy provides rich material for the study of the impact of policy on language use. Moreover, it offers a unique vantage point on the tie between language and culture. While linguists and ethnographers grapple with defining the relationship of language to culture, or of language and culture to identity, the Soviets knew that language is an integral and inalienable part of culture. The former Soviet Union provides an ideal case study for examining these relationships, in that it had one of the most deliberate language policies of any nation state. This is not to say that it was constant or well-conceived; in fact it was marked by contradictions, illogical decisions, and inconsistencies. Yet it represented a conscious effort on the part of the Communist leadership to shape both ethnic identity and national consciousness through language. As a totalitarian state, the USSR represents a country where language policy, however radical, could be implemented at the will of the government. Furthermore, measures (such as forced migrations) were undertaken that resulted in changing population demographics, having a direct impact on what is a central issue here: the very nature of the Soviet population. That said, it is important to keep in mind that in the Soviet Union there was a difference between stated policy and actual practice. There was no guarantee that any given policy would be implemented, even when it had been officially legislated.
    Note: Includes bibliographical references (p. 219-226) and indexes
    DOI: 10.1007/0-306-48083-2
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  • 10
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    The Ethical Dimensions of School Leadership (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306482038
    Language: English
    Pages: 1 Online-Ressource(XX, 238 p.)
    Edition: 1st ed. 2003.
    Series Statement: Studies in Educational Leadership 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DK 1042
    Keywords: Education. ; School management and organization. ; School administration. ; Education ; Aufsatzsammlung ; Schulleitung ; Professionalität
    Abstract: In Pursuit of Authentic School Leadership Practices -- Democratic Leadership Theory in Late Modernity: An Oxymoron or Ironic Possibility? -- Persistent Difficulties with Values in Educational Administration: Mapping the Terrain -- Reflective Practice: Picturing Ourselves -- Community, Coherence, and Inclusiveness -- Deconstructing Communities: Educational Leaders and Their Ethical Decision-Making Processes -- Let Right be Done: Trying to Put Ethical Standards into Practice -- Valuing Schools as Professional Communities: Assessing the Collaborative Prescription -- Developing Cross-Cultural Perspectives on Education and Community -- School Organizational Values: The Driving Force for Effectiveness and Change -- The Relationship of Gender and Context to Leadership in Australian Schools -- School Leadership as a Democratic Arena -- Conclusion: Tomorrow, and Tomorrow, and Tomorrow: A Post-Postmodern Purview.
    Abstract: Among the many significant features of this volume is the dedication to the late Don Willower, Professor of Education at Pennsylvania State University. It is significant in light of Willower’s long record of major contributions to the empirical literature in Educational Administration and his mentorship of many students steeped in the tradition of the so-called science of administration. These include scholars like Wayne Hoy and Peter Cistone who readily acknowledge their personal and intellectual debt to Willower. How is it, then, that Willower, a colleague of the giants of Educational Administration in the 60s and 70s, people such as Dan Griffiths, Jack Culbertson, and Roald Campbell, to name just a few, came to associate himself with this relatively upstart group of academics and practitioners interested in values, of all things? As an inheritor of the mantle thrown down by Getzels and Guba all those years ago, it might seem strange to see Willower consorting with people who argue about the distinction between fact and value. It is true, of course, that Willower majored in philosophy at the State University of New York at Buffalo as an undergraduate. So the language and the ways of thinking among many of those interested in values and ethics were not all that foreign to him. He could certainly hold his own in debate with his friend, Chris Hodgkinson, the foremost philosopher of Educational Administration in the field today, and a contributor to this volume.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48203-7
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  • 11
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    The Neurological Basis of Learning, Development and Discovery : Implications for Science and Mathematics Instruction (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306482069
    Language: English
    Pages: 1 Online-Ressource(XVI, 285 p.)
    Edition: 1st ed. 2003.
    Series Statement: Contemporary Trends and Issues in Science Education 18
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    CP 5100
    Keywords: Science education. ; Learning. ; Instruction. ; Mathematics—Study and teaching . ; Education. ; Science—Study and teaching. ; Learning, Psychology of. ; Education ; Mathematics ; Science Study and teaching ; Bibliografie ; Kognitive Entwicklung ; Kreativität ; Aufsatzsammlung ; Kognitive Entwicklung ; Aufsatzsammlung ; Interesse
    Abstract: How do People Learn? -- The Neurological Basis of Self-Regulation -- Brain Maturation, Intellectual Development and Descriptive Concept Construction -- Brain Maturation, Intellectual Development and Theoretical Concept Construction -- Creative Thinking, Analogy and a Neural Model of Analogical Reasoning -- The Role Analogies and Reasoning Skill in Theoretical Concept Construction and Change -- Intellectual Development During the College Years: Is There a Fifth Stage? -- What Kinds of Scientific Concepts Exist? -- Psychological and Neurological Models of Scientific Discovery -- Rejecting Nature of Science Misconceptions by Preservice Teachers -- Implications for the Nature of Knowledge and Instruction.
    Abstract: A goal of mine ever since becoming an educational researcher has been to help construct a sound theory to guide instructional practice. For far too long, educational practice has suffered because we have lacked firm instructional guidelines, which in my view should be based on sound psychological theory, which in turn should be based on sound neurological theory. In other words, teachers need to know how to teach and that "how-to-teach" should be based solidly on how people learn and how their brains function. As you will see in this book, my answer to the question of how people learn is that we all learn by spontaneously generating and testing ideas. Idea generating involves analogies and testing requires comparing predicted consequences with actual consequences. We learn this way because the brain is essentially an idea generating and testing machine. But there is more to it than this. The very process ofgenerating and testing ideas results not only in the construction of ideas that work (i. e. , the learning of useful declarative knowledge), but also in improved skill in learning (i. e. , the development of improved procedural knowledge).
    Note: Includes bibliographical references (p. 261-276) and index
    DOI: 10.1007/0-306-48206-1
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  • 12
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    Implementing European Union Education and Training Policy : A Comparative Study of Issues in Four Member States (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480775
    Language: English
    Pages: 1 Online-Ressource(X, 332 p.)
    Edition: 1st ed. 2003.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DI 1000
    Keywords: Higher education. ; Political science. ; Education. ; Education, Higher. ; Education ; Political Science ; Aufsatzsammlung ; Europäische Union ; Bildungssystem ; Internationaler Vergleich ; Europäische Union ; Bildungspolitik ; Standardisierung
    Abstract: The European Union and Education and Training: An Overview of Policies and Initiatives -- Educating Europe: An Analysis of EU Educational Policies -- Interpreting EU Education and Training Policy: Thoughts from the English Perspective -- Tensions Between the European and the Nordic Dimension in Education, with Particular Reference to Sweden -- A Comparative Study of the European Dimension in Education in England, Scotland and Wales -- The European Dimension in the National Curriculum for England -- European Policies and Transition Processes: The Influence of EU Training Programmes in Eastern Germany -- The Impact of EU Education and Training Policies in Sweden -- Eu Programmes in Education and Training: Development and Implementation in Germany, Sweden and the United Kingdom -- Standardisation and Differentiation in the Levels of Diplomas in Higher Education Systems in Europe -- Higher Education Student Mobility and the Interpretation of European Union Educational Policies in France.
    Abstract: The papers which make up this volume have for the most part emerged from the work of a team of young researchers based for varying periods at the Department of Educational Studies of the University of Oxford as part of an international network funded by the European Union. The network, known as PRESTiGE (Problems of Educational Standardisation and Transition in a Global Environment), involves teams at six European universities, each of which can only employ young researchers from Member States other than that in which it is situated. The Oxford part of PRESTiGE has been concerned with the interpretation, transmission and implementation of European Union education and training policy in four Member States: France, Germany, Sweden and the United Kingdom. As the leader of the Oxford team I had the good fortune to work with young researchers from Denmark, Germany, Greece, Sweden and Portugal. Their work is included here. So too are contributions from Jake Murdoch (a member of the Dijon team, based at the Université de Bourgogne) and Professor António Nóvoa, the leader of the Lisbon team. Together the papers (which we have allowed to overlap to some extent, so that each one can be read independently) represent a genuinely international collaborative effort to understand the intentions and the effects of EU education and training policy, and we hope that they will contribute to further discussion of the important issues that those with an interest in European co-operation and development will wish to pursue.
    Note: Includes bibliographical references
    DOI: 10.1007/0-306-48077-8
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    The Dialogue between Higher Education Research and Practice : 25 Years of EAIR (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306483684
    Language: English
    Pages: 1 Online-Ressource(X, 146 p.)
    Edition: 1st ed. 2003.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Higher education. ; Education. ; Education, Higher. ; Education ; Education, Higher
    Abstract: History -- Institutional Research: From Case Study to Strategic Instrument -- Eair in the Making -- Institutional Research and Management in the U.S. and Europe: Some Eair - Air Comparisons -- Research and Practice -- Higher Education Research in Europe -- Research, Administration and University Management: What Can Research Contribute to Policy? -- Current State of Knowledge and the Future -- Quality in Higher Education -- Interpretations of Self-Regulation: The Changing State-Higher Education Relationship in Europe -- Management in Higher Education: Current Trends and Future Perspectives in European Colleges and Universities -- Internationalisation in Higher Education: from Regional to Global -- The Economics of Higher Education -- Expansion and Diversification in Higher Education.
    Abstract: Nearly 24 years ago, in November 1979, 26 scholars and administrators, from 12 countries, met in the Sorbonne in Paris at the "First European AIR Forum", to discuss "Institutional Research in North America and Europe". Most of the European participants had not heard of `institutional research', but discovered that what some of them had been engaged in for most of their careers was this very topic! Over the intervening period, 26 has grown to over 400 participants in the Annual Forum, a separate European Association (EAIR) has been established, and the Association's influential journal, Tertiary Education And Management, is published quarterly and is now in its 9th year. This book addresses the interface between research, policy and practice in the fields of Higher Education Management and Institutional Research. It provides an overview of the current state of research and best managerial practice in the field of HE Management, so vital to the well-being of higher education, and currently at a crucial stage of evolution in so many countries of Europe and the rest of the world.
    DOI: 10.1007/978-0-306-48368-4
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    Spaced Out: Policy, Difference and the Challenge of Inclusive Education (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306481642
    Language: English
    Pages: 1 Online-Ressource(XII, 193 p.)
    Edition: 1st ed. 2003.
    Series Statement: Inclusive Education: Cross Cultural Perspectives 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DT 1554
    RVK:
    DT 1555
    Keywords: International education . ; Comparative education. ; Educational sociology. ; Education. ; Education ; Comparative Education ; Frankreich ; Großbritannien ; Bildungspolitik ; Integrative Erziehung
    Abstract: Researching the Practices and Processes of Policy Making -- Space, Place and Policy Making: Developing a Theoretical Framework -- Process, Practice and Emotion: Researching Policy and Space within a Cross-Cultural Framework -- The History of Special Education: Humanitarian Rationality or ‘Wild Profusion of Entangled Events’? -- Space, Place and Exclusion: Constructing Alternative Histories -- Four Settings: Dividing Spaces -- Discourse, Power and Policy Making: Uncovering the Politics of Social Practice in England -- Landscapes of Naming and Placing: Structures and Practices of Selection and Sorting in France -- Conclusion: Space, Place and the Production of the Other.
    Abstract: This is an extremely important book containing a wealth of ideas and insights and raising important questions for discussion and further exploration. In a lucid and cogently argued analysis, the author both challenges dominant ideas and interp- tations and provides some alternative innovatory perspectives. These include, the making and meaning of policy; the varied and complex ways in which inclusion and exclusion can be understood; the nature and function of categorisation, labelling and discursive practices within official discourse and procedures and the position and relationship between space, place and identities in relation to the experience of marginalized people including disabled children and young people. Drawing on concepts and insights from social and cultural geography Armstrong is able to seriously examine and discuss daily activities within institutional and social settings in England and France from several different angles. In sensitive, thoughtful and imaginative ways the micro-politics of social settings and encounters are explored through a process of deconstruction and reconstruction. Subtle, overt and contradictory features of interactions are carefully identified and critically discussed. This covers how meanings, decisions and outcomes of such encounters are developed, challenged and changed. Both in relation to discussions of the history of special education and her cri- cal self-reflections on the research process, the author challenges homogeneous conceptions and sanitized accounts of what, she argues, is an essentially messy process. It is the unevenness, discontinuities and contradictions of social conditions and relations that are depicted in insightful and disturbing ways.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48164-2
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    Fiction written under Oath? : Essays in Philosophy and Educational Research (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480430
    Language: English
    Pages: 1 Online-Ressource(XII, 215 p.)
    Edition: 1st ed. 2003.
    Series Statement: Philosophy and Education 10
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DF 3000
    Keywords: Philosophy and social sciences. ; Education. ; Education—Philosophy. ; Education ; Education Philosophy ; Forschung ; Philosophie ; Pädagogik ; Bildungsforschung ; Philosophie
    Abstract: A ‘biographical positioning’ -- Introduction: philosophising about educational research -- Philosophising as and in educational research -- The discipline(S) of educational research -- Educational theory, practice and research: pragmatic perspectives -- Educational research: pursuit of truth or flight into fancy? -- Narratives, fiction and the magic of the real -- Narratives in history, fiction and educational research -- Quality and relevance in educational research -- ‘Nothing about us without us’: the ethics of outsider research -- Research for Sale: moral market or moral maze? -- ‘Fiction written under oath?’ Ethics and epistemology in educational research -- From philosophising about research to researching philosophy: reflections on a reflective log.
    Abstract: The essays bring to contemporary debates about educational research both a first hand familiarity with the practices and arguments of the educational research community and a clear grasp of the ways in which philosophical sources and analysis can inform them. They are both measured and passionate - sparked by an intense personal curiosity, which takes Bridges into unexpected resources and territory (such as the insights of museology into debates on educational research as narrative fiction) as well as more familiar material relating to, for example, issues about the assessment of quality of educational research and the concern for its relevance. The book makes an articulate case, by its own example as well as in its argument, for the continuing contribution of philosophical thinking to the development and critique of educational research. It will be essential reading for researchers already engaged in this development and for masters and doctoral students who are coming to terms with educational research, and it offers a contribution to the literature in philosophy of education which is richly grounded in the wider field of educational research.
    Note: Includes bibliographical references (p. 193-205) and index
    DOI: 10.1007/0-306-48043-3
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    Inclusion, Participation and Democracy: What is the Purpose? (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480782
    Language: English
    Pages: 1 Online-Ressource(X, 233 p.)
    Edition: 1st ed. 2003.
    Series Statement: Inclusive Education: Cross Cultural Perspectives 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DT 1550
    Keywords: Education. ; Education ; Education Philosophy ; Internationaler Vergleich ; Aufsatzsammlung ; Integrative Erziehung
    Abstract: Beyond Schooling -- Including Ourselves: Teaching, Trust, Identity and Community -- ‘They Believe that They Participate ... but’: Democracy and Inclusion in Norwegian Schools -- Participation and Democracy: What’s Inclusion Got to do with it? -- Why does Education for all Have to be Inclusive Education? -- Challenging Understanding -- The Social Construction of Adulthood with a Difference in Iceland -- Inclusion and Problem Groups: The Story of Adhd -- Working Past Pity: What We Make of Disability in Schools -- An Outsider’s Perspective on the Reality of Educational Inclusion Within Former Yugoslavia -- Pressing for Change -- Understanding the Changing Role of English Local Education Authorities in Promoting Inclusion -- Daring to Think Otherwise? Educational Policymaking in the New Scottish Parliament -- ‘Race’ and the Discourse on ‘Inclusion’ -- Teacher Education, Government and Inclusive Schooling: The Politics of the Faustian Waltz -- Concluding Remarks.
    Abstract: The question of inclusive education is one which many societies are attempting to address. It is a fundamentally serious and complex issue raising challenges that cover conceptual, organizational, pedagogical, curricular and socio-economic concerns and questions. In this edited collection of papers the reader is confronted with these challenges through, on the one hand, a critical informative analysis of some of the key existing ideas and, on the other, a series of alternative insights and questions requiring further exploration and debate. Adding to the overall qu- ity of the book is the much needed cross-cultural dimension in terms of insights, knowledge, understanding and difficult questions. This is an important book in which new research and interpretations are reported on and discussed. Overall, the papers provide a serious critique of such factors as: the limitations of existing definitions of inclusive education; the narrowness of the focus within which inclusive issues are too often presented; the negative impacts of marketisation, performativity and the standards agenda on the realisation of inclusive values and practice and the constraints of significant socio-economic inequalities and disadvantages within and between communities and schools. These raise serious questions concerning the extent to which schools can make a positive difference in the lives of many pupils.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48078-6
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    Leading Diverse Schools (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480843
    Language: English
    Pages: 1 Online-Ressource(X, 210 p.)
    Edition: 1st ed. 2003.
    Series Statement: Studies in Educational Leadership 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DK 1042
    Keywords: Education. ; School management and organization. ; School administration. ; Education ; Schulleitung
    Abstract: Diversity, Educational Leadership and Inclusion -- Educational Approaches to Diversity and Inclusion -- Leadership and Inclusion: A Review -- Administrator Perceptions of “Race” and Racism -- Antiracism: Strategies for Combating Racism -- Promoting Inclusive School-Community Relationships -- Administrator Perceptions of and Responses to Difference -- Dealing with Dilemmas of Difference: Two Cases -- Educative Leadership in Diverse Contexts -- The Barriers to Inclusion -- Leadership and Inclusion.
    Abstract: This book explores the challenges that school administrators face in ethnically diverse contexts. Based on an empirical study, it shows how principals do or do not promote inclusive practices in their schools. The various chapters cover principal perceptions of, and responses to, racism and antiracism, school community relationships, and difference. Also addressed are administrators' efforts to learn about diversity and to educate others in their school communities about it. This volume is the first of its kind to specifically target school administrators and ethnic diversity. While collections of essays and individual articles have explored general and specific aspects of diversity, no book to date has targeted leadership and ethnical diversity specifically, is supported by empirical data, or follows a consistent theme throughout. This book will be of interest to school administrators, prospective administrators, teachers, graduate students, academics and all others who are concerned about education, leadership, diversity and inclusion.
    Note: Includes bibliographical references (p. 191-202) and index
    DOI: 10.1007/0-306-48084-0
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    Optimising New Modes of Assessment: In Search of Qualities and Standards (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306481253
    Language: English
    Pages: 1 Online-Ressource(XII, 299 p.)
    Edition: 1st ed. 2003.
    Series Statement: Innovation and Change in Professional Education 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DO 1250
    Keywords: Assessment. ; Science education. ; Learning. ; Instruction. ; Education. ; Educational tests and measurements. ; Science—Study and teaching. ; Learning, Psychology of. ; Education ; Science Study and teaching ; Educational tests and measurements ; Aufsatzsammlung ; Schulleistungsmessung
    Abstract: The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment -- New Insights Into Learning and Teaching and Their Implications for Assessment -- Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects -- Self and Peer Assessment in School and University: Reliability, Validity and Utility -- A Framework for Project-Based Assessment in Science Education -- Evaluating the Over All Test: Looking for Multiple Validity Measures -- Assessment for Learning: Reconsidering Portfolios and Research Evidence -- Students’ Perceptions about New Modes of Assessment in Higher Education: A Review -- Assessment of Students’ Feelings of Autonomy, Competence, and Social Relatedness: A New Approach to Measuring the Quality of the Learning Process through Self- and Peer Assessment -- Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method -- Assessment and Technology.
    Abstract: French novelist Marcel Proust instructs us that, “a voyage of discovery consists, not of seeking new landscapes, but of seeing through new eyes.” Nowhere in the practice of education do we need to see through new eyes than in the domain of assessment. We have been trapped by our collective experiences to see a limited array of things to be assessed, a very few ways of assessing them, limited strategies for communicating results and inflexible roles of players in the assessment drama. This edited book of readings jolts us out of traditional habits of mind about assessment. An international team of innovative thinkers relies on the best current research on learning and cognition, to describe how to use assessment to promote, not merely check for, student learning. In effect, they explore a new vision of assessment for the new millennium. The authors address the rapidly expanding array of achievement targets students must hit, the increasingly productive variety of assessment methods available to educators, innovative ways of collecting and communicating evidence of learning, and a fundamental redefinition of both students’ and teachers’ roles in the assessment process.
    Description / Table of Contents: ""Contents""; ""Contributors""; ""Acknowledgements""; ""Preface""; ""The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment""; ""New Insights Into Learning and Teaching and Their Implications for Assessment""; ""Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects""; ""Self and Peer Assessment in School and University: Reliability, Validity and Utility""; ""A Framework for Project-Based Assessment in Science Education""
    Description / Table of Contents: ""Evaluating the OverAll Test: Looking for Multiple Validity Measures""""Assessment for Learning: Reconsidering Portfolios and Research Evidence""; ""Students� Perceptions about New Modes of Assessment in Higher Education: a Review""; ""Assessment of Students� Feelings of Autonomy, Competence, and Social Relatedness: A New Approach to Measuring the Quality of the Learning Process through Self- and Peer Assessment""; ""Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method""; ""Assessment and Technology""; ""Index""
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48125-1
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    Medical Education and Sociology of Medical Habitus: “It’s not about the Stethoscope!” (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480935
    Language: English
    Pages: 1 Online-Ressource(XIV, 178 p. 9 illus.)
    Edition: 1st ed. 2003.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Health psychology. ; Education. ; Medical education. ; Sociology. ; Clinical health psychology. ; Education ; Medical Education ; Sociology ; Psychology, clinical
    Abstract: Examining Medicine with New Lenses -- Theoretical Dissection of Medicine: Practice -- Putting It All Together: The Culture of Junior Doctors -- Medical Habitus -- Future of Medical Habitus: Medical Identity.
    Abstract: Medical Education and Sociology of Medical Habitus: "It's not about the Stethoscope!" is a new and outstanding contribution to understanding the working life of junior doctors. Here Dr Haida Luke uses a medical sociological framework to help us understand how young doctors fresh out of medical school enter the medical culture as junior doctors and begin the rapid professional education and intense enculturation processes. What sets Medical Education and Sociology of Medical Habitus: "It's not about the Stethoscope!" apart from other works in this area is that it opens out the field of research in sociology and inserts junior medical doctor culture right into medical sociology and professional medical education. Central to this analysis are Dr Haida Luke's innovative use of Pierre Bourdieu's sociological framework and the concept of habitus.
    Note: Includes bibliographical references (p. 165-175) and index
    DOI: 10.1007/0-306-48093-X
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    Beliefs: A Hidden Variable in Mathematics Education? (2002)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306479588
    Language: English
    Pages: 1 Online-Ressource(XIX, 364 p.)
    Edition: 1st ed. 2002.
    Series Statement: Mathematics Education Library 31
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Learning. ; Instruction. ; Mathematics—Study and teaching . ; Education. ; Learning, Psychology of. ; Education ; Mathematics ; Teachers Training of ; Aufsatzsammlung ; Mathematikunterricht ; Überzeugung ; Überzeugung ; Mathematikunterricht
    Abstract: Setting the Scene -- Beliefs: Conceptualization and Measurement -- Framing Students’ Mathematics-Related Beliefs -- Rethinking Characterizations of Beliefs -- Affect, Meta-Affect, and Mathematical Belief Structures -- Mathematical Beliefs — A Search for a Common Ground: Some Theoretical Considerations on Structuring Beliefs, Some Research Questions, and Some Phenomenological Observations -- Measuring Methematical Beliefs and Their Impact on the Learning of Mathematics: A New Approach -- Synthesis — Beliefs and Mathematics Education: Implications for Learning, Teaching, and Research -- Teawchers’ Beliefs -- Mathematics Teacher Change and Developments -- Mathematics Teachers’ Beliefs and Experiences with Innovative Curriculum Materials -- A Four Year Follow-Up Study of Teachers’ Beliefs After Participating in a Teacher Enhancement Project -- Belief Structure and Inservice High School Mathematics Teacher Growth -- Participation and Reification in Learning to Teach: The Role of Knowledge and Beliefs -- A Study of the Mathematics Teaching Efficacy Beliefs of Primary Teachers -- Situating Research on Mathematics Teachers’ Beliefs and on Change -- Students’ Beliefs -- Beliefs About Mathematics and Mathematics Learning in the Secondary School: Measurement and Implications for Motivation -- “The Answer is Really 4.5”: Beliefs About Word Problems -- Beliefs About the Nature of Mathematics in the Bridging of Everyday and School Mathematical Practices -- Beliefs and Norms in the Mathematics Classroom -- Intuitive Beliefs, Formal Definitions and Undefined Operations: Cases of Division by Zero -- Implications of Research on Students’ Beliefs for Classroom Practice.
    Abstract: The twenty chapters in this book all focus on aspects of mathematical beliefs, from a variety of different perspectives. Current knowledge of the field is synthesized and existing boundaries are extended. The book is divided into three, partly overlapping, sections. The first concentrates on conceptualizations and measurement of beliefs, the second on research about teachers' beliefs, and the third on facets of students' beliefs about mathematics. A diversity of instruments is used for data collection, including surveys, interviews, observations, and essay writing, as well as more innovative approaches. The volume is intended for researchers in the fleld, as well as for mathematics educators teaching the next generation of students. The book is also useful for those working in other subject disciplines, since many of the themes explored have relevance well beyond mathematics education.
    Description / Table of Contents: ""TABLE OF CONTENTS""
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-47958-3
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    Second International Handbook of Educational Leadership and Administration (2002)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9789401003759
    Language: English
    Pages: 1 Online-Ressource(XX, 1250 p. 9 illus.)
    Edition: 1st ed. 2002.
    Series Statement: Springer International Handbooks of Education 8
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Educational policy. ; School management and organization. ; School administration. ; Education. ; Education and state. ; Education
    Abstract: 1 What Do You Call People With Visions? The Role of Vision, Mission, and Goals in School Leadership and Improvement -- 2 Leading for Change: Building Capacity for Learning -- 3 Conditions Fostering Educational Change -- 4 The Changing Context of School Leadership: Implications for -- 5 An Alternative Perspective of Educational Leadership for Change: Reflections on Native/Indigenous Ways of Knowing -- 6 Moving School Leadership Beyond Its Narrow Boundaries: Developing a Cross-Cultural Approach -- 7 Cross-Cultural Leadership and Communities of Difference: Thinking about Leading in Diverse Schools -- 8 The Role of Professional Learning Communities in International Education -- 9 The Role of School Governance in the Creation of School Community -- 10 Community as Curriculum -- 11 Cultural Isomorphs in Theories and Practice of School Leadership -- 12 Connecting School Leadership with Teaching, Learning, and Parenting in Diverse Cultural Contexts: Western and Asian Perspectives -- 13 Mission Integrity: Contemporary Challenges for Catholic School Leaders: Beyond the Stereotypes of Catholic Schooling -- 14 Lessons from Successful Leadership in Small Schools -- 15 School Leadership and Self-Assessment: Guiding the Agenda for Change -- 16 Boundary-breaking Leadership: A Must for Tomorrow’s Learning Communities -- 17 Leadership and School Results -- 18 Strategic Leadership and Cognition -- 19 Distributed Leadership -- 20 From Team Work to Teamwork in Education -- 21 Enhancing Knowledge in Organizations: Developing Capacity and Capability Through Learning and Leadership -- 22 Organizational Learning, Organizational Problem Solving, and Models of Mind -- 22 Introduction -- 23 Scenarios for Leadership and the Public Good in Education -- 24 Leadership Practices for Accountable Schools -- 25 Postmodern Expressions of Educational Leadership -- 26 School Choice and Educational Leadership: Rethinking the Future of Public Schooling -- 27 Teacher Leadership, Reflective Practice, and School Improvement -- 28 Leadership in Contexts of Diversity and Accountability -- 29 Leading Schools in a Data-Rich World -- 30 Leader Formation -- 31 Developing School Leaders: A Critical Review of Current Practices, Approaches, and Issues, and Some Directions for the Future -- 32 Emotions in Educational Administration: An Unorthodox Examination of Teachers’ Career Decisions -- 33 The Meaning of Mentoring: Notes on a Context for Learning -- 34 Leadership Development Models: Learning from Different Contexts -- List of Authors -- Name Index.
    Abstract: The first International Handbook of Educational Leadership and Administration (Leithwood et al.) was published in 1996 and quickly became something of a best seller for reference works within education. Such success, we suggest, was at least partly due to the unprecedented global waves of concern for improving schools launched in the mid 1980's, combined with a widespread belief in leadership as the single most powerful contribution to such improvement. The roots of this belief can be found in evidence produced by the early "effective schools" research, although there is a "romance" with leadership! as an explanation for success in many non-school enterprises, as well. During the two-year period during which this current handbook was being written, activity in the realms of school leadership, school improvement, and leadership development gained further momentum. The English government created its new National College of School Leadership, and several Asian nations announced new initiatives in leadership selection, preparation, and development.
    DOI: 10.1007/978-94-010-0375-9
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    Art in Education : Identity and Practice (2002)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306479571
    Language: English
    Pages: 1 Online-Ressource(IX, 206 p. 45 illus.)
    Edition: 1st ed. 2002.
    Series Statement: Landscapes: the Arts, Aesthetics, and Education 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Art education. ; Learning. ; Instruction. ; Assessment. ; Education. ; Art—Study and teaching. ; Learning, Psychology of. ; Educational tests and measurements. ; Education ; Educational tests and measurements ; Kunsterziehung
    Abstract: Interpretation and Practice -- Semiotics and Hermeneutics -- Semiotics, Hermeneutics and Observational Drawings -- The Semiotics of Children’s Drawing Practices -- Experience and the Hermeneutics and Semiotics of Visuality -- Identity and Practice -- The Construction of Identity -- Identity and Psychoanalysis -- The Field of Art in Education -- Difference and Practice -- Experience, Difference and Practice -- Experience and Practice: Theorising New Identifications.
    Abstract: MEMORY SEED My introduction to teaching art began in September 1971 when I took up a post as art teacher in a secondary school in the West Riding of Yorkshire. Apart from my desire to survive and establish myself amongst students and staff I remember holding firm ideas about what I should be teaching. In relation to drawing and painting I had clear expectations concerning practice and representation. Students’ art work which did not correspond to these I rather naively) considered as weak and in need of correction. I assumed wrongly that when students were making paintings and drawings from observation of objects, people or landscape, they should be aiming to develop specific representational skills associated with the idea of ‘rendering’ a reasonable likeness. I was reasonably familiar with the development of Western art and different forms of visual representation and expression and I knew, for example, that the projection system perspective is only one and not the correct rep- sentational system for mapping objects and their spatial relations as viewed from a particular point into corresponding relations in a painting or drawing. Nevertheless I still employed this mode of projection as an expectation or a criterion of judgement when teaching my students.
    Note: Includes bibliographical references (p. 197-202) and indexes
    DOI: 10.1007/0-306-47957-5
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    International Handbook of Research in Medical Education (2002)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9789401004626
    Language: English
    Pages: 1 Online-Ressource(XIII, 1106 p.)
    Edition: 1st ed. 2002.
    Series Statement: Springer International Handbooks of Education 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Medical education. ; Education. ; Education ; Medical Education
    Abstract: 1 The Experimental Tradition -- 2 Qualitative Methods -- 3 Psychometric Methods -- 4 Program Evaluation -- 5 The Psychology of Learning -- 6 Clinical Reasoning -- 7 Medical Decision Making -- 8 Individual Differences in Cognitive Style, Learning Style and Instructional Preference in Medical Education -- 9 Critical Thinking and Critical Appraisal -- 10 Student Selection -- 11 Transitions in Basic Medical Science Teaching -- 12 Medical Student Clinical Education -- 13 Postgraduate Education -- 14 Continuing Medical Education -- 15 The Role of the Teacher-Learner Relationship in Medical Education -- 16 Simulations Used to Teach Clinical Skills -- 17 Computers in Medical Education -- 18 Distance Education and the Health Professions -- 19 Problem-Based Learning -- 20 Assessment of Knowledge with Written Test Forms -- 21 Clinical Performance Assessments -- 22 Assessment of Non-Cognitive Factors -- 23 The Use of Computers in Assessment -- 24 Assessment of Clinical Performance: In-Training Evaluation -- 25 Combining Tests and Setting Standards -- 26 Licensure and Certification -- 27 Relicensure, Recertification and Practice-Based Assessment -- 28 Managing the Curriculum and Managing Change -- 29 Faculty Development for Curricular Implementation -- 30 Effective Leadership for Curricular Change -- 31 Professional Caring in the Curriculum -- 32 Disseminating Educational Research and Implementing Change in Medical Educational Environments -- 33 Achieving Large-Scale Change in Medical Education -- List of Authors.
    Abstract: GEOFF NORMAN McMaster University, Hamilton, Canada CEES VAN DER VLEUTEN University of Maastricht, Netherlands DA VID NEWBLE University of Sheffield, England The International Handbook of Research in Medical Education is a review of current research findings and contemporary issues in health sciences education. The orientation is toward research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the handbook will be useful to teachers and researchers in all health professions and others concerned with professional education. The handbook comprises 33 chapters organized into six sections: Research Traditions, Learning, The Educational Continuum, Instructional Strategies, Assessment, and Implementing the Curriculum. The research orientation of the handbook will make the book an invaluable resource to researchers and scholars, and should help practitioners to identify research to place their educational decisions on a sound empirical footing. THE FIELD OF RESEARCH IN MEDICAL EDUCAnON The discipline of medical education began in North America more than thirty years ago with the founding of the first office in medical education at Buffalo, New York, by George Miller in the early 1960s. Soon after, large offices were established in medical schools in Chicago (University of Illinois), Los Angeles (University of Southern California) and Lansing (Michigan State University). All these first generation offices mounted master's level programs in medical education, and many of their graduates went on to found offices at other schools.
    DOI: 10.1007/978-94-010-0462-6
    URL: lizenzpflichtig
    URL: Volltext
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    Formative Assessment and Science Education (2001)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306472275
    Language: English
    Pages: 1 Online-Ressource(VIII, 148 p.)
    Edition: 1st ed. 2001.
    Series Statement: Contemporary Trends and Issues in Science Education 12
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DP 1609
    RVK:
    DV 2565
    RVK:
    TB 4050
    Keywords: Science education. ; Assessment. ; Learning. ; Instruction. ; Education. ; Educational tests and measurements. ; Learning, Psychology of. ; Science—Study and teaching. ; Education ; Science Study and teaching ; Educational tests and measurements ; Neuseeland ; Unterrichtsforschung ; Naturwissenschaftlicher Unterricht
    Abstract: A Review of the Relevant Literature -- A Case Study of Formative Assessment -- The Characteristics of Formative Assessment -- A Model of Formative Assessment -- Cameos of Formative Assessment -- Learning and Formative Assessment -- Doing Formative Assessment.
    Abstract: Formative Assessment and Science Education documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. The research documented in this book used the definition of formative assessment as `the process used by teachers and students to recognise and respond to students' learning, in order to enhance that learning, during the learning'. The book contains one detailed case study from the research, as well as cameos of instances of formative assessment. The book also contains two summaries of the research findings - a model developed to describe the process of formative assessment used by the teachers and students involved in the research, and a summary of the characteristics of formative assessment. The findings are also theorised with respect to sociocultural and discursive views of learning. This research will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.
    Note: Includes bibliographical references (p. [139]-144) and index
    DOI: 10.1007/0-306-47227-9
    URL: lizenzpflichtig
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