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Power and protest in England, 1525-1640 (2000)

Wall, Alison D. [Verfasser]

London : Arnold

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ISBN: 1417531932

Sprache: Englisch

Seiten: 1 Online-Ressource , Illustrationen , 25 cm

Ausgabe: Online_Ausgabe New York Co-published in the U.S. by Oxford University Press 2004 E-Books von NetLibrary Sonstige Standardnummer des Gesamttitels: 22382847

Ausgabe: Boulder, Colo NetLibrary

Serie: Reconstructions in early modern history

Paralleltitel: Reproduktion von Wall, Alison D. Power and protest in England, 1525-1640

DDC: 303.6094209031

RVK:

NN 4040

Schlagwort(e): Geschichte 1600-1700 ; Geschichte 1500-1600 ; Geschichte 1525-1640 ; Sozialgeschichte 1525-1640 ; Geschichte ; Social control History 16th century ; Social control History 17th century ; Protest ; Gehorsam ; Soziale Kontrolle ; Autorität ; Herrschaft ; Macht ; Großbritannien ; England Social conditions 16th century ; England Social conditions 17th century ; Great Britain History Stuarts, 1603-1714 ; Great Britain History Tudors, 1485-1603 ; England ; Electronic books ; England ; Macht ; Autorität ; Herrschaft ; Soziale Kontrolle ; Gehorsam ; Protest ; Sozialgeschichte 1525-1640 ; England ; Soziale Kontrolle ; Geschichte 1525-1640

Anmerkung: Includes bibliographical references (p. [203]-208) and index

URL: Volltext

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Investing in Education : Analysis of the 1999 World Education Indicators (2000)

OECD

Paris : OECD Publishing

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Sprache: Englisch

Ausgabe: Edition 1999

RVK:

DI 2000

RVK:

QX 800

URL: Volltext

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MPI Ethno. Forsch.

Online-Ressource

Power and protest in England, 1525-1640 (2000)

Wall, Alison D. [Verfasser]

London : Arnold

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Sprache: Englisch

Seiten: x, 217 p. , ill , 25 cm

Ausgabe: Reproduction. Boulder, Colo NetLibrary 2004

Serie: Reconstructions in early modern history

Serie: E-Books von NetLibrary

DDC: 303.6094209031

RVK:

NN 4040

Schlagwort(e): Social control History 16th century. ; Social control History 17th century. ; England Social conditions 16th century. ; England Social conditions 17th century. ; Great Britain History Stuarts, 1603-1714. ; Great Britain History Tudors, 1485-1603. ; Electronic books. ; Electronic books. ; Electronic books. ; Electronic books History ; Electronic books. ; Electronic books. ; Electronic books History ; Electronic books. ; Electronic books. ; Electronic books. ; Electronic books History

Anmerkung: Includes bibliographical references (p. [203]-208) and index , Sofern kein Zugang über ein Universitätsnetz zur Verfügung steht, kann eine Registrierung zur kostenlosen Nutzung erfolgen: http://www.nationallizenzen.de

URL: http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=114534

URL: http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=114534

URL: Inhaltsbeschreibung der Sammlung und Zugangshinweise

URL: Volltext (Deutschlandweit zugänglich)

URL: Full text (Click to View (Currently Only Available on Campus))

URL: Volltext (Deutschlandweit zugänglich)

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MPI Ethno. Forsch.

Buch

Power and protest in England 1525 - 1640 (2000)

Wall, Alison D.

London : Arnold

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ISBN: 0340761229 , 0340610220

Sprache: Englisch

Seiten: X, 217 S , Ill , 24cm

Suppl.: Rezensiert in Ryrie, Alec [Rezension von: Wall, Alison, Power and Protest in England 1525-1640] 2002

Serie: Reconstructions in early modern history

DDC: 303.6094209031

RVK:

NN 4040

Schlagwort(e): Social control England ; History ; 16th century ; Social control England ; History ; 17th century ; England Social conditions ; 16th century ; England Social conditions ; 16th century ; England ; Macht ; Autorität ; Herrschaft ; Soziale Kontrolle ; Gehorsam ; Protest ; Sozialgeschichte 1525-1640

Anmerkung: Includes bibliographical references and index

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Online-Ressource

Measuring student knowledge and skills : the PISA 2000 assessment of reading, mathematical and scientific literacy (2000)

OECD

Paris : OECD Publishing

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ISBN: 9789264181564

Sprache: Englisch

Seiten: 1 Online-Ressource (108 Seiten) , Illustrationen

Serie: PISA

Paralleltitel: Erscheint auch als Measuring student knowledge and skills: the PISA 2000 assessment of reading, mathematical and scientific literacy

RVK:

DO 1250

Schlagwort(e): Lernen ; Wissen ; Messung ; Schüler ; Mathematik ; Naturwissenschaft ; OECD-Staaten ; Education ; Schulleistungsmessung ; Internationaler Vergleich ; Schultest ; Schulleistungsmessung ; Internationaler Vergleich

Kurzfassung: The PISA 2000 Assessment of Reading, Mathematical and Scientific Literacy introduces the PISA approach to assessing reading, mathematical and scientific literacy and describes the PISA 2000 assessment instruments in terms of: the content that students need to acquire, the processes that need to be performed, and the contexts in which knowledge and skills are applied. Each of the assessment domains is illustrated with a broad range of sample items.

DOI: 10.1787/9789264181564-en

URL: Volltext (kostenfrei)

URL: lizenzpflichtig

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Where are the Resources for Lifelong Learning? (2000)

OECD ; Organisation for Economic Co-operation and Development

Paris : OECD Publishing

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ISBN: 9789264061439

Sprache: Englisch

Seiten: Online-Ressource (140 p.) , ill.

Paralleltitel: Parallelausg. Comment financer l'apprentissage à vie ?

DDC: 374

RVK:

DW 1000

Schlagwort(e): Continuing education ; Education ; Lebenslanges Lernen ; Bildungsökonomie ; Internationaler Vergleich

Kurzfassung: There is broad political support for lifelong learning because it is so vital to sustained economic progress and social cohesion in the "new economy". But its implementation is potentially costly and depends on making the learning process more cost-effective and on securing financial and in-kind resources from the private sector. What can be done to keep lifelong learning from becoming prohibitively expensive, and to ensure that there are strong and transparent incentives to invest in it ? This book looks at recent experience of selected OECD countries as they have articulated their goals and strategies for lifelong learning. It examines policies and practices that influence the rates of return to lifelong learning, and mechanisms that are being put in place to channel financial resources to lifelong learning. It identifies resource issues that need to be addressed if lifelong learning is to be an affordable and workable guide to public policy.

DOI: 10.1787/9789264061439-en

URL: Volltext

URL: lizenzpflichtig

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Innovating Schools (2000)

OECD

Paris : OECD Publishing and Centre for Educational Research and Innovation

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ISBN: 9789264181427

Sprache: Englisch

Seiten: Online-Ressource (136 p.) , ill.

Paralleltitel: Erscheint auch als

Paralleltitel: Parallelausg. Les écoles innovantes

RVK:

DK 1020

Schlagwort(e): Education ; OECD ; Bildungspolitik

Kurzfassung: It is now widely agreed that learning is pivotal in the "knowledge societies" of today and, still more, of tomorrow. It is also widely agreed that schools have a key role to play in laying the foundations for lifelong learning for all of us. But, how well are these aims being met? How innovative are schools as institutions? And what are some of the most promising examples across OECD countries from which we can learn? This volume addresses these questions, drawing on a major OECD/Japan conference which was held in Hiroshima and attended by experts from 24 countries and a "virtual" conference conducted in parallel. It presents key trends and policy challenges regarding schools for today and tomorrow, from European traditions across to the different perspectives of the Asia-Pacific region, with a particular focus on Japan. Alongside expert chapters are the innovative schools themselves, with examples taken and synthesised from many of the countries that attended the Hiroshima conference. The volume addresses issues of curriculum, innovation and the achievement of lifelong learning in the schools of tomorrow.

DOI: 10.1787/9789264181427-en

URL: Volltext

URL: lizenzpflichtig

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Overcoming Exclusion through Adult Learning (2000)

OECD

Paris : OECD Publishing and Centre for Educational Research and Innovation

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ISBN: 9789264181601

Sprache: Englisch

Seiten: Online-Ressource (180 p.) , ill.

Paralleltitel: Erscheint auch als

Paralleltitel: Parallelausg. Surmonter l'exclusion grâce à l'apprentissage des adultes

DDC: 300

RVK:

DW 1500

Schlagwort(e): Education ; Social Issues/Migration/Health ; Erwachsenenbildung ; Segregation

Kurzfassung: The phenomenon of social exclusion has become one of the outstanding problems on the eve of the 21st century. Even with the long-term trend towards rising general levels of affluence across OECD countries, large sections of our societies are missing out and for some prospects are getting worse. Learning -- in formal education and in a wide range of other community and enterprise settings -- represents one of the most important means of overcoming exclusion. While much is known about the impact of schooling for young people, the relationships between exclusion and adult learning are less well examined. This study seeks to address this gap, focusing on 19 innovative learning initiatives that are making the difference in six countries: Belgium (Flemish Community), Mexico, the Netherlands, Norway, Portugal, the United Kingdom (England). How well do these initiatives meet the learning needs of adults at risk of exclusion? How are they organised and what are their innovative features? These are the key questions answered, taking into account not only the point of view of the analysts, organisers and administrators, but also that of the adult learners themselves.

DOI: 10.1787/9789264181601-en

URL: Volltext

URL: lizenzpflichtig

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Inclusive Education at Work : Students with Disabilities in Mainstream Schools (2000)

OECD

Paris : OECD Publishing

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ISBN: 9789264180383

Sprache: Englisch

Seiten: Online-Ressource (376 p.) , ill.

Paralleltitel: Erscheint auch als

Paralleltitel: Parallelausg. L'insertion scolaire des handicapés ; Des établissements pour tous

Paralleltitel: Parallelausg. L'insertion scolaire des handicapés

DDC: 371.9/046

RVK:

DV 3000

RVK:

DT 1550

RVK:

QX 800

Schlagwort(e): Education ; Social Issues/Migration/Health ; OECD ; Schüler ; Behinderung ; Integrative Schule

Kurzfassung: The rights of students with disabilities to be educated in their local mainstream school is becoming more and more accepted in most countries, and many reforms are being put in place to achieve this goal. Further, there is no reason to segregate disabled students in public education systems; instead, education systems need to be reconsidered to meet the needs of all students. Based on in-depth analysis of inclusive practice in eight countries, this book addresses the issues that arise for such practices to be successful. The most detailed international comparative study ever carried out, this book shows that all students, whatever the type and extent of their disability, can be successfully included in mainstream schools, as long as certain safeguards are ensured. Nine areas emerge as being of crucial importance: funding models, systems of public accountability for schools, pupil assessment, curriculum development, adult-to-student ratios, the role of classroom assistants, the functioning of support services, the training of teachers and other professionals and community and parental involvement. The country case studies are complemented by comprehensive annexes describing how teachers can be most efficiently prepared for special education, and developing a procedure for cost-effectiveness analysis of special education.

Anmerkung: Franz. Ausg. u.d.T.: L'insertion scolaire des handicapés

DOI: 10.1787/9789264180383-en

URL: Volltext

URL: lizenzpflichtig

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MPI Ethno. Forsch.

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Literacy in the Information Age : Final Report of the International Adult Literacy Survey (2000)

OECD ; Kanada Statistics Canada

Paris : OECD Publishing

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ISBN: 9789264181762

Sprache: Englisch

Seiten: Online-Ressource (220 p.) , ill.

Paralleltitel: Erscheint auch als

Paralleltitel: Parallelausg. La littératie à l'ère de l'information ; Rapport final de l'Enquête internationale sur la littératie des adultes

Paralleltitel: Erscheint auch als Literacy in the information age

DDC: 379.24

RVK:

DW 1500

RVK:

DW 1000

Schlagwort(e): Analphabetismus ; Wissensgesellschaft ; Arbeitsmarkt ; OECD-Staaten ; Erwachsene ; Education ; Social Issues/Migration/Health ; Statistik ; OECD ; Erwachsenenbildung ; Alphabetisierung ; Erwachsener ; Schreib- und Lesefähigkeit ; Internationaler Vergleich

Kurzfassung: Literacy in the Information Age, the final report from the International Adult Literacy Survey, presents evidence on the nature and magnitude of the literacy gaps faced by OECD countries. It offers new insights into the factors that influence the development of adult skills in various settings - at home, at work and across the 20 countries for which comparable household assessment results are included. Findings point to large differences in the average level and population distribution of literacy skills both within and between countries. Low literacy skills are evident among all adult groups in significant - albeit varying - proportions. Literacy proficiency varies considerably according to home background factors and educational attainment in most of the countries surveyed. However, the relationship between literacy skills and educational attainment is complex. Many adults have managed to attain high levels of literacy proficiency despite a low level of education; conversely, some have low literacy skills despite a high level of education. These differences matter both economically and socially: literacy affects, inter alia, labour quality and flexibility, employment, training opportunities, income from work and wider participation in civic society. Improving the literacy skills of the population remains a large challenge for policy makers. The results suggest that high-quality foundation learning in schools is important but insufficient as a sole means to that end. Policies directed at the workplace and family settings are also needed. The employers’ role in promoting and rewarding literacy skills is particularly important for skills development.

DOI: 10.1787/9789264181762-en

URL: Volltext

URL: lizenzpflichtig

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