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  • MPI Ethno. Forsch.  (1,073)
  • HeBIS  (82)
  • 2005-2009  (1,151)
  • Education  (1,151)
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  • 1
    Online Resource
    Online Resource
    The impact of reforms on the quality and responsiveness of universities in the United Kingdom (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 2, p. 1-16
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 16 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 2, p. 1-16
    Keywords: Education ; United Kingdom
    Abstract: The paper starts with a description of higher education in the United Kingdom and of reforms over the last 50 years. By reference to specified output measures, the performance of UK universities is judged to be good. The factors affecting this performance are postulated by comparing policies and approaches in the United Kingdom with those elsewhere (in particular in continental Europe). Three factors – the level of autonomy, the amount of competition, and the level of funding, combined with the universities’ direct control over funding – are identified as important factors. The level of autonomy for UK universities is long-standing. So too is the level of competition for recruiting the best students – although the reform in 1991 to bring universities and polytechnics into a single sector has increased that competition. Competition for research has increased through the reform initiated by the University Grants Committee in the mid 1980s to introduce the Research Assessment Exercise for non-specific funds. Recent reforms have provided both additional funding and, through tuition fees for UK students, greater influence for universities over the level of funding. Le système de l'enseignement supérieur au Royaume-Uni a fait l’objet de nombreuses réformes depuis cinquante ans. Evaluées à la lumière d’indicateurs spécifiques, les universités britanniques présentent de bons résultats. Les facteurs de cette performance sont postulés par comparaison des politiques et des approches adoptées au Royaume-Uni et à l’étranger (en particulier dans le reste de l'Europe). Associés au contrôle direct des universités sur le financement, le degré d'autonomie, le niveau de concurrence et le niveau de financement apparaissent ainsi comme trois facteurs de performances importants. Bien qu’elle ait été renforcée par la réforme de 1991 regroupant les universités et les instituts de technologie en un secteur unique, la concurrence pour le recrutement des meilleurs étudiants existe depuis longtemps, tout comme le degré d'autonomie important dont jouissent les universités britanniques. La concurrence a également gagné le milieu de la recherche où, suite à une réforme initiée par le University Grants Committee au milieu des années 1980, l’attribution de fonds non spécifiques est déterminée par le Research Assessment Exercise (exercice d’évaluation de la recherche). De récentes réformes ont permis d’accorder des financements supplémentaires et, par le biais des frais d’inscription imposés aux étudiants britanniques, de développer l’influence des universités par rapport au niveau de financement.
    DOI: 10.1787/hemp-21-5ksj0twgc7vc
    URL: Volltext
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Brave new world : Higher education reform in Finland (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 2, p. 1-18
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 18 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 2, p. 1-18
    Keywords: Education ; Finland
    Abstract: Finnish universities are about to enter a period of radical change. This paper considers the reforms expected of a new Universities Act currently before parliament and a set of institutional mergers. When passed, the new act will provide universities with independent legal status, change their relationship with the government in several ways, affect university governance arrangements, and alter the relationship between staff and their university employers. Although these reforms will be radical for the university sector itself, many of the changes will be all but invisible to those outside the sector. The change that will be noticed is the creation of the new Aalto University through a merger between three existing institutions. The new university will be highly visible to all as it tries to meet the government’s aspirations for it to become a world-class university. Le meilleur des mondes : Réforme du système de l’enseignement supérieur en Finlande Les universités finlandaises se trouvent au seuil de changements radicaux. Cet article analyse les réformes découlant d’un nouveau projet de loi sur l’université actuellement présenté devant le Parlement finlandais et de plusieurs fusions institutionnelles. Une fois adoptée, la nouvelle loi accordera aux universités un statut juridique indépendant, modifiera leurs relations au gouvernement en plusieurs points, affectera les accords relatifs à la gestion des universités et modifiera les relations entre le personnel et les employeurs universitaires. Bien que le secteur universitaire considère ces réformes comme radicales, la plupart des changements qu’elles vont entraîner seront absolument invisibles aux yeux de l’observateur extérieur pour qui le changement apparent résideradans la création de la nouvelle Université de Aalto, fruit d’une fusion entre trois institutions existantes. Cette nouvelle université occupera en effet le devant de la scène puisqu’elle s’efforcera de répondre aux aspirations du gouvernement qui veut en faire une université internationale de haut niveau.
    DOI: 10.1787/hemp-21-5ksj0twnffvl
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  • 3
    Online Resource
    Online Resource
    The EU innovation agenda: Challenges for European higher education and research (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 2, p. 1-22
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 22 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 2, p. 1-22
    Keywords: Education ; European Union
    Abstract: This article analyses the innovation agenda of the European Union (EU), places it in the context of globalisation and explores its foundation in the theoretical innovation systems perspective. It analyses a number of the central policy domains of this agenda: higher education, doctoral education, research and knowledge transfer. In the second part of the article, some major challenges of the EU innovation agenda for European higher education and research are discussed. These challenges concern: future shortages of higher education graduates, the issue of access and equity, limited world-class research excellence, the need to further increase knowledge transfer efforts, the lack of private funding in higher education and research, and the processes of academic stratification and regional differentiation. Programme-cadre de l’UE en matière d’innovation : les défis de l’enseignement supérieur et de la recherche en Europe Cet article propose une analyse du programme-cadre de l’UE (Union européenne) pour l’innovation, qu’il place dans le contexte de la mondialisation et dont il explore les fondements à la lumière des systèmes d’innovation théoriques. Il examine différents domaines politiques fondamentaux constituant ce programme-cadre : l’enseignement supérieur, les thèses de doctorat, la recherche et le transfert des connaissances. Dans une seconde partie, l’article propose une réflexion sur plusieurs défis importants qui attendent ce programme-cadre sur l’innovation pour l’enseignement supérieur et la recherche en Europe : la pénurie future de diplômés de l’enseignement supérieur, la question de l’accès et de l’équité, le niveau d’excellence limité de la recherche à l’échelle mondiale, la nécessité d’accroître les efforts liés au transfert des naissances, le manque de financement privé dans l’enseignement supérieur et la recherche, et les processus de stratification académique et de différentiation régionale.
    DOI: 10.1787/hemp-21-5ksj19w5lb6h
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  • 4
    Online Resource
    Online Resource
    Supra-national accreditation, trust and institutional autonomy : Contrasting developments of accreditation in the United States and Europe (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 3, p. 1-18
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 18 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 3, p. 1-18
    Keywords: Education ; United States
    Abstract: There have been calls to increase the autonomy of higher education institutions in Europe for a number of years. They have been counterbalanced by demands for increasing accountability and a European quality assurance system. In London in 2007, the European ministers of education decided to implement a European register of accredited quality agencies, and defined standards for registration. Being part of the register requires “substantial compliance with all standards” instead of “full-compliance”. This might take into consideration the context of the national higher education system, the role of the agency in the quality assurance system, and even the national culture and traditions, allowing for different interpretations, some imprecision, and diverse degrees of flexibility and compliance. Indications from the United States suggest an emerging desire at the federal level to play a more visible role in regulating higher education through intervention in the accreditation system to ensure increased institutional accountability. This may have a parallel in the European situation. While in the United States the attempts at increased federal control have so far apparently failed, in Europe quality systems linked to higher education institutions were replaced with “independent” accrediting agencies. We analyse these changes and offer a possible interpretation for the differences on the two sides of the Atlantic. Accréditation supranationale, confiance et autonomie des établissements : Contrastes du développement de l’accréditation entre l’Europe et les États-Unis À l’échelon européen, certains soulignent depuis plusieurs années la nécessité de conférer une autonomie accrue aux établissements d’enseignement supérieur, alors même que d’autres exigent que ces derniers rendent davantage de comptes concernant leurs activités et leurs performances. À Londres en 2007, les ministres européens de l’éducation ont décidé la mise en place d’un registre européen où figureront les agences accréditées et où seront définies les normes auxquelles ces agences devront se plier pour être autorisées à y figurer. Les conditions à respecter pour pouvoir être inscrit au registre européen sont ainsi passées d’une « conformité totale à l’ensemble des normes » à une « large conformité ». L’interprétation de ces normes pourrait s’effectuer en tenant compte des spécificités propres à chaque système d’enseignement supérieur national, au rôle de chaque agence au sein du système d’assurance qualité, voire de la culture et des traditions nationales, laissant la voie ouverte à des divergences d’interprétation, à une certaine marge d’imprécision et à divers degrés de flexibilité et de conformité. Des indications provenant des États-Unis suggèrent l’émergence d’un souhait, au niveau fédéral, de jouer un rôle plus visible dans la régulation de l’enseignement supérieur, via l’intervention du système d’accréditation pour assurer un développement de la responsabilité institutionnelle. Cette tendance incite naturellement à établir un parallèle avec la situation observée en Europe. Tandis qu’aux États-Unis, les tentatives visant à renforcer le contrôle par les autorités fédérales semblent avoir échoué, en Europe, les systèmes de qualité liés aux établissements d’enseignement supérieur ont été remplacés par des agences d’accréditation « indépendantes ». Dans ce rapport, les auteurs proposent une analyse de ces changements et suggèrent une interprétation possible des différences existant des deux côtés de l’Atlantique.
    DOI: 10.1787/hemp-21-5ksf24qcgm45
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  • 5
    Online Resource
    Online Resource
    "Standards will drop" and other fears about the equality agenda in higher education (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 1, p. 1-19
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 20 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 1, p. 1-19
    Keywords: Education
    Abstract: I discuss, on the basis of experience in Australia, South Africa, and the United Kingdom, some common fears and negative opinions about the equality agenda in higher education. These include:-“Standards will drop.” -“Our reputation will suffer.” -“It’s not our problem.” -“It’s social engineering” -“It’s unfair.” -“It’s a waste of time.” "La « mort annoncée de l’excellence » et autres craintes suscitées par les politiques d’enseignement supérieur axées sur l’équité"M’inspirant d’exemples australiens, sud-africains ou encore britanniques, j’analyse dans ce rapport certaines craintes et préjugés couramment exprimés concernant les politiques d’enseignement supérieur axées sur l’équité. En voici un florilège : - « C’est la mort annoncée de l’excellence. » - « Cela va nuire à notre réputation. » - « Ce n’est pas notre problème. »- « C’est un abus de confiance pur et simple. » - « Équité rime avec injustice. » - « C’est une perte de temps. »
    DOI: 10.1787/hemp-v21-art2-en
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  • 6
    Online Resource
    Online Resource
    Big ideas for Australian universities (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 2, p. 1-15
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 15 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 2, p. 1-15
    Keywords: Education ; Australia
    Abstract: Within weeks of taking office, Australia’s new Labor government commissioned two major reviews – one of Australia’s innovation system and one of Australian higher education. Taken together, these reviews will have major implications for the future of research and teaching in Australia for decades to come. This paper discusses the main recommendations of these reviews, puts them into context and examines the government’s response. Although the innovation review was conducted first, this paper begins with the higher education review because its recommendations, at least in regard to universities, are broader. Those parts of the innovation review that are relevant to universities follow. The paper concludes with a brief discussion of what will happen next. De grandes idées pour les universités australiennes Quelques semaines après son entrée en fonction, le nouveau gouvernement travailliste australien a commandé deux études, l’une portant sur le système d’innovation australien et l’autre sur l’enseignement supérieur en Australie. Prises dans leur ensemble, ces études auront des répercussions considérables sur l’avenir de la recherche et de l’enseignement australiens dans les décennies à venir. Cet article traite des principales recommandations proposées par ces études, rappelle le contexte dans lequel elles s’inscrivent et analyse la réponse du gouvernement. Bien que l’étude sur l’innovation soit menée en premier, l’article s’intéresse d’abord à l’étude sur l’enseignement supérieur car elle propose des recommandations plus générales, tout au moins concernant les universités. Les éléments de l’étude sur l’innovation ayant un intérêt pour les universités sont repris ensuite. L’article s'achève par une brève réflexion sur les perspectives.
    DOI: 10.1787/hemp-21-5ksj0v4qh5f5
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  • 7
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    Online Resource
    What's the difference? A model for measuring the value added by higher education in Australia (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 1, p. 1-20
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 20 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 1, p. 1-20
    Keywords: Education ; Australia
    Abstract: Measures of student learning are playing an increasingly significant role in determining the quality and productivity of higher education. This paper evaluates approaches for estimating the value added by university education, and proposes a methodology for use by institutions and systems. The paper argues that value-added measures of learning are important for quality assurance in contemporary higher education. It reviews recent large-scale developments in Australia, methodological considerations pertaining to the measurement and evaluation of student learning, and instruments validated to measure students’ capability, generic skills, specific competencies, work readiness and student engagement. Four approaches to calculating value-added measures are reviewed. The first approach computes value-added estimates by comparing predicted against actual performance using data from entrance tests and routine course assessments. In the second approach, comparisons are made between outcomes from objective assessments administered to cohorts in the first and later years of study. Comparisons of first-year and later-year students’ engagement in key learning activities offer a third and complementary means of assessing the value added by university study. Feedback on graduate skills provided by employers is a fourth approach which gives an independent perspective on the quality of education. Reviewing these four approaches provides a basis for their synthesis into a robust and potentially scalable methodology for measuring the value added by higher education. This methodology is advanced, along with its implications for instrumentation, sampling, analysis and reporting. Case studies are presented to illustrate the methodology’s potential for informing comparative analyses of the performance of higher education systems. Quelle différence ? Un modèle pour mesurer la valeur ajoutée de l’enseignement supérieur en Australie L’évaluation des connaissances acquises par les étudiants est désormais un outil indispensable pour déterminer la qualité et la productivité de l’enseignement supérieur. Ce rapport examine les différentes approches permettant d’évaluer la valeur ajoutée de l’enseignement supérieur et propose une méthode utilisable à la fois au sein des établissements et à l’échelle des systèmes d’enseignement supérieur. L’idée centrale qui sous-tend ce rapport est la suivante : la mesure des acquis des étudiants est l’un des piliers de l’assurance qualité au sein des systèmes d’enseignement supérieur modernes. L’auteur passe ainsi en revue les tendances majeures observées récemment en la matière en Australie, analyse les problèmes méthodologiques inhérents à la mesure et à l’évaluation des acquis des étudiants, et enfin étudie les instruments couramment employés pour mesurer les capacités, les compétences génériques et spécifiques, l’aptitude au travail et l’implication des étudiants. Quatre méthodes de calcul de la valeur ajoutée sont ainsi passées en revue. La première consiste à estimer cette valeur ajoutée en comparant les performances escomptées et les performances réelles des élèves, à l’aide des résultats des tests d’admission et de ceux des évaluations réalisées en cours de cycle. La deuxième approche compare les résultats d’évaluations objectives d’étudiants pour chaque année d’étude (première année et suivantes). La troisième méthode utilisée pour évaluer la valeur ajoutée de l’enseignement secondaire, de nature complémentaire, consiste à comparer l’implication des étudiants dans certains modules d’apprentissage clés durant la première année et au cours des années suivantes. Enfin, la quatrième méthode étudiée envisage la qualité de l’enseignement supérieur selon une perspective différente, puisqu’elle tient compte des retours d’expérience de certains employeurs sur les compétences des jeunes diplômés. L’examen de ces quatre approches permet ensuite de les synthétiser et d’obtenir une méthode fiable pour évaluer la valeur ajoutée de l’enseignement supérieur, ladite méthode consolidée offrant en outre le potentiel de s’adapter à différentes échelles. Il s’agit d’une approche sophistiquée, aux implications complexes en termes d’instrumentation, d’échantillonnage, d’analyse et de présentation des résultats. Une série d’études de cas permet à l’auteur de démontrer le potentiel offert par cette méthode pour étayer l’analyse comparative des performances de différents systèmes d’enseignement supérieur.
    DOI: 10.1787/hemp-v21-art5-en
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  • 8
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    Online Resource
    The growing accountability agenda: Progress or mixed blessing? (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 1, p. 1-22
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 22 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 1, p. 1-22
    Keywords: Education
    Abstract: In the past decade, accountability has become a major concern in most parts of the world. Governments, parliaments and the public are increasingly asking universities to justify the use of public resources and account more thoroughly for their teaching and research results. Is this a favourable development for tertiary education? Or is there too much accountability, at the risk of stifling initiative among university leaders? This article analyses the main dimensions of the growing accountability agenda, examines some of the negative and positive consequences of this evolution, and proposes a few guiding principles for achieving a balanced approach to accountability in tertiary education. It observes that the universal push for increased accountability has made the role of university leaders much more demanding, transforming the competencies expected of them and the ensuing capacity building needs of university management teams. It concludes by observing that accountability is meaningful only to the extent that tertiary education institutions are actually empowered to operate in an autonomous and responsible way. By Jamil Salmi, Tertiary Education Coordinator, The World Bank The findings, interpretations, and conclusions expressed in this paper are entirely those of the author and should not be attributed in any manner to the World Bank, the members of its Board of Executive Directors or the countries they represent. This paper is derived from a short think piece published in October 2007 in International Higher Education. The author wishes to thank all the colleagues who kindly reviewed earlier drafts and generously offered invaluable suggestions, in particular Michael Adams, Svava Bjarnason, Marguerite Clarke, Graeme Davies, Elaine El-Khawas, Ariel Fiszbein, Richard Hopper, Geri Malandra, Sam Mikhail, Benoît Millot and Alenoush Saroyan. Full responsibility for errors and misinterpretations remains, however, with the author. Les universités face aux exigences accrues de transparence et de responsabilité : Une évolution bénéfique ou dangereuse ? Ces dix dernières années, les notions couplées de transparence et de responsabilité sont devenues incontournables dans la plupart des régions du monde. Les gouvernements, les parlements et le public attendent désormais des universités qu’elles justifient leur utilisation des ressources publiques et rendent davantage de comptes au sujet de leurs activités d’enseignement et de recherche. S’agit-il d’une évolution bénéfique pour l’enseignement supérieur ? Ou cette exigence accrue de transparence et de responsabilité risque-t-elle au contraire de tuer dans l’œuf les initiatives des dirigeants d’universités ? Cet article analyse les grandes problématiques qui sous-tendent cette évolution, étudie certaines des conséquences négatives et positives et propose un certain nombre de principes directeurs permettant aux établissements d’enseignement supérieur de répondre de façon réfléchie et mesurée à cette exigence nouvelle. L’auteur constate que la demande universelle de responsabilité et de transparence dans l’enseignement supérieur s’accompagne de contraintes nouvelles pour les dirigeants d’universités, en modifiant les compétences que l’on attendait d’eux jusqu’à présent et en obligeant, par voie de conséquence, les équipes de direction des établissements à renforcer leurs capacités. L’auteur termine en faisant remarquer que cette obligation redditionnelle ne fait sens que si les établissements d’enseignement supérieur ont effectivement la possibilité de mener leurs activités de façon autonome et responsable. Par Jamil Salmi, Coordinateur des programmes d’enseignement supérieur, La Banque mondiale.Les observations, interprétations et conclusions exprimées dans ce rapport sont exclusivement celles de l’auteur et ne sauraient en aucune manière être attribuées à la Banque mondiale, aux membres de son Conseil des Administrateurs ni aux pays qu’ils représentent. Le présent rapport est extrait d’un bref article de fond publié en octobre 2007 dans la revue International Higher Education. L’auteur tient à remercier l’ensemble des collègues qui ont eu la gentillesse de réviser les versions précédentes de ce rapport et de l’enrichir de leurs précieuses remarques et suggestions. Il tient à remercier particulièrement Michael Adams, Svava Bjarnason, Marguerite Clarke, Graeme Davies, Elaine El-Khawas, Ariel Fiszbein, Richard Hopper, Geri Malandra, Sam Mikhail, Benoît Millot et Alenoush Saroyan. L’auteur est toutefois seul responsable des erreurs et interprétations erronées que pourrait contenir ce rapport.
    DOI: 10.1787/hemp-v21-art7-en
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  • 9
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    Competition, autonomy and new thinking : Transformation of higher education in Federal Germany (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 2, p. 1-20
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 20 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 2, p. 1-20
    Keywords: Education ; Germany
    Abstract: Germany has recently gone through a fundamental process of reform of its higher education system. The last 15 years have been characterised by significant changes in virtually all aspects of the system. The impacts of the Bologna Process have been far reaching. The reform of the governance and funding systems in higher education has also been highly influential. This article reflects upon the increasing relevance of the concept of competition in higher education and how the realisation of more competitive elements was accomplished in a highly decentralised system of governance. The article also demonstrates the complex interplay between the public discourse regarding the need for more competitive approaches in higher education, legal reforms, changes in funding provisions for higher education and the transformation of rules for attracting human resources. Concurrence, autonomie et nouveau courant de pensée : transformation de l’enseignement supérieur en Allemagne fédérale Le système de l’enseignement supérieur allemand a récemment connu un processus de réformes fondamental. Ces 15 dernières années ont été marquées par des changements importants affectant quasiment tous les aspects du système. Les impacts du processus de Bologne ont été considérables. De la même manière, la réforme des systèmes de gouvernance et de financement dans l’enseignement supérieur a exercé une grande influence. Cet article analyse l’intérêt croissant accordé à la notion de concurrence dans l’enseignement supérieur et la façon dont des éléments plus compétitifs ont été mis en place dans un système de gouvernance fortement décentralisé. L’article démontre l’existence d’interactions complexes entre le discours public sur les besoins d’une approche plus concurrentielle dans l’enseignement supérieur, les réformes légales, les changements apportés à l’attribution de financement et la transformation des règles visant à attirer les ressources humaines.
    DOI: 10.1787/hemp-21-5ksj0tzzlhr2
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  • 10
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    Rankings and the battle for world-class excellence : Institutional strategies and policy choices (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 1, p. 1-22
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 22 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 1, p. 1-22
    Keywords: Education
    Abstract: Global rankings are creating a furore wherever or whenever they are published or mentioned. They have become a barometer of global competition measuring the knowledge-producing and talent-catching capacity of higher education institutions. These developments are injecting a new competitive dynamic into higher education, nationally and globally, and encouraging a debate about its role and purpose. As such, politicians regularly refer to them as a measure of their nation’s economic strength and aspirations, universities use them to help set or define targets mapping their performance against the various metrics, while academics use rankings to bolster their own professional reputation and status. Based on an international survey (2006) and extensive interviews in Germany, Australia and Japan, (2008), this paper provides a comparative analysis of the impact and influence of rankings on higher education and stakeholders, and describes institutional experiences and responses. It then explores how rankings are influencing national policy and shaping institutional decision making and behaviour.Some changes form part of the broader modernisation agenda, improving performance and public accountability, while others are viewed as perverse. Their experiences illustrate that policy does matter. Les classements mondiaux suscitent l’enthousiasme chaque fois qu’ils sont publiés ou mentionnés. Ils sont devenus le baromètre de la concurrence mondiale, mesurant la capacité des institutions d’enseignement supérieur en termes de production de savoir et de captation des talents. Ces développements injectent une nouvelle dynamique de compétition dans l’enseignement supérieur, au niveau national et mondial, et suscitent un débat sur son rôle et ses objectifs. À ce titre, les hommes/femmes politiques y font régulièrement référence en tant qu’instrument de mesure de la puissance économique et des aspirations de leur nation, les universités s’en servent pour établir ou définir leurs objectifs en termes de performance par rapport à diverses métriques, tandis que les universitaires utilisent les classements pour appuyer leurs propres réputation et statut professionnels. Cet article se fonde sur une enquête internationale (2006) et des entretiens approfondis menés en Allemagne, en Australie et au Japon (2008) pour réaliser une analyse comparative de l’impact et de l’influence des classements sur l’enseignement supérieur et ses parties prenantes et pour décrire les expériences et réponses institutionnelles. Cet article étudie également la manière dont les classements influencent la politique nationale et façonnent la prise de décision et les comportements institutionnels. Certains changements s’inscrivent dans le cadre plus large du programme de modernisation qui tend vers une amélioration des performances et une plus grande responsabilité publique, tandis que d’autres sont considérés comme pervers. Leurs expériences démontrent l’importance des choix politiques.
    DOI: 10.1787/hemp-v21-art4-en
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  • 11
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    Chilean universities in the transition to a market-driven policy regime (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 2, p. 1-18
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 18 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 2, p. 1-18
    Keywords: Education ; Chile
    Abstract: This paper briefly reviews the historical development of the university system in Chile, and describes the current structure of funding, supply and demand for tertiary education, research and university services. Both public and private universities in Chile have expanded and restructured, access to tertiary education has improved, and universities have contributed to the country’s national innovation system. However, steep challenges related to structure and performance in education and research remain, if universities are to meet the growing economy’s demands for productivity and competitiveness. This paper outlines the principal areas which need improving: market access; quality of services; R&D and innovation spending; fiscal support; institution building and strategy co-ordination. Les universités chiliennes en transition vers un régime politique gouverné par le marché Cet article propose une brève présentation du développement historique de l’université au Chili et décrit la structure actuelle du financement, de l’offre et des besoins de l’éducation supérieure, de la recherche et des services universitaires. Les universités publiques et privées se sont développées et restructurées, l’accès à l’enseignement supérieur s’est amélioré et les universités ont contribué au système d’innovation national du pays. Toutefois, pour répondre aux demandes de productivité et de concurrence d’une économie en pleine croissance, les universités devront faire face à plusieurs défis de taille, notamment en ce qui concerne la structure et les performances dans les systèmes de l’éducation et de la recherche. Cet article expose brièvement les principaux points à améliorer : l’accès au marché, la qualité des services, les dépenses liées à la recherche, au développement et à l’innovation, le soutien budgétaire, la mise en place des institutions et la coordination stratégique.
    DOI: 10.1787/hemp-21-5ksj0twb93zn
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  • 12
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    Four basic dilemmas in university governance reform (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 3, p. 1-18
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 18 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 3, p. 1-18
    Keywords: Education
    Abstract: Since the mid 1980s, modernising university governance has been a constant item on the political agenda of most countries, often followed by reforms attempting to change how universities are managed and led. However, when considering the effects of the many initiatives taken, a rather complex picture appears with respect to the scope and depths of the changes occurring. The article identifies four basic dilemmas, and shows how they are manifested in a number of countries where such reforms have been implemented. In the conclusion, it is argued how the four dilemmas can shed more light on the complexities associated with university governance reform. Quatre dilemmes fondamentaux dans la réforme de la gouvernance universitaire Depuis le milieu des années 1980 et dans la plupart des pays, la question de la modernisation de la gouvernance universitaire n’a jamais quitté l’agenda politique et a souvent été suivie de réformes visant à changer la méthode de gestion et de direction des universités. Toutefois, l’analyse des nombreuses initiatives menées depuis laisse apparaître une image assez complexe de la portée et de la profondeur des changements qu’elles ont occasionnés. Cet article identifie quatre dilemmes fondamentaux, et illustre dans quelle mesure ceux-ci émergent dans un certain nombre de pays où de telles réformes ont été mises en place. En conclusion, l’article indique que les quatre dilemmes peuvent offrir un éclairage sur les complexités liées à la réforme de la gouvernance universitaire.
    DOI: 10.1787/hemp-21-5ksdxgpdnds1
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  • 13
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    The context of higher education reform in the United States (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 2, p. 1-18
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 18 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 2, p. 1-18
    Keywords: Education ; United States
    Abstract: Higher education in the United States has received much scrutiny in the recent past from the federal and state governments, the press and the general public. In response to this scrutiny, a number of blue ribbon panels have been formed to examine how effectively higher education is serving American society. In this article, I analyse the proceedings and impact of the most recent prominent panel, the Secretary of Education’s Commission on the Future of Higher Education, commonly known as the Spellings Commission. I also briefly examine how the new administration of President Barack Obama is likely to affect colleges and universities in light of the global economic crisis. Le contexte de la réforme de l’enseignement supérieur aux États-Unis Ces dernières années, le gouvernement fédéral, les États, la presse et l’opinion publique ont placé l’enseignement supérieur aux États-Unis au centre d’une attention toute particulière. En conséquence de cela, de nombreux groupes d’experts se sont formés pour étudier dans quelle mesure le système d’enseignement supérieur sert efficacement la société américaine. Cet article examinera les procédures et l’impact de la commission du ministre de l’Éducation sur le futur de l’enseignement supérieur, plus généralement dénommée la commission Spellings, qui constitue le plus important groupe d’experts récemment constitué. Nous étudierons ensuite brièvement dans quelle mesure la nouvelle administration du Président Barack Obama est susceptible d’affecter les universités dans un contexte marqué par la crise économique mondiale.
    DOI: 10.1787/hemp-21-5ksj0tzhshms
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  • 14
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    Defining the role of academics in accountability (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 1, p. 1-12
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 12 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 1, p. 1-12
    Keywords: Education
    Abstract: The policy debate on accountability in higher education has been vigorous in many countries, but it has focused primarily on broad objectives or approaches. Limited attention has been paid to the mechanisms by which universities would implement accountability objectives and to the critical role of academics in developing ways to assess learning outcomes. Yet, giving members of the professoriate a central role in accountability is vital: implementing accountability requires decentralised implementation linked to the differing circumstances of study fields and levels. Academics must be involved in a sequence of tasks – developing assessments, testing and refining them against new evidence, making sense of accountability results, and responding with changes in programmes or delivery. This paper outlines a process showing how universities and other tertiary institutions could develop and use outcome measures for student learning. It also recognises that professional and disciplinary associations (e.g. business, education, chemistry, literature and social welfare), nationally and internationally, could contribute to these developments in their specialty fields. En quoi les professeurs de l’enseignement supérieur peuvent-ils contribuer à « responsabiliser » leurs établissements ? L’idée d’une responsabilisation de l’enseignement supérieur a donné naissance, dans de nombreux pays, à un débat politique houleux. Toutefois, ce débat vise essentiellement à définir des objectifs ou des approches génériques, et s’intéresse relativement peu aux mécanismes grâce auxquels les universités pourraient avancer sur la voie des objectifs de transparence. De même, il faudrait s’interroger davantage sur le rôle clé que pourraient jouer les universitaires pour concevoir de nouvelles méthodes d’évaluation des retombées de l’apprentissage. Il est en effet essentiel que les membres du corps enseignant jouent un rôle central dans les initiatives visant à accroître la responsabilité et la transparence des systèmes d’enseignement supérieur : pour fonctionner durablement, ces initiatives doivent être menées de façon décentralisée, au vu des spécificités propres à chaque discipline et à chaque niveau d’études. Dans cette optique, les universitaires ont bel et bien un rôle à jouer à différents stades : il leur faut élaborer des outils d’évaluation, mais aussi tester et adapter ces outils au vu des résultats de recherche les plus récents, interpréter les résultats obtenus en termes de responsabilité et modifier si nécessaire les programmes ou les méthodes pédagogiques. Ce rapport propose un cadre théorique utilisable par les universités et les autres établissements d’enseignement supérieur pour concevoir puis utiliser des outils permettant d’évaluer les retombées de l’apprentissage. L’auteur suggère par ailleurs que certaines professions et disciplines (telles que les entreprises commerciales, le secteur éducatif, l’industrie chimique, le monde littéraire ou encore les organismes de protection sociale) pourraient contribuer, à l’échelon national et international, à promouvoir cette évolution dans leurs domaines respectifs.
    DOI: 10.1787/hemp-v21-art6-en
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  • 15
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    Allocating time resources for research between academic staff : The case of Norwegian university colleges (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 3, p. 1-14
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 14 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 3, p. 1-14
    Keywords: Education ; Norway
    Abstract: The purpose of this article is to explore how time resources for research are allocated among academic staff members in institutions where research qualifications differ much between individuals. Norwegian university colleges are used as a case. These resources, which can be regarded as scarce goods, are of two kinds: the share of working hours that can be used for research, and definitive periods during which one is free to dedicate work hours to research. Of the many factors to consider when allocating scarce resources between individuals, the article distinguishes between the following: a) type of good; b) decision-making levels; c) size of the good; d) circle of recipients; e) allocation principles; f) allocation criteria; and g) allocation procedures. The article concludes that the allocation of time resources for research among individual staff members is to a large extent made up of compromises between different allocation principles, allocation criteria and allocation procedures, and can be understood only in reference to the historical and social context of each institution and its various departments. L’affectation des ressources temporelles pour la recherche entre membres du personnel enseignant : le cas des instituts universitaires norvégiens Cet article analyse la méthode d’affectation des ressources temporelles entre les différents chercheurs dans les établissements où ceux-ci ont des degrés de qualification différents. Ce rapport est illustré par l’étude de cas des instituts universitaires norvégiens. Ces ressources temporelles, que l’on peut considérer comme des ressources rares, sont de deux types : elles peuvent tout aussi bien désigner la répartition des heures de travail utilisables pour la recherche que des périodes déterminées durant lesquelles l’individu est libre de consacrer son temps à la recherche. De tous les facteurs dont il faut tenir compte, lorsqu’il s’agit de répartir des ressources rares entre plusieurs individus, l’article distingue les différents aspects du processus de décision : a) le type de bien ; b) les niveaux de prise de décision ; c) la taille du bien ; d) le groupe de destinataires ; e) les principes d’affectation ; f) les critères d’affectation ; et g) les procédures d’affectation. L’article parvient à la conclusion que l’affectation des ressources temporelles pour la recherche au sein d’une équipe est, dans une large mesure, faite de compromis entre différents principes, critères et procédures, et ne peut être comprise qu’à la lumière du contexte historique et social d’un établissement et des départements qui le composent.
    DOI: 10.1787/hemp-21-5ksb3fn241np
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  • 16
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    Ethical marketing of higher education : What might be done to encourage its adoption? (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 3, p. 75-90
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 16 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 3, p. 75-90
    Keywords: Education
    Abstract: The competiveness of the diverse sector of higher education sees universities increasingly reliant on marketing to position themselves within their main stakeholder groups. In doing so, the use of marketing techniques developed for the service industry are being adopted at strategic and tactical levels with little research to support such undifferentiated action. This paper discusses a number of issues joining marketing with the moral leadership of the university in a persistently competitive and commercial market place. We seek to offer practical actions to ensure that marketing remains a service to the institution and does not convert the mission of all institutions to one of consumerisation. We do this by discussing how a relationship model of engagement with stakeholders might be grounded in a virtue ethics imperative and how this might contribute to brand development and accountability.
    DOI: 10.1787/hemp-v21-art20-en
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  • 17
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    The regional engagement of universities : Building capacity in a sparse innovation environment (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 1, p. 1-18
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 18 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 1, p. 1-18
    Keywords: Education
    Abstract: There are increasing pressures for universities to commercialise their research and increase their contributions to their local and regional environments. For those institutions located in areas of low demand, this can lead to a low-impact equilibrium of universities working with external partners, and having relatively low impact. In such circumstances, universities have to “build up” local demand for their knowledge. But this is long-term, costly and volatile, and so partnership and collaborative models of capacity building may be one way for universities to maximise the benefits whilst minimising the risks. In this paper, we explore how capacity in such situation builds up, and whether university regional associations (URAs) can help universities to develop regional capacity in such situations. The case study demonstrates that URAs can become a focal point for a community of regionally engaged university actors. It is this community which can help universities to rationalise and make sense of local uncertainties, and thereby increase total university regional contributions. By Paul Benneworth and Alan Sanderson, University of Twente, The Netherlands, and Universities for the North East, United Kingdom L’engagement régional des universités : Comment le renforcer en l’absence de pôle d’innovation à l’échelon local ? De plus en plus, on attend des universités qu’elles commercialisent les fruits de leurs efforts de recherche et intensifient leur contribution locale et régionale. Mais pour les établissements implantés dans des zones où leurs travaux suscitent une demande limitée, la collaboration des universités avec des partenaires externes risque fort d’avoir un impact, là aussi, limité. Dans ce cas, c’est aux universités de « créer » une demande de connaissances à l’échelon local. Mais il s’agit d’une démarche longue, coûteuse et à l’issue incertaine ; dans cette optique, les modèles de renforcement des capacités basés sur le partenariat et la collaboration interuniversités pourraient permettre aux établissements concernés de maximiser les bénéfices tout en minimisant les risques. Dans ce rapport, nous analysons la façon dont se créent les capacités d’engagement régional dans ce type de contexte, et nous nous efforçons de déterminer si les associations régionales d’universités (ARU) peuvent alors aider ou non les universités à développer leurs capacités régionales. L’étude de cas proposée montre que les ARU deviennent parfois le cœur névralgique d’un consortium d’acteurs universitaires engagés au plan régional. C’est précisément grâce à cette communauté d’acteurs que les universités peuvent faire face aux contingences locales et s’y adapter, ce qui permettra d’accroître la contribution régionale totale des universités. Par Paul Benneworth and Alan Sanderson, Université de Twente (Pays-Bas) et Université pour le Nord-Est (Royaume-Uni)
    DOI: 10.1787/hemp-v21-art8-en
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  • 18
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    A Faustian bargain? Institutional responses to national and international rankings (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 1, p. 1-10
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 10 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 1, p. 1-10
    Keywords: Education
    Abstract: In the highly competitive international world of learning, universities make full use of favourable league table positions to strengthen their reputations. Yet are they, in so doing, entering into a Faustian Bargain in which the long-term cost outweighs the short-term gain? Success in league tables comes at a cost in terms of accepting the orthodoxies of others instead of pursuing particular institutional missions linked to the particular priorities of the local community. Based on recent surveys of institutional experience and on a new analysis of the impact of league tables on English higher education, this paper argues that if, as seems likely, rankings are here to stay, the shortcomings of the present approach must be acknowledged and addressed. By Peter W.A. West, University of Strathclyde, United Kingdom L’exploitation des classements nationaux et internationaux par les établissements d’enseignement supérieur : Un pacte avec le diable ? Face à l’internationalisation du secteur éducatif, désormais hautement concurrentiel, les universités exploitent au maximum leur place dans les classements internationaux en vue d’accroître leur prestige. Mais cette stratégie ne revient-elle pas à conclure un pacte avec le diable, dont les coûts à long terme sont en réalité bien supérieurs aux avantages immédiats ? L’université qui choisit d’asseoir sa réputation sur ces classements accepte en effet, implicitement, de se plier aux règles fixées par ceux qu’elle cherche à émuler, au lieu de concentrer ses efforts sur certaines missions spécifiques, plus en adéquation avec les besoins particuliers de la communauté locale. À la lumière de sondages récents menés auprès des établissements, et d’une nouvelle analyse de l’impact des classements sur le système d’enseignement supérieur britannique, ce rapport suggère que si la pratique des classements persiste – et c’est fort probable – le secteur n’aura d’autre choix que d’identifier leurs insuffisances et anomalies pour y apporter les améliorations nécessaires. Par Peter W.A. West, Université de Strathclyde, Royaume-Uni
    DOI: 10.1787/hemp-v21-art1-en
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  • 19
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    Academic values in the marketplace (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 3, p. 1-16
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 16 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 3, p. 1-16
    Keywords: Education
    Abstract: The world financial meltdown is causing a reassessment of the strong market ideology that dominated policy making since the days of Reagan and Thatcher. For universities, the issue is not whether to pay attention to market forces – most schools have no choice given that their economic viability depends on some combination of enrollments, sponsored research and the sale of other services. The question is how to give the market its due while remaining true to our academic values. Balancing academic values and market forces is not easy, as we shall see. My purpose in this essay is to provide a conceptual overview that can explain the issues and point the way toward their resolution in today’s financially challenging environment. Les valeurs académiques sur le marché La fusion financière internationale provoque une réévaluation de la puissante idéologie de marché qui a dominé la politique depuis les époques Reagan et Thatcher. Pour les universités, la question n’est pas de savoir s’il faut prêter attention ou non aux forces du marché : la plupart des écoles n’ont pas ce choix puisque leur viabilité économique dépend à la fois des inscriptions, de la recherche subventionnée et de la vente d’autres types de services. La question est de savoir comment donner son dû au marché tout en restant fidèles à nos valeurs académiques. Comme nous le verrons, trouver un équilibre entre les valeurs académiques et les forces du marché n’est pas chose facile. L’auteur de ce rapport cherche ici à fournir une vue d’ensemble conceptuelle permettant d’expliquer les problèmes et de suggérer des pistes de solutions dans l’environnement de défis financiers qui est aujourd’hui le nôtre.
    DOI: 10.1787/hemp-21-5ksdxgp5hrzv
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  • 20
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    The secondary markets of higher education : A Canadian context (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 3, p. 1-18
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 18 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 3, p. 1-18
    Keywords: Education
    Abstract: Viewed through a market paradigm, universities can appear as the aggregation of numerous and varied markets. While universities’ primary markets focus on teaching and research, they are active in many other markets, most of which support and contribute to their smooth, effective and efficient operation. Using financial and real estate markets as examples, the purpose of this article is to articulate some details that further validate the deepening complexity of the modern multiversity and to help clarify the extent to which market-like activities have infiltrated the institution, creating opportunities and posing threats. The cultural impact of the trend towards marketisation increases the need to protect the academic core of the academy. Les marchés secondaires de l’enseignement supérieur : un contexte canadien Vues à travers le paradigme du marché, les universités peuvent ressembler à un agrégat de marchés nombreux et différents. Bien que leurs marchés principaux se concentrent sur l’enseignement et la recherche, elles sont actives sur bien d’autres marchés dont la plupart est essentiel ou nécessaire à leur bon fonctionnement. En reprenant des exemples des marchés de l’immobilier et de la finance, l’article se propose d’articuler certains détails démontrant la complexité croissante de la multiversité moderne et apporte également un éclairage sur la façon dont les activités du marché ont infiltré l’université, ces phénomènes étant générateurs d’opportunités comme de menaces. L’impact culturel de la tendance portant vers la marchandisation accroît la nécessité de développer le corps enseignant de l’institution.
    DOI: 10.1787/hemp-21-5ksb3fn6x1lt
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  • 21
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    Defining and measuring academic standards : A British perspective (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 3, p. 1-14
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 14 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 3, p. 1-14
    Keywords: Education ; United Kingdom
    Abstract: Historically, the definition and measurement of academic standards in British higher education have been the exclusive prerogative of the academic community. The calibration of standards across institutions was the responsibility and purpose of the external-examiner system. But the mechanisms in place to achieve these ends have broken down under the weight of the massification of UK higher education, the need to recruit international students to sustain revenue streams, and the league-table or rankings culture that has resulted in academic standards being sacrificed in order to maintain or improve institutional image. In 2008 the House of Commons inaugurated a wide-ranging inquiry into these matters. Its August 2009 report proposes radical solutions, the adoption of which will represent a definitive break with the traditions of the past. Définition des critères de qualité et évaluation des performances universitaires : Une perspective britannique Traditionnellement, la définition des critères de qualité et l’évaluation des performances universitaires dans l’enseignement supérieur britannique étaient la prérogative exclusive de la communauté universitaire. L’étalonnage des critères de qualité dans l’ensemble des établissements relevait de la responsabilité du système d’examinateurs externes dont c’était l’objectif. Cependant, les mécanismes mis en place à cette fin se sont effondrés sous le poids de la massification de l’enseignement supérieur britannique, la nécessité de recruter des étudiants internationaux pour maintenir les flux de revenus, et la culture des classements qui a conduit au sacrifice de la qualité afin de préserver ou d’améliorer une image institutionnelle. En 2008, la Chambre des Communes a inauguré une vaste enquête sur ces questions. Son rapport d’août 2009 propose des solutions radicales, dont l’adoption constituera une rupture définitive avec les traditions du passé.
    DOI: 10.1787/hemp-21-5ksf24ssz1wc
    URL: Volltext
    URL: lizenzpflichtig
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  • 22
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    Frühpädagogische Förderung in Institutionen : Zeitschrift für Erziehungswissenschaft. Sonderheft 11 / 2008 (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531914527 , 3531914529
    Language: German
    Pages: 1 Online-Ressource (VI, 192 Seiten)
    Edition: 1st ed. 2009
    Series Statement: Zeitschrift für Erziehungswissenschaft - Sonderheft
    Parallel Title: Erscheint auch als Frühpädagogische Förderung in Institutionen
    DDC: 305.2
    RVK:
    DK 2000
    RVK:
    DT 1250
    RVK:
    DT 1400
    RVK:
    DA 1000
    Keywords: Kleinkindpädagogik ; Pädagogische Einrichtung ; Kindertagesstätte ; Frühförderung ; Sociology ; Social groups ; Education ; Sociology of Family, Youth and Aging ; Education ; Sociology ; Aufsatzsammlung
    DOI: 10.1007/978-3-531-91452-7
    URL: https://doi.org/10.1007/978-3-531-91452-7
    URL: Inhaltsverzeichnis
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  • 23
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    The Future of Learning Institutions in a Digital Age (2009)
    Cambridge, Massachusetts : The MIT Press
    Details
    Language: English
    Pages: 1 Online-Ressource (82 p.)
    Keywords: Education
    Abstract: This John D. and Catherine T. MacArthur Foundation Report is a redaction of the argument in our book-in-progress, currently titled The Future of Thinking: Learning Institutions in a Digital Age. That book, to be published in 2010, is merely the concrete (paper and online) manifestation and culmination of a long, complex process that brought together dozens of collaborators, face to face and virtually. The focus of all of this intense interchange was the shape and future of learning institutions. Our charge was to accept the challenge of an Information Age and acknowledge, at the conceptual as well as at the methodological level, the responsibilities of learning at an epistemic moment when learning itself is the most dramatic medium of that change. Technology, we insist, is not what constitutes the revolutionary nature of this exciting moment. It is, rather, the potential for shared and interactive learning that Tim Berners-Lee and other pioneers of the Internet built into its structure, its organization, its model of governance and sustainability
    Note: English
    URL: OAPEN Library: download the publication
    URL: OAPEN Library: description of the publication
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  • 24
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    Entscheidungsfindung bei der Berufswahl : Prozessmodell der Emotionen und Kognitionen (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531918778 , 353191877X
    Language: German
    Pages: 1 Online-Ressource (280 Seiten) , 12 Abb.
    Edition: 2nd ed. 2009
    Parallel Title: Erscheint auch als Hellberg, Bernt-Michael Entscheidungsfindung bei der Berufswahl
    DDC: 305.2
    RVK:
    AL 39300
    RVK:
    DL 3000
    RVK:
    DP 5200
    Keywords: Berufswahl ; Entscheidungsfindung ; Gefühl ; Sociology ; Social groups ; Psychology ; Psychology, Industrial ; Education ; Sociology of Family, Youth and Aging ; Behavioral Sciences and Psychology ; Work and Organizational Psychology ; Sociology ; Education
    DOI: 10.1007/978-3-531-91877-8
    URL: https://doi.org/10.1007/978-3-531-91877-8
    URL: Inhaltsverzeichnis
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  • 25
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    Selektion und Schulkarriere : Kindliche Orientierungsrahmen beim Übergang in die Sekundarstufe I (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531918617 , 3531918613
    Language: German
    Pages: 1 Online-Ressource (240 Seiten) , 13 Abb.
    Edition: 1st ed. 2009
    Series Statement: Studien zur Schul- und Bildungsforschung
    Parallel Title: Erscheint auch als Kramer, Rolf-Torsten Selektion und Schulkarriere
    DDC: 305.2
    RVK:
    DK 8000
    Keywords: Kind ; Schulwahl ; Grundschule ; Schulübergang ; Sekundarstufe 1 ; Sociology ; Social groups ; Education ; School management and organization ; School administration ; Sociology of Family, Youth and Aging ; Education ; Organization and Leadership
    DOI: 10.1007/978-3-531-91861-7
    URL: https://doi.org/10.1007/978-3-531-91861-7
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 26
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    Jugend zwischen Familie und Schule : Eine Studie zu pädagogischen Generationsbeziehungen (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531915210 , 3531915215
    Language: German
    Pages: 1 Online-Ressource (440 Seiten) , 52 Abb.
    Edition: 1st ed. 2009
    Series Statement: Studien zur Schul- und Bildungsforschung
    Parallel Title: Erscheint auch als Helsper, Werner Jugend zwischen Familie und Schule
    DDC: 305.2
    RVK:
    DU 2500
    RVK:
    DU 3000
    RVK:
    DU 4000
    RVK:
    MS 2000
    RVK:
    MS 2150
    RVK:
    MS 2200
    Keywords: Schule ; Familie ; Jugend ; Individuation ; Generationsbeziehung ; Pädagogische Handlung ; Sociology ; Social groups ; Education ; Educational sociology ; Sociology of Family, Youth and Aging ; Education ; Sociology of Education
    DOI: 10.1007/978-3-531-91521-0
    URL: https://doi.org/10.1007/978-3-531-91521-0
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 27
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    Geschlecht, Bildung und Kunst : Chancengleichheit in Unterricht und Schule (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531913322 , 3531913328
    Language: German
    Pages: 1 Online-Ressource (V, 168 Seiten)
    Edition: 1st ed. 2009
    Parallel Title: Erscheint auch als Geschlecht, Bildung und Kunst
    DDC: 306.43
    RVK:
    DU 6000
    Keywords: Geschlechtsunterschied ; Chancengleichheit ; Unterricht ; Bildung ; Educational sociology ; Education ; Sociology of Education ; Education ; Aufsatzsammlung
    DOI: 10.1007/978-3-531-91332-2
    URL: https://doi.org/10.1007/978-3-531-91332-2
    URL: Inhaltsverzeichnis
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  • 28
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    Lehrbuch der Bildungssoziologie (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531917115 , 3531917110
    Language: German
    Pages: 1 Online-Ressource (500 Seiten) , 21 Abb.
    Edition: 1st ed. 2009
    Parallel Title: Erscheint auch als Lehrbuch der Bildungssoziologie
    DDC: 301
    RVK:
    DU 2000
    RVK:
    MS 7000
    RVK:
    DU 1000
    Keywords: Pädagogische Soziologie ; Sociology ; Social sciences ; Education ; Sociology ; Society ; Education ; Lehrbuch
    DOI: 10.1007/978-3-531-91711-5
    URL: https://doi.org/10.1007/978-3-531-91711-5
    URL: Inhaltsverzeichnis
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  • 29
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    Disziplinschwierigkeiten in der Schule : Eine qualitative Einzelfallstudie mit einem gruppen- und bindungstheoretischen Schwerpunkt (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531914848 , 3531914847
    Language: German
    Pages: 1 Online-Ressource (XI, 321 Seiten)
    Edition: 1st ed. 2009
    Parallel Title: Erscheint auch als Hoffmann, Cornelia Disziplinschwierigkeiten in der Schule
    DDC: 305.2
    RVK:
    DO 1240
    Keywords: Schuldisziplin ; Berufsvorbereitende Maßnahme ; Gruppendynamik ; Bindungstheorie ; Sociology ; Social groups ; Educational sociology ; School management and organization ; School administration ; Education ; Sociology of Family, Youth and Aging ; Sociology of Education ; Organization and Leadership ; Education ; Sociology ; Fallstudiensammlung
    DOI: 10.1007/978-3-531-91484-8
    URL: https://doi.org/10.1007/978-3-531-91484-8
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 30
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    Altern zwischen Kompetenz und Defizit : Über den Umgang mit eingeschränkter Handlungsfähigkeit am Beispiel der altersbedingten Makuladegeneration (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531916149 , 3531916149
    Language: German
    Pages: 1 Online-Ressource (323 Seiten) , 36 Abb.
    Edition: 1st ed. 2009
    Series Statement: Theorie und Empirie Lebenslangen Lernens
    Parallel Title: Erscheint auch als Himmelsbach, Ines Altern zwischen Kompetenz und Defizit
    DDC: 305.2
    RVK:
    DS 7250
    RVK:
    MS 2700
    Keywords: Altenbildung ; Sehbehinderung ; Sociology ; Social groups ; Education ; Social service ; Sociology of Family, Youth and Aging ; Education ; Social Work ; Sociology
    DOI: 10.1007/978-3-531-91614-9
    URL: https://doi.org/10.1007/978-3-531-91614-9
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 31
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    Lernen Erwachsener im Bildungsmonitoring : Operationalisierung der Weiterbildungsbeteiligung in empirischen Studien (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531917405 , 3531917404
    Language: German
    Pages: 1 Online-Ressource (173 Seiten) , 21 Abb.
    Edition: 1st ed. 2009
    Series Statement: Theorie und Empirie Lebenslangen Lernens
    Parallel Title: Erscheint auch als Widany, Sarah Lernen Erwachsener im Bildungsmonitoring
    DDC: 301
    RVK:
    DW 1000
    Keywords: Lebenslanges Lernen ; Weiterbildung ; Bildungsbeteiligung ; Sociology ; Education ; Sociology ; Education
    DOI: 10.1007/978-3-531-91740-5
    URL: https://doi.org/10.1007/978-3-531-91740-5
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 32
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    Die Qualität qualitativer Daten : Manual für die Durchführung qualitativer Interviews (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531918587 , 3531918583
    Language: German
    Pages: 1 Online-Ressource (214 Seiten)
    Edition: 3rd ed. 2009
    Parallel Title: Erscheint auch als Helfferich, Cornelia Die Qualität qualitativer Daten
    DDC: 301
    RVK:
    MR 2400
    Keywords: Qualitatives Interview ; Sociology ; Political science ; Social sciences ; Education ; Psychology—Methodology ; Communication ; Sociology ; Political Science ; Society ; Education ; Psychological Methods ; Media and Communication
    DOI: 10.1007/978-3-531-91858-7
    URL: https://doi.org/10.1007/978-3-531-91858-7
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 33
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    Der islamische Religionsunterricht zwischen Integration und Parallelgesellschaft : Einstellungen der islamischen ReligionslehrerInnen an öffentlichen Schulen (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531915104 , 353191510X
    Language: German
    Pages: 1 Online-Ressource (195 Seiten)
    Edition: 1st ed. 2009
    Parallel Title: Erscheint auch als Khorchide, Mouhanad Der islamische Religionsunterricht zwischen Integration und Parallelgesellschaft
    DDC: 301
    RVK:
    BU 1720
    Keywords: Islamischer Religionsunterricht ; Religionslehrer ; Einstellung ; Umfrage ; Sociology ; Education ; Sociology ; Education ; Österreich ; Deutschland
    DOI: 10.1007/978-3-531-91510-4
    URL: https://doi.org/10.1007/978-3-531-91510-4
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 34
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    Lessons from the field : developing and implementing the Qatar student assessment system, 2002-2006 (2009)
    Santa Monica, CA : RAND-Qatar Policy Institute
    Details
    ISBN: 9780833046895 , 083304866X , 0833046896 , 9780833048660
    Language: English
    Pages: 1 Online-Ressource (xxiii, 67 pages)
    Series Statement: Technical report TR-620-QATAR
    Parallel Title: Print version Lessons from the field
    Keywords: Students Rating of ; Educational tests and measurements ; Students ; Educational tests and measurements ; SOCIAL SCIENCE ; Children's Studies ; EDUCATION ; Educational Policy & Reform ; General ; POLITICAL SCIENCE ; Government ; Comparative ; Educational tests and measurements ; Students ; Rating of ; Theory & Practice of Education ; Education ; Social Sciences ; Qatar ; Electronic books
    Abstract: Introduction -- Design of the Qatar student assessment system: a work in progress -- Implementing the QCEA in 2004, 2005, and 2006: test development and administration -- Scoring the QCEA and reporting results -- Lessons learned and future directions -- Appendix A: Assessment elements considered for the QSAS -- Appendix B: Steps to align assessments with curriculum standards -- Appendix C: Performance-level results of 2005 and 2006 QCEAs for Ministry of Education, private Arabic, and Independent schools
    Abstract: Introduction -- Design of the Qatar student assessment system: a work in progress -- Implementing the QCEA in 2004, 2005, and 2006: test development and administration -- Scoring the QCEA and reporting results -- Lessons learned and future directions -- Appendix A: Assessment elements considered for the QSAS -- Appendix B: Steps to align assessments with curriculum standards -- Appendix C: Performance-level results of 2005 and 2006 QCEAs for Ministry of Education, private Arabic, and Independent schools
    Note: Includes bibliographical references (pages 65-67)
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
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  • 35
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    The Collegiate Learning Assessment : setting standards for performance at a college or university (2009)
    Santa Monica, CA : RAND
    Details
    ISBN: 9780833047472 , 083304897X , 0833047477 , 9780833048974
    Language: English
    Pages: 1 Online-Ressource (1online resource (xiii, 108 pages)))
    Series Statement: Technical report TR-663-CAE
    Parallel Title: Print version Collegiate Learning Assessment
    Keywords: Collegiate Learning Assessment ; Universities and colleges Standards ; Collegiate Learning Assessment ; Universities and colleges ; Education ; Social Sciences ; United States ; Collegiate Learning Assessment ; Universities and colleges ; Standards ; EDUCATION ; Educational Policy & Reform ; General ; Theory & Practice of Education ; Electronic books
    Abstract: "This report describes the application of a technique for setting standards on the Collegiate Learning Assessment (CLA), a measure of critical thinking value-added at higher education institutions. The goal of the report is to illustrate how institutions can set their own standards on the CLA using a method that is appropriate for the unique characteristics of the CLA."--Provided by publisher
    Abstract: "This report describes the application of a technique for setting standards on the Collegiate Learning Assessment (CLA), a measure of critical thinking value-added at higher education institutions. The goal of the report is to illustrate how institutions can set their own standards on the CLA using a method that is appropriate for the unique characteristics of the CLA."--Provided by publisher
    Note: "Prepared for the Council for Aid to Education , "Rand Health , Includes bibliographical references (pages 105-108)
    URL: Volltext  (kostenfrei)
    URL: kostenfrei
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  • 36
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    Mehrdimensionale Bildung im Kontext kommunaler Bildungslandschaften : Bestandsaufnahme und Perspektiven (2009)
    Opladen : Budrich UniPress
    Details
    ISBN: 3863881184 , 3940755435 , 9783940755438 , 9783863881184
    Language: German
    Pages: 1 Online-Ressource (233 pages) , illustrations
    Parallel Title: Erscheint auch als Berse, Christoph Mehrdimensionale Bildung im Kontext kommunaler Bildungslandschaften
    Keywords: Education ; Education and state ; Community schools ; SOCIAL SCIENCE / Social Work ; Germany ; Community schools ; Education ; Education and state
    Note: Includes bibliographical references
    URL: kostenfrei
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  • 37
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    The making of the Australian National University : 1946-1996 (2009)
    Acton, A.C.T. : ANU E Press
    Details
    ISBN: 9781921536632 , 1921536632 , 9781921536625 , 1921536624
    Language: English
    Pages: 1 Online-Ressource (1 volume)
    Keywords: Australian National University History ; Australian National University ; Universities and colleges Australia ; Canberra (A.C.T.) ; History. ; Universities and colleges History ; Universities and colleges ; Education ; Social Sciences ; Educational Institutions ; Australian Capital Territory ; Canberra ; EDUCATION ; Organizations & Institutions ; History ; Universities and colleges ; Australian National University ; Electronic books
    Note: Includes index , Previously published: St. Leonards, NSW, : Allen & Unwin, 1996 , English
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  • 38
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    Charter schools in eight states : effects on achievement, attainment, integration, and competition (2009)
    Santa Monica, CA : RAND
    Details
    ISBN: 9780833046932 , 0833047116 , 9781282081666 , 1282081667 , 9780833047113 , 0833046934
    Language: English
    Pages: 1 Online-Ressource (xix, 136 pages)
    Series Statement: Rand Corporation monograph series
    Parallel Title: Print version Charter schools in eight states
    RVK:
    DV 2850
    Keywords: Charter schools Case studies States ; Charter schools ; EDUCATION ; Organizations & Institutions ; EDUCATION ; Administration ; General ; SOCIAL SCIENCE ; Children's Studies ; Charter schools ; U.S. states ; Charter school ; Fallstudie ; Education ; Social Sciences ; Theory & Practice of Education ; USA ; United States ; Case studies ; Electronic books
    Abstract: The first U.S. charter school opened in 1992, and the scale of the charter movement has since grown to 4,000 schools and more than a million students in 40 states plus the District of Columbia. With this growth has also come a contentious debate about the effects of the schools on their own students and on students in nearby traditional public schools (TPSs). In recent years, research has begun to inform this debate, but many of the key outcomes have not been adequately examined, or have been examined in only a few states. Do the conflicting conclusions of different studies reflect real differences in effects driven by variation in charter laws and policies? Or do they reflect differences in research approaches --some of which may be biased? This book examines four primary research questions: (1) What are the characteristics of students transferring to charter schools? (2) What effect do charter schools have on test-score gains for students who transfer between TPSs and charter schools? (3) What is the effect of attending a charter high school on the probability of graduating and of entering college? (4) What effect does the introduction of charter schools have on test scores of students in nearby TPSs?
    Abstract: The first U.S. charter school opened in 1992, and the scale of the charter movement has since grown to 4,000 schools and more than a million students in 40 states plus the District of Columbia. With this growth has also come a contentious debate about the effects of the schools on their own students and on students in nearby traditional public schools (TPSs). In recent years, research has begun to inform this debate, but many of the key outcomes have not been adequately examined, or have been examined in only a few states. Do the conflicting conclusions of different studies reflect real differences in effects driven by variation in charter laws and policies? Or do they reflect differences in research approaches --some of which may be biased? This book examines four primary research questions: (1) What are the characteristics of students transferring to charter schools? (2) What effect do charter schools have on test-score gains for students who transfer between TPSs and charter schools? (3) What is the effect of attending a charter high school on the probability of graduating and of entering college? (4) What effect does the introduction of charter schools have on test scores of students in nearby TPSs?
    Note: Includes bibliographical references (pages 129-136)
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  • 39
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    The prospects for increasing the reuse of digital training content (2009)
    Santa Monica, CA : RAND National Defense Research Institute
    Details
    ISBN: 9780833046611 , 0833048201 , 0833046616 , 9780833048202
    Language: English
    Pages: 1 Online-Ressource (xxviii, 113 pages)
    Series Statement: RAND corporation monograph series
    Parallel Title: Print version Prospects for increasing the reuse of digital training content
    Keywords: Military education Computer-assisted instruction ; Instructional systems Design ; Internet in education ; Distance education Computer-assisted instruction ; Military education ; Instructional systems ; Internet in education ; Distance education ; BUSINESS & ECONOMICS ; Human Resources & Personnel Management ; TECHNOLOGY ; General ; Distance education ; Computer-assisted instruction ; Instructional systems ; Design ; Internet in education ; Education ; Education, Special Topics ; Social Sciences ; United States ; EDUCATION ; Educational Policy & Reform ; General ; Electronic books
    Abstract: This study examined how the Advanced Distributed Learning (ADL) Initiative might encourage the reuse of digital training content as a strategy to reduce the cost of its development. While findings highlighted a number of current challenges with the reuse option, one conclusion is that ADL can foster more reuse by taking a proactive approach in supporting training development organizations that are attempting to implement a reuse strategy
    Abstract: This study examined how the Advanced Distributed Learning (ADL) Initiative might encourage the reuse of digital training content as a strategy to reduce the cost of its development. While findings highlighted a number of current challenges with the reuse option, one conclusion is that ADL can foster more reuse by taking a proactive approach in supporting training development organizations that are attempting to implement a reuse strategy
    Note: Includes bibliographical references (pages 107-113)
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  • 40
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    Developing a school finance system for K-12 reform in Qatar (2009)
    Santa Monica, CA : RAND-Qatar Policy Institute
    Details
    ISBN: 9780833046550 , 0833048252 , 0833046551 , 9780833048257
    Language: English
    Pages: 1 Online-Ressource (xxiii, 111 pages)
    Series Statement: Rand Corporation monograph series
    Parallel Title: Print version Developing a school finance system for K-12 reform in Qatar
    Keywords: Education Finance ; Educational change ; Education ; Educational change ; Educational change ; Qatar ; EDUCATION ; Educational Policy & Reform ; General ; SOCIAL SCIENCE ; Children's Studies ; Education ; Finance ; Electronic books
    Abstract: Reform-minded leaders of Qatar, who have embarked on a sweeping reform of their nation's education system, asked RAND to evaluate their education finance system and offer suggestions for improvements. The authors analyze the system's evolution and resource allocation patterns between 2004 and 2006 and develop analytic tools for performing the evaluation, including a framework that allows assessment of the system in light of six main objectives
    Abstract: Reform-minded leaders of Qatar, who have embarked on a sweeping reform of their nation's education system, asked RAND to evaluate their education finance system and offer suggestions for improvements. The authors analyze the system's evolution and resource allocation patterns between 2004 and 2006 and develop analytic tools for performing the evaluation, including a framework that allows assessment of the system in light of six main objectives
    Note: Includes bibliographical references (pages 109-111)
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    The benefits to taxpayers from increases in students' educational attainment (2009)
    Santa Monica, CA : RAND
    Details
    ISBN: 9780833047427 , 0833049372 , 0833047426 , 9780833049377
    Language: English
    Pages: 1 Online-Ressource (xxiii, 117 pages)
    Series Statement: Rand Corporation monograph series MG-686-WFHF
    Parallel Title: Print version Carroll, Stephen J., 1940- Benefits to taxpayers from increases in students' educational attainment
    Keywords: Income tax ; Education Finance ; Public schools Finance ; Income tax ; Education ; Public schools ; SOCIAL SCIENCE ; Children's Studies ; Education ; Finance ; Income tax ; Public schools ; Finance ; Theory & Practice of Education ; Education ; Social Sciences ; United States ; EDUCATION ; Educational Policy & Reform ; General ; Electronic books
    Abstract: Meeting the educational demands of the future will be expensive; however, in most states, public schools from kindergarten through the university level already experience budgetary challenges. Policymakers face the challenge of motivating taxpayers to provide the funds needed to meet mounting education needs. In this volume, Carroll and Erkut examine the financial benefits that taxpayers - regardless of whether they have children in school - realize from increases in educational attainment. First, investments in education benefit taxpayers because the investments produce more highly educated individuals, who tend to earn more income than those with lower levels of education and pay more in taxes, thus contributing more to programs such as Social Security. Second, more highly educated individuals are less likely to draw on social support programs, such as Medicare. And finally, more highly educated individuals are less likely to commit crimes, so increases in educational attainment reduce public spending on incarceration. Carroll and Erkut estimate the monetary value of these benefits over an individual's lifetime and how they vary as a result of education level
    Abstract: Meeting the educational demands of the future will be expensive; however, in most states, public schools from kindergarten through the university level already experience budgetary challenges. Policymakers face the challenge of motivating taxpayers to provide the funds needed to meet mounting education needs. In this volume, Carroll and Erkut examine the financial benefits that taxpayers - regardless of whether they have children in school - realize from increases in educational attainment. First, investments in education benefit taxpayers because the investments produce more highly educated individuals, who tend to earn more income than those with lower levels of education and pay more in taxes, thus contributing more to programs such as Social Security. Second, more highly educated individuals are less likely to draw on social support programs, such as Medicare. And finally, more highly educated individuals are less likely to commit crimes, so increases in educational attainment reduce public spending on incarceration. Carroll and Erkut estimate the monetary value of these benefits over an individual's lifetime and how they vary as a result of education level
    Note: Includes bibliographical references (pages 113-117)
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  • 42
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    "Natürlich stört das Leben ständig" : Perspektiven auf Entwicklung und Erziehung (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften / GWV Fachverlage GmbH, Wiesbaden
    Details
    ISBN: 9783531916200
    Language: German
    Pages: Online-Ressource , v.: digital
    Edition: 1. Aufl.
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science
    DDC: 303.372
    Keywords: Education ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Sozialisation ; Moralische Entwicklung ; Erziehung ; Ich-Entwicklung ; Biografieforschung
    Abstract: Aspekte von Entwicklung und Erziehung werden in diesem Band in der Bandbreite von der Jugendforschung, über Sozialisation und Entwicklung, Altersforschung, Moralforschung und Ethik bis hin zur Forschung im Bereich von Demokratie und Citizenship analysiert. 〈br〉
    Description / Table of Contents: Preliminary; Einleitung: Natürlich stört das Leben ständig; Wenn man das Fremde verstanden hat, ist es nicht mehr fremd - Über Zugänge zum methodischen Verstehen; Biographie, Krisenbewältigung und Bewährung; Scheinlösungen. Vom Nutzen und Schaden des Konzepts ‚Selbstsozialisation'. Sozialisationstheoretische und pädagogische Überlegungen; Masculinity as Mediated Action: Implications for Boys' Development and Education; Erziehung als Gewalt - Wohin Bernhard Bueb die Pädagogik führen will; Das Darüberhinausgehende: Detlef Garz und die Idee der vertikalen Bildung
    Description / Table of Contents: Vom Scheunenviertel nach Hasorea. Deutsch - jüdische Jugendbewegung als Avantgarde sozialistischer KollektiverziehungDer Intellektuelle, seine Kritik und die Öffentlichkeit: Benjamin, Adorno, Habermas; Menschenrechtspolitik in der globalen res publica; Zur Bewältigung der ‚Seneszenzkrise' - Bedingungen einer professionalisierten Hilfe für Menschen im ‚Vierten Lebensalter'; Back matter
    Note: Description based upon print version of record
    DOI: 10.1007/978-3-531-91620-0
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    München BSB
    München UB
    Würzburg UB
    Regensburg UB
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    Bayreuth UB
  • 43
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    Indigene Lebensentwürfe : Lernprozesse im Kontext konkurrierender Wissensprofile (2009)
    Wiesbaden : VS, Verl. für Sozialwiss.
    Details
    ISBN: 9783531164823 , 9783531914602
    Language: German
    Pages: 207 S.
    Edition: 1. Aufl.
    Series Statement: Lernweltforschung 5
    DDC: 305.89707207
    RVK:
    DV 2540
    Keywords: Education ; Chiapas ; Indigenes Volk ; Soziale Wirklichkeit ; Soziale Konstruktion ; Wissenserwerb ; Biografisches Interview ; Chiapas ; Indigenes Volk ; Lebensplan ; Wissenserwerb ; Biografisches Interview
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  • 44
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    Content Embedded Literacy in the Workplace (2009)
    Firenze : Firenze University Press
    Details
    ISBN: 9788864530901 , 9788855188944 , 9788864530871
    Language: Undetermined
    Pages: 1 Online-Ressource (160 p.)
    Series Statement: Proceedings e report
    Keywords: Education ; Philosophy & theory of education
    Abstract: The topic of embedded literacy, closely connected to embedded learning on one hand, and training in the workplace on the other, is a central theme for reflection on adult education in Europe and around the world. The Council of Europe indicates knowledge as a pivotal element for the economic and social development of the EU countries and the workplace is an important place for the learning and production of know-how and knowledge. The problem of achieving the competences needed for entering the current labour market concerns a large part of the adult population. And this is where embedded literacy comes in, a topic which the volume tries to deal with from a twofold viewpoint: through theoretical reflection outlining the theme against the development of the European labour market, and reflection on hands-on experiences resulting from a project financed by the European Community called CELiNE, Content Embedded Literacy Education for the New Economy, carried out between 2007-2009
    Note: English
    URL: kostenfrei
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  • 45
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    Thailand : economic, political and social issues (2009)
    New York : Nova Science Publishers
    Details
    ISBN: 9781607412748 , 1607412748
    Language: English
    Pages: Online Ressource (x, 220 p.) , ill.
    Edition: Online-Ausg.
    Series Statement: Asian political, economic and security issues Thailand
    Parallel Title: Erscheint auch als Thailand
    DDC: 306.09593
    Keywords: Public health Thailand ; Education Thailand ; Public health ; Education ; POLITICAL SCIENCE ; Public Policy ; Cultural Policy ; SOCIAL SCIENCE ; Popular Culture ; Diplomatic relations ; Economic history ; Education ; Politics and government ; Public health ; Social conditions ; Social Conditions ; Sociology & Social History ; Social Sciences ; SOCIAL SCIENCE ; Anthropology ; Cultural ; Thailand Social conditions ; 1986- ; Thailand Economic conditions ; 1945-1986 ; Thailand Economic conditions ; 1986- ; Thailand Foreign relations ; 1988- ; Thailand Politics and government ; 1988- ; Thailand ; Thailand Foreign relations 1988- ; Thailand Politics and government 1988- ; Thailand Economic conditions 1945-1986 ; Thailand Economic conditions 1986- ; Thailand Social conditions 1986- ; Thailand ; Electronic books ; Electronic books
    Abstract: DEFINITION OF TERMS GENRE AND ESL READING COMPREHENSION MODEL AND THEORETICAL FRAMEWORK ; MEASUREMENT ; ATTITUDE AND BEHAVIOUR MEASUREMENT ; READING COMPREHENSION MEASUREMENT ; DATA COLLECTION AND ANALYSIS ; DATA ANALYSIS ; RESULTS; DISCUSSION; SUMMARY ; REFERENCES ; COOPERATIVE LEARNING VERSUS COMMUNICATIVE THAI TEACHING OF ENGLISH AS A SECOND LANGUAGE FOR PRATHOM (GRADE) 6 STUDENTS TAUGHT IN THAILAND ; ABSTRACT ; INTRODUCTION ; METHODOLOGY ; RESULTS FOR READING COMPREHENSION ; ATTITUDE AND BEHAVIOUR MEASURE ; SUMMARY OF RESULTS ; REFERENCES ; INDEX.
    Abstract: DECISION MAKING PROCESS AND HEALTH-SEEKING PATTERNS OF YOUNG WOMEN WITH UNPLANNED PREGNANCIES, BANGKOK, THAILAND ABSTRACT ; 1. BACKGROUND AND RATIONALE ; 2. RESEARCH METHODOLOGY ; 3. FINDINGS ; DISCUSSION AND RECOMMENDATIONS ; ACKNOWLEDGEMENTS ; REFERENCES ; YU DUAN PRACTICES: THE SIGNIFICANCE AND IMPLICATIONS FOR WOMEN'S HEALTH IN NORTHERN THAILAND ; ABSTRACT ; INTRODUCTION ; METHODOLOGY ; RESULTS ; DISCUSSION AND CONCLUSION ; ACKNOWLEDGMENTS ; REFERENCES ; CHILDREARING PRACTICES AMONG PRIMARY CAREGIVERS OF HIV-INFECTED CHILDREN AGED 0-5 YEARS IN CHIANG MAI, THAILAND; INTRODUCTION.
    Abstract: METHODOLOGY FINDINGS ; CHILDREARING PRACTICES AND INFANT CARE ; CHILDREARING PROBLEMS; DISCUSSION ; IMPLICATIONS FOR PRACTICES ; REFERENCES ; CREATING SCALES TO MEASURE READING COMPREHENSION, AND ATTITUDE AND BEHAVIOUR, FOR PRATHOM (GRADE) 7 STUDENTS TAUGHT ESL THROUGH A GENRE-BASED METHOD IN THAILAND ; ABSTRACT ; INTRODUCTION; THE STRUCTURE OF THE EDUCATION SYSTEM ; TEACHER TRAINING IN THE RAJABHAT UNIVERSITIES IN THAILAND; ENGLISH AS A SECOND LANGUAGE IN THAILAND ; GENRE IN READING COMPREHENSION ; SIGNIFICANCE ; PURPOSE ; RESEARCH QUESTIONS; LIMITATIONS.
    Abstract: STANDARDS, TESTING, LABELING AND CERTIFICATION GOVERNMENT PROCUREMENT ; EXPORT SUBSIDIES; INTELLECTUAL PROPERTY RIGHTS (IPR) PROTECTION ; SERVICES BARRIERS ; INVESTMENT BARRIERS ; ELECTRONIC COMMERCE ; OTHER BARRIERS ; THE NEW INTERNATIONAL ORDER IN THE ASIA-PACIFIC REGION: THAILAND'S RESPONSES AND OPTIONS ; INTRODUCTION ; WAR ON TERROR: SYMBOLIC ENGAGEMENT ; THE ROLES OF CHINA, INDIA AND JAPAN: PARTNERS OR COMPETITORS? ; MULTILATERALISM AND A NEW ORDER: MYTH OR REALITY? ; VIOLENCE IN THE SOUTH: THE RE-EMERGENCE OF TERRORISM ; CONCLUSION ; REFERENCES.
    Abstract: THAILAND: ECONOMIC, POLITICAL AND SOCIAL ISSUES ; CONTENTS ; PREFACE; THAILAND: COUNTRY PROFILE AND CURRENT EVENTS ; KINGDOM OF THAILAND ; PEOPLE ; HISTORY ; GOVERNMENT AND POLITICAL CONDITIONS ; ECONOMY ; FOREIGN RELATIONS ; THE DIFFERENTIAL IMPACT OF THE ECONOMIC CRISIS ON THAILAND, INDONESIA AND SOUTH KOREA ; INTRODUCTION ; BEFORE THE ECONOMIC CRISES ; CAUSES OF THE ECONOMIC CRISES; COPING WITH THE ECONOMIC CRISES ; CONSEQUENCES OF THE ECONOMIC CRISES ; CONCLUSIONS -- SUMMARY AND POLICY IMPLICATIONS ; REFERENCES ; THAILAND TRADE ; TRADE SUMMARY ; IMPORT POLICIES.
    Note: Includes bibliographical references and index. - Description based on print version record
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  • 46
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    Multigrade teaching in Sub-Saharan Africa : lessons from Uganda, Senegal, and the Gambia (2009)
    Washington, D.C : Africa Region Human Development Department, World Bank
    Details
    ISBN: 0821380656 , 0821380761 , 9780821380659 , 9780821380765
    Language: English
    Pages: Online-Ressource (x, 42 p) , ill , 26 cm
    Edition: 2009 World Bank eLibrary
    Series Statement: Africa human development series
    Series Statement: World Bank working paper no. 173
    DDC: 371.2/50967
    Keywords: Combination of grades Case studies ; Education Case studies ; Combination of grades Case studies ; Education Case studies ; Combination of grades ; Education ; Fallstudiensammlung
    Note: "Education For All Fast Track Initiative , Includes bibliographical references
    DOI: 10.1596/978-0-8213-8065-9
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  • 47
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    Global issues in education : pedagogy, policy, practice, and the minority experience (2009)
    Lanham, Md : Rowman & Littlefield Education
    Details
    ISBN: 9781607092735 , 1607092735
    Language: English
    Pages: Online Ressource (xi, 339 pages) , illustrations, maps
    Parallel Title: Erscheint auch als Global issues in education
    DDC: 306.43
    Keywords: Multicultural education Case studies ; Education and globalization Case studies ; Education and globalization Case studies ; Multicultural education Case studies ; Social Science ; Education ; Case studies ; Education and globalization ; Multicultural education ; POLITICAL SCIENCE ; Public Policy ; Cultural Policy ; SOCIAL SCIENCE ; Popular Culture ; SOCIAL SCIENCE ; Anthropology ; Cultural ; Electronic books ; Electronic books Case studies ; Electronic books ; Fallstudiensammlung
    Abstract: Global Issues in Education bridges the discourse on globalization and education with international studies on race, class, gender, ethnicity, culture, and multiculturalism. The contributors to this volume address educational challenges of post-colonial Ghana, the United Arab Emirates, the Caribbean, China, and Germany juxtaposed against Western education in the United Kingdom and the United States. They synthesize macrosociology with educational research, which provides readers with the background, core knowledge, and global focus that is needed to understand international issues, as well as de
    Note: Includes bibliographical references and index. - Print version record
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  • 48
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    Changing the trajectory : education and training for youth in Democratic Republic of Congo (2009)
    Washington, DC : World Bank, Africa Region Human Development Dept
    Details
    ISBN: 0821380028 , 9780821380024
    Language: English
    Pages: Online-Ressource (xviii, 74 p) , ill , 26 cm
    Edition: 2009 World Bank eLibrary
    Series Statement: Africa human development series
    Series Statement: World Bank working paper no. 168
    DDC: 370.9
    Keywords: Education ; Youth ; Education ; Youth ; Education ; Youth
    Note: "Education For All Fast Track Initiative , Includes bibliographical references (p. 73-74)
    DOI: 10.1596/978-0-8213-8002-4
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  • 49
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    Measuring beginner reading skills : an empirical evaluation of alternative instruments and their potential use for policymaking and accountability in peru (2009)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: 2009 World Bank eLibrary Also available in print
    Series Statement: Policy research working paper 4812
    Parallel Title: Kudo, Ines Measuring beginner reading skills
    Keywords: Education ; Reading ; Education ; Reading
    Abstract: "Based on analysis of reading performance data from 475 third-graders in Peru, this study makes recommendations on improving reading tests, choice of reading standards, and how to present the results at the school and individual levels. The paper reviews the literature on using reading skills measurement in the early grades to guide policymaking, strengthen accountability, and improve education quality. It uses data generated from the same students using two common approaches to measuring reading skills: an individually-administered oral fluency test, and a group-administered written comprehension test designed by the Ministry of Education for the 2006 universal standard test of second grade reading comprehension. These two approaches have sometimes been presented as competing alternatives, but the paper shows that it is better if they are used together, as complements. Based on psychometric analysis, the paper shows that both the oral and written tests adequately measured students' reading abilities. The results show that reading fluency and comprehension are correlated: fluent readers are more likely to understand what they read than non-fluent readers. The strength of the fluency-comprehension relationship depends on the level of fluency, the difficulty of the questions, and social characteristics of the school. The paper recommends using improved versions of both tests to evaluate early grade reading skills, as a central element of a system of accountability for results. It proposes a model for reporting test results desgned to highlight the importance of reading standards, mobilize the education community to reach them, track progress, and identify students in need of extra support. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/8/2009 , Also available in print.
    DOI: 10.1596/1813-9450-4812
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  • 50
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    Mieux former la population active pour preparer l'avenir : la transformation de l'enseignment post-fondamental a Madagascar (2009)
    Washington, D.C : Banque Mondiale
    Details
    ISBN: 0821378201 , 9780821378205
    Language: French
    Pages: 1 Online-Ressource (xxi, 139 pages) , illustrations , 25 cm
    Series Statement: World Bank E-Library Archive
    Series Statement: Developpement humain en Afrique
    Series Statement: Document de travail de la banque mondiale no. 157
    Parallel Title: Erscheint auch als
    Keywords: Education and state ; Education ; Educational planning
    Note: Includes bibliographical references (p. 137-139)
    DOI: 10.1596/978-0-8213-7820-5
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  • 51
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    Wealth : crucial but not sufficient evidence from Pakistan on economic growth, child labor, and schooling (2009)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: 2009 World Bank eLibrary Also available in print
    Series Statement: Policy research working paper 4831
    Parallel Title: Hou, Xiaohui Wealth
    Keywords: Child labor ; Education ; Wealth ; Child labor ; Education ; Wealth
    Abstract: "The relationship between wealth and child labor has been widely examined. This paper uses three rounds of time-series, cross-sectional data to examine the relationship between wealth and child labor and schooling. The paper finds that wealth is crucial in determining a child's activities, but that this factor is far from being a sufficient condition to enroll a child in school. This is particularly the case for rural girls. Nonparametric analysis shows a universal increase in school enrollment for rural girls from 1998 to 2006. This increase is independent of wealth (measured by per capita expenditure). Multinomial logit regression further shows that wealth is insignificant in determining rural girls' activity decisions. Thus, interventions to increase school enrollment should incorporate broad-targeted, demand-side interventions as well as supply-side interventions. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/8/2009 , Also available in print.
    DOI: 10.1596/1813-9450-4831
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    Age at first child : does education delay fertility timing? the case of Kenya (2009)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: 2009 World Bank eLibrary Also available in print
    Series Statement: Policy research working paper 4833
    Parallel Title: Ferre, Celine Age at first child
    Keywords: Education ; Fertility, Human ; Teenage pregnancy ; Education ; Fertility, Human ; Teenage pregnancy
    Abstract: "Completing additional years of education necessarily entails spending more time in school. There is naturally a rather mechanical effect of schooling on fertility if women tend not to have children while continuing to attend high school or college, thus delaying the beginning of and shortening their reproductive life. This paper uses data from the Kenyan Demographic and Health Surveys of 1989, 1993, 1998, and 2003 to uncover the impact of staying one more year in school on teenage fertility. To get around the endogeneity issue between schooling and fertility preferences, the analysis uses the 1985 Kenyan education reform as an instrument for years of education. The authors find that adding one more year of education decreases by at least 10 percentage points the probability of giving birth when still a teenager. The probability of having one's first child before age 20, when having at least completed primary education, is about 65 percent; therefore, for this means a reduction of about 15 percent in teenage fertility rates for this group. One additional year of school curbs the probability of becoming a mother each year by 7.3 percent for women who have completed at least primary education, and 5.6 percent for women with at least a secondary degree. These results (robust to a wide array of specifications) are of crucial interest to policy and decision makers who set up health and educational policies. This paper shows that investing in education can have positive spillovers on health. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/8/2009 , Also available in print.
    DOI: 10.1596/1813-9450-4833
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    No more cutting class? : reducing teacher absence and providing incentives for performance (2009)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: 2009 World Bank eLibrary Also available in print
    Series Statement: Policy research working paper 4847
    Parallel Title: Rogers, F. Halsey No more cutting class?
    Keywords: Education ; Teachers Leaves of absence ; Education ; Teachers Leaves of absence
    Abstract: "Expanding and improving basic education in developing countries requires, at a minimum, teachers who are present in the classroom and motivated to teach, but this essential input is often missing. This paper describes the findings of a series of recent World Bank and other studies on teacher absence and incentives for performance. Surprise school visits reveal that teachers are absent at high rates in countries such as India, Indonesia, Uganda, Ecuador, and Zambia, reducing the quality of schooling for children, especially in rural, remote, and poor areas. More broadly, poor teacher management and low levels of teacher accountability afflict many developing-country education systems. The paper presents evidence on these shortcomings, but also on the types of incentives, management, and support structures that can improve motivation and performance and reduce avoidable absenteeism. It concludes with policy options for developing countries to explore as they work to meet Education for All goals and improve quality. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/8/2009 , Also available in print.
    DOI: 10.1596/1813-9450-4847
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  • 54
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    School construction strategies for universal primary education in Africa : should communities be empowered to build their schools? (2009)
    Washington, DC : World Bank
    Details
    ISBN: 0821377205 , 0821377213 , 9780821377208 , 9780821377215
    Language: English
    Pages: Online-Ressource (xviii, 257 p) , ill , 26 cm
    Edition: 2009 World Bank eLibrary
    Series Statement: Africa human development series
    DDC: 372.16096
    Keywords: Community organization ; Education Parent participation ; Education, Primary Aims and objectives ; Rural development projects ; School buildings Design and construction ; Community organization ; Education Parent participation ; Education, Primary Aims and objectives ; Rural development projects ; School buildings Design and construction ; Community organization ; Education ; Education, Primary ; Rural development projects ; School buildings
    Note: "Education For All Fast Track Initiative , Includes bibliographical references and index
    DOI: 10.1596/973-0-8213-7720-8
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  • 55
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    Risks, ex-ante actions and public assistance : impacts of natural disasters on child schooling in Bangladesh, Ethiopia and Malawi (2009)
    [Washington, D.C] : World Bank
    Details
    Language: English
    Pages: Online-Ressource
    Edition: 2009 World Bank eLibrary Also available in print
    Series Statement: Policy research working paper 4909
    Parallel Title: Yamauchi, Futoshi Risks, ex-ante actions and public assistance
    Keywords: Education ; Human capital ; Natural disasters ; Education ; Human capital ; Natural disasters
    Abstract: "This paper examines the impacts of natural disasters on schooling investments with special focus on the roles of ex-ante actions and ex-post responses using panel data from Bangladesh, Ethiopia, and Malawi. The importance of ex-ante actions depends on disaster risks and the likelihood of public assistance, which potentially creates substitution between the two actions. The findings show that higher future probabilities of disasters increase the likelihood of holding more human capital and/or livestock relative to land, and this asset-portfolio effect is significant in disaster prone areas. The empirical results support the roles of both ex-ante and ex-post responses (public assistance) in coping with disasters, but also show interesting variations across countries. In Ethiopia, public assistance plays a more important role than ex-ante actions to mitigate the impact of shocks on child schooling. In contrast, households in Malawi rely more on private ex-ante actions than public assistance. The Bangladesh example shows active roles of both ex-ante and ex-post actions. These observations are consistent with the finding on the relationship between ex-ante actions and disaster risks. The results also show that among ex-ante actions, human capital accumulated in the household prior to disasters helps mitigate the negative effects of disasters in both the short and long runs. "--World Bank web site
    Note: Includes bibliographical references , Title from PDF file as viewed on 5/7/2009 , Also available in print.
    DOI: 10.1596/1813-9450-4909
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    Le systeme educatif beninois : analyse sectorielle pour une politique educative plus equilibree et plus efficace (2009)
    Washington, D.C : Banque mondiale
    Details
    ISBN: 9780821379288 , 9780821379301
    Language: French , English
    Pages: 1 Online-Ressource (xciii, 234 pages) , illustrations , 26 cm
    Series Statement: World Bank E-Library Archive
    Series Statement: Document de travail de la Banque mondiale no. 165
    Series Statement: Le developpement humain en Afrique
    Parallel Title: Erscheint auch als
    Keywords: Education and state ; Education
    Note: Includes bibliographical references
    DOI: 10.1596/978-0-8213-7928-8
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    Instructional Design: The ADDIE Approach (2009)
    Boston, MA : Springer-Verlag US
    Details
    ISBN: 9780387095066
    Language: English
    Pages: Online-Ressource (X, 203 p, online resource)
    Edition: 1st
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    RVK:
    SI 850
    Keywords: Business ; Management science ; Educational technology ; Education ; Economics ; Education
    Abstract: The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) process is used to introduce an approach to instruction design that has a proven record of success. Instructional Design: The ADDIE Approach is intended to serve as an overview of the ADDIE concept. The primary rationale for this book is to respond to the need for an instruction design primer that addresses the current proliferation of complex educational development models, particularly non-traditional approaches to learning, multimedia development and online learning environments. Many entry level instructional designers and students enrolled in related academic programs indicate they are better prepared to accomplish the challenging work of creating effective training and education materials after they have a thorough understanding of the ADDIE principles. However, a survey of instructional development applications indicate that the overwhelming majority of instructional design models are based on ADDIE, often do not present the ADDIE origins as part of their content, and are poorly applied by people unfamiliar with the ADDIE paradigm. The purpose of this book is to focus on fundamental ADDIE principles, written with a minimum of professional jargon. This is not an attempt to debate scholars or other educational professionals on the finer points of instructional design, however, the book's content is based on sound doctrine and supported by valid empirical research. The only bias toward the topic is that generic terms will be used as often as possible in order to make it easy for the reader to apply the concepts in the book to other specific situations.
    Description / Table of Contents: ""Acknowledgments""; ""Contents""; ""Prologue""; ""Chapter 1 Analyze""; ""Chapter 2 Design""; ""Chapter 3 Develop""; ""Chapter 4 Implement""; ""Chapter 5 Evaluate""; ""Epilogue""; ""Appendix A Firefighters for the Digital Age: A Practice Case""; ""Appendix B Self-Test of Instructional Design Knowledge""; ""Glossary""; ""Bibliography""; ""Index""
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-0-387-09506-6
    URL: Volltext
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  • 58
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    Educação e contemporaneidade: pesquisas científicas e tecnológicas (2009)
    [Erscheinungsort nicht ermittelbar] : SciELO Books - EDUFBA
    Details
    ISBN: 9788523208721
    Language: Portuguese
    Pages: 1 Online-Ressource (400 p.)
    Keywords: Education ; EDUCATION
    Abstract: A aplicação das tecnologias de informação e comunicação à educação (como o uso dos games como locus de aprendizagem e a midiatização do conhecimento na EAD), o reconhecimento da diversidade cultural, a valorização das trocas interculturais, a importância da ética e dos valores e da história oral de vida, a definição de políticas públicas e a atualidade do pensamento de Freinet, Vigotsky e Paulo Freire são alguns dos temas discutidos neste livro. Se seu tema central é a educação e os desafios que a contemporaneidade apresenta para a formação de profissionais da área, sua maior virtude é não desconhecer as densidades interpretativas que surgem com estas reflexões
    Note: Portuguese
    URL: teilw. kostenfrei
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  • 59
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    The knowledge economy and higher education: Rankings and classifications, research metrics and learning outcomes measures as a system for regulating the value of knowledge (2009)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 21, no. 1, p. 1-15
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 15 p
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 21, no. 1, p. 1-15
    Keywords: Education
    Abstract: This paper describes the global knowledge economy (the k-economy), comprised by (1) open source knowledge flows and (2) commercial markets in intellectual property and knowledge-intensive goods. Like all economy the global knowledge economy is a site of production. It is also social and cultural, taking the form of a one-world community mediated by the Internet. The k-economy has developed with extraordinary rapidity, particularly the open source component; which, consistent with the economic character of knowledge as a public good, appears larger than the commercial intellectual property component. But how do the chaotic open source flows of knowledge, with no evident tendency towards predictability let alone towards equilibrium, become reconciled with a world of governments, economic markets, national and university hierarchies, and institutions that routinely require stability and control in order to function? The article argues that in the k-economy, knowledge flows are vectored by a system of status production that assigns unequal values to knowledge and arranges it in ordered patterns. The new system for regulating the value of public good knowledge includes institutional league tables, research rankings, publication and citation metrics, journal hierarchies, and other comparative output measures such as outcomes of student learning. Cet article décrit l’économie globale de la connaissance (la « k-economy »), qui comprend (1) les flux de connaissances de source ouverte et (2) les marchés de la propriété intellectuelle et des biens à forte intensité de connaissances. Comme toute économie, l’économie globale de la connaissance représente un site de production. Elle est aussi sociale et culturelle, prenant la forme d’une communauté mondiale unique fondée sur l’Internet. L’économie de la connaissance s’est développée à une vitesse extraordinaire, en particulier la composante source ouverte, qui, en raison du caractère économique de la connaissance en tant que bien public, semble occuper une place plus importante que la composante propriété intellectuelle commerciale. Mais comment les flux chaotiques de connaissances de source ouverte, qui de toute évidence ne tendent pas vers plus de prévisibilité et encore moins vers un quelconque équilibre, peuvent-ils être conciliés avec un monde fait de gouvernements, de marchés économiques, de hiérarchies nationales et universitaires, et d’institutions qui exige stabilité et contrôle pour fonctionner ? Cet article soutient que dans l’économie de la connaissance, les flux de connaissances sont orchestrés par un système de production de statuts qui assigne des valeurs inégales au savoir et l’organise en schémas ordonnés. Le nouveau système de régulation de la valeur de la connaissance en tant que bien public inclut les tableaux de classement institutionnel, les classements de recherche, les métriques de publication et de citation, les hiérarchies au sein de la presse, et d’autres mesures comparatives de rendement, tels que les résultats d’apprentissage.
    DOI: 10.1787/hemp-v21-art3-en
    URL: Volltext
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  • 60
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    Book
    Innere Führung und Auslandseinsätze : was wird aus dem Markenzeichen der Bundeswehr? (2009)
    Frankfurt : Hessische Stiftung Friedens- und Konfliktforschung
    Details
    ISBN: 9783937829814
    Language: German
    Pages: III, 40 S.
    Series Statement: HSFK-Report 2009,2
    Parallel Title: Digitalisierte Ausg. Meyer, Berthold Innere Führung und Auslandseinsätze
    DDC: 355
    RVK:
    MG 15940
    RVK:
    MS 8150
    RVK:
    MY 7000
    Keywords: Military education ; Leadership Study and teaching ; Germany Armed Forces ; Education ; Deutschland Bundeswehr ; Innere Führung ; Ausland ; Militärischer Einsatz ; Deutschland Bundeswehr ; Innere Führung ; Ausland ; Militärischer Einsatz
    URL: Inhaltsverzeichnis
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  • 61
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    60 Jahre Studium Generale und 20 Jahre Angewandte Kulturwissenschaft : Entstehung - Dokumente - Konzeptionen (2009)
    Karlsruhe : KIT Scientific Publishing
    Details
    ISBN: 9783866444393
    Language: German
    Pages: 1 Online-Ressource (316 p.)
    Series Statement: Problemkreise der angewandten Kulturwissenschaft / ZAK, Zentrum für Angewandte Kulturwissenschaft und Studium Generale
    RVK:
    AK 18000
    RVK:
    AK 27600
    RVK:
    AL 33400
    RVK:
    AL 41200
    Keywords: Cultural studies ; Education ; Organization & management of education
    Abstract: not yet available
    Abstract: Zum Jahr des Doppeljubiläums - 60 Jahre Studium Generale, 20 Jahre Angewandte Kulturwissenschaft an der Universität Karlsruhe - dokumentiert der Band die Geschichte und Inhalte der beiden Institutionen. Versammelt sind neben Dokumenten und Quellen zur Gründung und Weiterentwicklung von Studium Generale und Angewandter Kulturwissenschaft auch programmatische historische und aktuelle Texte zur überfachlichen Lehre und den Aufgaben kulturwissenschaftlicher Ansätze an einer Technischen Universität
    Note: German
    URL: kostenfrei
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  • 62
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    A conception of teaching (2009)
    Boston, MA : Springer-Verlag US
    Details
    ISBN: 9780387094465
    Language: English
    Pages: Online-Ressource (XIX, 174 S.) , Ill., graph. Darst.
    Edition: Online-Ausg. 2009 Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Parallel Title: Druckausg. Gage, Nathaniel L., 1917 - 2008 A Conception of teaching
    DDC: 371.102
    RVK:
    DP 1700
    Keywords: Education ; Education Philosophy ; Lehren ; Unterrichtsforschung ; Unterrichtstheorie
    Abstract: The literature of the behavioral and social sciences is full of theory and research on learning and memory. Teaching is comparatively a stepchild, neglected by those who have built a formidable body of theories of learning and memory. However, teaching is where learning and memory theory should pay off. A Conception of Teaching dedicates a chapter to each of the following important components: the need for a theory, the possibility of a theory, the evolution of a paradigm for the study of teaching, a conception of the process of teaching, a conception of the content of teaching, a conception of students’ cognitive capabilities and motivations, a conception of classroom management, and the integration of these conceptions. Written in a highly accessible style, while maintaining a base in research, Dr. Nathaniel L. Gage presents A Conception of Teaching with clarity and well situated within current educational debates.
    Description / Table of Contents: Gage_FM.pdf; Gage_Ch01.pdf; Gage_Ch02.pdf; Gage_Ch03.pdf; Gage_Ch04.pdf; Gage_Ch05.pdf; Gage_Ch06.pdf; Gage_Ch07.pdf; Gage_Ch08.pdf; Gage_Ref.pdf; Gage_Author Index.pdf; Gage_Subject Index.pdf;
    Note: Includes bibliographical references (p. 151-163) and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-0-387-09446-5
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
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  • 63
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    International handbook on giftedness (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402061615
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. 2009 Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Print version International Handbook on Giftedness
    DDC: 371.95
    RVK:
    CR 5000
    Keywords: Consciousness ; Developmental psychology ; Early childhood education ; Education ; Entrepreneurship ; Psychology, clinical ; Aufsatzsammlung ; Hochbegabung
    Abstract: This Handbook is the most comprehensive and authoritative account available on what giftedness is, how it is measured, how it develops, and how it affects individuals and societies. Leading specialists from around the world analyze the multifaceted nature of giftedness, its types, its specificity in various domains and contexts, societal demands on it, its relationship to economy, recent advances and innovations in gifted education, and future trends. The Handbook goes beyond the existing handbooks: it analyzes, integrates, and presents research on giftedness that has not been considered elsewhere (e.g., neuropsychology of giftedness, talent in cinema, managerial talent). It discusses the latest advances in the fast-developing areas of giftedness research and practice (e.g., gifted education and policy implications). It presents fresh ideas (e.g., polymathy and entrepreneurial giftedness), which will galvanize and guide the study of giftedness for the future. 'This definitive handbook has collected an assemblage of the best scholars and practitioners in the field. It will be a necessary reference for all in the gifted field.' Robert J. Sternberg, Tufts University, USA 'This is an ambitious book. Complex theoretical pieces as well as straightforward discussions of educational practices are evident. The International Handbook on Giftedness belongs in one’s personal library.' Laurence J. Coleman, Daso Herb Chair in Gifted Studies, University of Toledo, USA 'This new and comprehensive International Handbook provides a valuable complement to the existing literature in several ways. It updates research summaries with new material of the current decade, particularly welcome in those few areas in which the field has perceptibly moved forward, such as neuropsychology and the provision of on-line resources. It re-examines conceptions of giftedness, with an emphasis on lifespan development. It provides fresh looks at a variety of domains.
    Description / Table of Contents: Preface; Contents; About the Authors; Part I Introduction; Chapter 1 Understanding Giftedness: Introduction or on the Importance of Seeing Differently; Part II The Nature of Giftedness; Chapter 2 The History of Giftedness Research; Chapter 3 Essential Tensions Surrounding the Concept of Giftedness; Chapter 4 Contemporary Models of Giftedness; Chapter 5 A Feminine Perspective of Giftedness; Chapter 6 An Expert Performance Approach to the Study of Giftedness; Chapter 7 Debating Giftedness: Pronat vs. Antinat; Rejoinder to Ericsson et al.'s Postscript
    Description / Table of Contents: Chapter 8 The Arbitrary Nature of GiftednessChapter 9 Gifted and Thriving: A Deeper Understanding of Meaning of GT; Chapter 10 A Unique Type of Representation Is the Essence of Giftedness: Towards a Cognitive-Developmental Theory; Part III The Neuropsychology of Giftedness; Chapter 11 Neuropsychological Characteristics of Academic and Creative Giftedness; Chapter 12 The Neural Plasticity of Giftedness; Chapter 13 Working Memory, the Cognitive Functions of the Cerebellum and the Child Prodigy; Part IV Developmental and Cognitive Foundations of Giftedness
    Description / Table of Contents: Chapter 14 Developmental Trajectories of Giftedness in ChildrenChapter 15 Highly Gifted Young People: Development from Childhood to Adulthood; Chapter 16 Talent Development Across the Lifespan; Chapter 17 Creative Cognition in Gifted Youth; Chapter 18 A Metacognitive Portrait of Gifted Learners; Part V Personality of the Gifted, Individual Differences, and Gender-Related Issues; Chapter 19 Personality Qualities That Help or Hinder Gifted and Talented Individuals; Chapter 20 Emotional Life and Psychotherapy of the Gifted in Light of Dabrowski's Theory
    Description / Table of Contents: Chapter 21 On Individual Differences in GiftednessChapter 22 A Theory of Talent Development in Women of Accomplishment; Part VI Twice-Exceptional Gifted Individuals and Suicide-Related Issues; Chapter 23 Twice Exceptional: Multiple Pathways to Success; Chapter 24 Gifted Learners Who Drop Out: Prevalence and Prevention; Chapter 25 Understanding Suicidal Behavior of Gifted Students: Theory, Factors, and Cultural Expectations; Part VII Types of Giftedness; Chapter 26 In Search of Emotional-Social Giftedness: A Potentially Viable and Valuable Concept
    Description / Table of Contents: Chapter 27 The Two Pioneers of Research on Creative Giftedness: Calvin W. Taylor and E. Paul TorranceChapter 28 Creative Giftedness: Beginnings, Developments, and Future Promises; Chapter 29 Imaginary Worldplay as an Indicator of Creative Giftedness; Chapter 30 Development of Gifted Motivation: Longitudinal Research and Applications; Chapter 31 Leadership Giftedness: Is It Innate or Can It Be Developed?; Part VIII Domain-Specific and Multiple Giftedness; Chapter 32 Scientific Talent: The Case of Nobel Laureates
    Description / Table of Contents: Chapter 33 Understanding Mathematical Giftedness: Integrating Self, Action Repertoires and the Environment
    Note: Description based upon print version of record
    DOI: 10.1007/978-1-4020-6162-2
    URL: Volltext
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  • 64
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    Argumentation and education : theoretical foundations and practices (2009)
    Dordrecht : Springer
    Details
    ISBN: 9780387981253
    Language: English
    Pages: 1 Online-Ressource
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Print version Argumentation and Education
    DDC: 370.152
    Keywords: Education ; Aufsatzsammlung ; Erziehungsphilosophie
    Abstract: Constituting an important dimension of daily life and of professional activities, argumentation plays a special role in democracies and is at the heart of philosophical reasoning and scientific inquiry. This title provides both theoretical backgrounds, and examples of experiments and results in school contexts in a range of domains
    Description / Table of Contents: 184287_1_En_FM1_Chapter.pdf; 184287_1_En_1_Chapter.pdf; 184287_1_En_2_Chapter.pdf; 184287_1_En_3_Chapter.pdf; 184287_1_En_4_Chapter.pdf; 184287_1_En_5_Chapter.pdf; 184287_1_En_6_Chapter.pdf; 184287_1_En_7_Chapter.pdf; 184287_1_En_8_Chapter.pdf; 184287_1_En_9_Chapter.pdf; 184287_1_En_BM1_Chapter.pdf; 184287_1_En_BM2_Chapter.pdf;
    Note: Description based upon print version of record
    DOI: 10.1007/978-0-387-98125-3
    URL: Volltext  (lizenzpflichtig)
    URL: http://ebooks.ciando.com/book/index.cfm?bok_id/30412
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  • 65
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    Lebensverläufe, Lebensbewältigung, Lebensglück : Ergebnisse der LifE-Studie (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531915470 , 3531915479
    Language: German
    Pages: 1 Online-Ressource (482 Seiten) , 59 Abb.
    Edition: 1st ed. 2009
    Parallel Title: Erscheint auch als Lebensverläufe, Lebensbewältigung, Lebensglück
    DDC: 305.2
    RVK:
    CQ 6600
    RVK:
    CQ 9000
    RVK:
    DU 3000
    RVK:
    MS 1330
    RVK:
    MS 2150
    RVK:
    MS 2600
    RVK:
    MS 4050
    Keywords: Geschichte 1977-2002 ; Erwachsener ; Lebenslauf ; Lebensbewältigung ; Kind ; Längsschnittuntersuchung ; Sociology ; Social groups ; Education ; Developmental psychology ; Sociology of Family, Youth and Aging ; Education ; Sociology ; Developmental Psychology
    DOI: 10.1007/978-3-531-91547-0
    URL: https://doi.org/10.1007/978-3-531-91547-0
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 66
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    Sozio-kultureller Code, Ritual und Management : Neue Perspektiven in interkulturellen Feldern (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531913124 , 3531913123
    Language: German
    Pages: 1 Online-Ressource (VI, 226 Seiten)
    Edition: 1st ed. 2009
    Parallel Title: Erscheint auch als Jäggi, Christian J Sozio-kultureller Code, Ritual und Management
    DDC: 370
    RVK:
    MS 9400
    Keywords: Ritual ; Soziokultureller Faktor ; Interkulturalität ; Education ; Psychology, Industrial ; Emigration and immigration ; Education ; Work and Organizational Psychology ; Human Migration
    DOI: 10.1007/978-3-531-91312-4
    URL: https://doi.org/10.1007/978-3-531-91312-4
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 67
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    Medien und höheres Lebensalter : Theorie - Forschung - Praxis (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531919003 , 3531919008
    Language: German
    Pages: 1 Online-Ressource (414 Seiten) , 24 Abb.
    Edition: 1st ed. 2009
    Parallel Title: Erscheint auch als Medien und höheres Lebensalter
    DDC: 305.2
    RVK:
    AP 17000
    Keywords: Massenmedien ; Alter ; Sociology ; Social groups ; Communication ; Education ; Sociology of Family, Youth and Aging ; Media and Communication ; Sociology ; Education ; Aufsatzsammlung
    DOI: 10.1007/978-3-531-91900-3
    URL: https://doi.org/10.1007/978-3-531-91900-3
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 68
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    Wiki Writing : Collaborative Learning in the College Classroom (2009)
    Ann Arbor : University of Michigan Press
    Details
    ISBN: 9780472116713
    Language: English
    Pages: 1 Online-Ressource (281 p.)
    Keywords: Writing & editing guides ; Encyclopaedias & reference works ; Education ; Educational equipment & technology, computer-aided learning (CAL)
    Abstract: An indispensable and engaging guide to using wikis in the classroom
    Note: English
    URL: OAPEN Library: download the publication
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    URL: kostenfrei
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  • 69
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    Islamunterricht - Islamischer Religionsunterricht - Islamkunde : Viele Titel - ein Fach? (2009)
    Bielefeld : transcript Verlag
    Details
    ISBN: 9783839412220 , 9783837612226
    Language: German
    Pages: 1 Online-Ressource (240 p.)
    Keywords: Education
    Abstract: Die in diesem Band versammelten Aufsätze bieten Einblicke in die didaktische Diskussion zum Islamunterricht an öffentlichen Schulen in Deutschland. Hierzu werden Baden-Württemberg, Berlin, Niedersachsen und Nordrhein-Westfalen in einen gemeinsamen Untersuchungskontext gestellt. Die Analyse von Lehrplänen, die Unterrichtsbeobachtungen und Lehrergespräche zeigen große Unterschiede in der Konstruktion von Unterrichtsgegenständen sowie in der Interpretation von Bildungszielen auf und bieten eine Grundlage, um die Erfahrungen der Bundesländer erstmals in einer gemeinsamen Perspektive zu verknüpfen
    Note: German
    URL: OAPEN Library: download the publication
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  • 70
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    Die Kunst der Schule : Über die Kultivierung der Schule durch die Künste (2009)
    Bielefeld : transcript Verlag
    Details
    ISBN: 9783839411995 , 9783837611991
    Language: German
    Pages: 1 Online-Ressource (174 p.)
    Keywords: Education
    Abstract: Die Künste sind kein überflüssiger Luxus, sondern bilden - zusammen mit den Wissenschaften - das Zentrum der Schule. Künste sind elementare Bestandteile allgemeiner Bildung, sie leisten einen wichtigen Beitrag zur Entwicklung von Kreativität und stärken die Voraussetzungen zum Erwerb fachlicher und fachübergreifender Kompetenzen. In diesem Sinne stellt das Buch dar, wie Künstler wichtige Partner für Schule sein können, wie viel künstlerische Qualität die Schule braucht und wie die Bedingungen für die Künste in der Schule aussehen müssen, damit es zu einer für alle Seiten vorteilhaften Zusammenarbeit kommen kann. Die Kunst der Schule führt zur Schule der Kunst. Sie führt zum Lehrer als Künstler und zur Kunst des Unterrichts
    Note: German
    URL: OAPEN Library: download the publication
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  • 71
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    Gendered Rural Spaces (2009)
    Helsinki, Finland : Finnish Literature Society / SKS
    Details
    ISBN: 9789522228024 , 9789522228031 , 9789522221544
    Language: English
    Pages: 1 Online-Ressource (1 electronic resource (158 p.))
    Keywords: Collected biographies ; Humanities ; Rural communities ; Gender studies, gender groups ; Education
    Abstract: Rural spaces are connected with different cultural, economic, social and political codes and meanings. In this book these meanings are analysed trough gender. The articles concretely show the process of producing gender and the ways in which accepted gender-based behaviour has been constructed at different times and in different groups. Discussion of gendered spaces leads to wider questions such as power relations and displacement in society. The changing rural processes are analysed on the micro level, and the focus is set on how these changes affect people?s everyday lives. Answers are looked for questions like how are individuals responding to these changes? What are their strategies, solutions and tactics? How have they experienced the change process?
    Note: English
    URL: OAPEN Library: download the publication
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  • 72
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    Die Zukunft der Arbeit in Europa : Chancen und Risiken neuer Beschäftigungsverhältnisse (2009)
    Bielefeld : transcript Verlag
    Details
    ISBN: 9783839412176 , 9783837612172
    Language: German
    Pages: 1 Online-Ressource (186 p.)
    Keywords: Education
    Abstract: Erwerbsarbeit dominiert unser Leben. Seit der Industriellen Revolution im 19. Jahrhundert ist sie ins Zentrum des gesellschaftlichen, wirtschaftlichen und politischen Lebens in Europa gerückt und bestimmt unsere gesellschaftliche Stellung sowie unsere Selbstdefinition. Mittlerweile ist das Normalarbeitsverhältnis in vielen Bereichen von neuen Formen der Arbeit abgelöst worden: Industrielle Produktion ist weitgehend automatisiert oder in Niedriglohnländer verlagert, prekäre Arbeitsverhältnisse haben Hochkonjunktur und die Arbeitslosigkeit hat sich auf einem hohen Niveau eingependelt. Die Beiträge des Bandes nehmen diese Tendenzen auf und liefern Impulse für die Gestaltung des Lebens und Arbeitens in Europa
    Note: German
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  • 73
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    Of Reynaert the Fox : Text and Facing Translation of the Middle Dutch Beast Epic Van den vos Reynaerde (2009)
    [Erscheinungsort nicht ermittelbar] : Amsterdam University Press
    Details
    ISBN: 9789089640246
    Language: English
    Pages: 1 Online-Ressource (368 p.)
    Keywords: Literature & literary studies ; Literature: history & criticism ; Literary studies: poetry & poets ; Education
    Abstract: The mid thirteenth-century Dutch beast epic Van den vos Reynaerde is a fascinating reworking of the most popular branch of the Old French Roman de Renart and one of the finest examples of this popular genre, consisting of a lengthy cycle of animal tales which provided a satirical commentary on human society. Featuring the archetypal sly fox, the epic is also one of earliest examples of a longer literary work written in the Dutch vernacular. This charmingly illustrated edition contains the first-ever version of the Dutch text with a facing English translation, making the undisputed masterpiece of medieval Dutch literature accessible to international scholarly audiences otherwise unable to read the narrative in the original. The critical text and the parallel translation are accompanied by an introduction, interpretative notes, an index of names, a complete glossary, and a short introduction to Middle Dutch, making it an excellent choice for undergraduate or graduate study of medieval European literature
    Abstract: Het dertiende-eeuwse meesterwerk van de middeleeuwse Nederlandse letterkunde, Van den vos Reynaerde, wordt samen met een moderne parallelvertaling in dit boek uitgegeven. De hedendaagse vertaling, die in het Engels gesteld is om een zo groot mogelijk publiek te bereiken, volgt de middeleeuwse tekst op de voet. Een inleiding en literair-historische aantekeningen geven de lezer volop steun bij het begrijpen van het middeleeuwse werk. Het boek bevat tevens een glossarium op de volledige woordvoorraad en een beknopte introducleerling tie op het Middelnederlands. Deze uitgave is zeer geschikt voor gebruik in het hoger onderwijs
    Note: English
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    Streitfall Zweisprachigkeit - The Bilingualism Controversy (2009)
    Wiesbaden : VS Verlag für Sozialwissenschaften | Cham : Springer International Publishing AG
    Details
    ISBN: 9783531915968 , 3531915967
    Language: German
    Pages: 1 Online-Ressource (338 Seiten) , 20 Illustrationen
    Edition: 1st edition 2009
    Parallel Title: Erscheint auch als Streitfall Zweisprachigkeit - The Bilingualism Controversy
    DDC: 304.8
    RVK:
    DO 9000
    RVK:
    ER 930
    Keywords: Interkulturelle Erziehung ; Zweisprachigkeit ; Emigration and immigration ; Education ; Applied linguistics ; Human Migration ; Education ; Applied Linguistics ; Konferenzschrift 2007
    DOI: 10.1007/978-3-531-91596-8
    URL: https://doi.org/10.1007/978-3-531-91596-8
    URL: Inhaltsverzeichnis
    URL: Ausführliche Beschreibung
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  • 75
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    Schlüsselqualifikationen für Studium, Beruf und Gesellschaft : Technische Universitäten im Kontext der Kompetenzdiskussion (2009)
    Karlsruhe : KIT Scientific Publishing
    Details
    Language: German
    Pages: 1 Online-Ressource (584 p.)
    Series Statement: Problemkreise der angewandten Kulturwissenschaft / ZAK, Zentrum für Angewandte Kulturwissenschaft und Studium Generale
    Keywords: Cultural studies ; Education
    Abstract: not yet available
    Abstract: Schlüsselqualifikationen (SQ) sind intellektuelle und soziale Fähigkeiten, Kompetenzen und Qualifikationen, die für den Erfolg in Studium, Beruf und Gesellschaft unverzichtbar sind. Die Beschäftigung mit SQ-Konzepten und deren Umsetzung begann in den 70er Jahren und hat durch die aktuellen bildungspolitischen Debatten und Vorgaben neue Impulse erfahren. Der vorliegende Band soll einen breiten Überblick sowohl über die Praxis wie auch über die Diskussion geben: Neben Grundsatzüberlegungen zum Bildungsbegriff und dessen Veränderungen durch die Globalisierung werden Good Practice-Beispiele einzelner Hochschulen sowie Forschungsprojekte aus dem Bereich SQ vorgestellt. Vertreter der Wirtschaft erläutern ihre Konzepte der Personalauswahl und formulieren Anforderungen an die Universitäten. Abschließend werden einzelne Bereiche aus dem Feld der Schlüsselqualifikationen wie Interkulturelle Kompetenz, Genderkompetenz, Interdisziplinarität und ethisches Handeln diskutiert. In diesem Band wird besonders die spezifische Situation von Absolventinnen und Absolventen Technischer Universitäten fokussiert, da von ihnen aufgrund des gesellschaftlich-technischen Wandels ein besonderes Maß an Verantwortungsbewusstsein und Handlungsfähigkeit verlangt wird.
    Note: German
    URL: kostenfrei
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  • 76
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    Schlüsselqualifikationen für Studium, Beruf und Gesellschaft : technische Universitäten im Kontext der Kompetenzdiskussion (2009)
    Karlsruhe : Universitätsverlag
    Details
    ISBN: 9783866443754
    Language: German
    Pages: Online-Ressource
    Series Statement: Problemkreise der Angewandten Kulturwissenschaft 14
    Series Statement: Problemkreise der angewandten Kulturwissenschaft
    Parallel Title: Erscheint auch als Schlüsselqualifikationen für Studium, Beruf und Gesellschaft
    RVK:
    ZG 9040
    RVK:
    AL 28600
    Keywords: Cultural studies ; Education ; Aufsatzsammlung ; Deutschland ; Technische Universität ; Ingenieurstudium ; Schlüsselqualifikation
    Abstract: Die Beschäftigung mit SQ-Konzepten hat durch die aktuellen bildungspolitischen Debatten und Vorgaben neue Impulse erfahren. Der Band stellt neben Grundsatzüberlegungen zum Bildungsbegriff Beispiele einzelner Hochschulen und die Arbeit der Forschung vor. Vertreter der Wirtschaft erläutern ihre Personalauswahl, die Bereiche Interkulturelle, Gender- und Medienkompetenz sowie Interdisziplinarität werden diskutiert. Dies besonders in Hinblick auf technische Hochschulen und deren besondere Anforderungen
    Abstract: not yet available
    Note: German
    URN: urn:nbn:de:0072-115304
    URL: OAPEN Library: download the publication
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  • 77
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    Toward Equity in Quality in Mathematics Education (2009)
    Boston, MA : Springer-Verlag US
    Details
    ISBN: 9781441905574
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Keywords: Education ; Mathematics ; Quality of Life ; Quality of Life Research
    Abstract: Educational equity and quality are not only research issues which cut across different disciplines but are major determinants of socio-economic and human development in both industrial and developing countries. The status and role of mathematics, a subject which has long enjoyed a privileged status in school curricula worldwide due to its perceived role in science and technology, render equity and quality in mathematics education at the heart of human development. This is reflected by governments’ relatively large investments in improving the quality of mathematics education and extending it to marginalized and underprivileged groups. The purpose of Toward Equity in Quality in Mathematics Education is four-fold. First, the book examines the constructs of equity and quality and their interdependence from different perspectives. Second, it develops a conceptual framework for studying and analyzing the two constructs. Third, it examines, consolidates, and re-structures the literature on equity and quality in mathematics education. Finally, using data from TIMSS 2003, the book investigates the within and across country impact of the different equity-related factors on mathematics achievement in a sample of countries representative of worldwide geographical and cultural regions. Towards Equity in Quality in Mathematics Education uses a multi-dimensional conceptual framework to study and analyze issues in equity and quality. The framework consists of five perspectives hypothesized as determinants of equity in quality in mathematics education: Mathematical, societal, educational, ideological, and genetic. The framework can be thought of as a pyramid with mathematics as its base and the societal, educational, ideological, and genetic perspectives as its faces. Thus, each point within this pyramid represents a unique equity in quality situation i.e. with different coordinates with respect to mathematical, societal,
    Description / Table of Contents: Preface; Contents; Part I Equity in Quality in Mathematics Education: Contexts and Perspectives; My Journey Toward Equity in Quality; Historical Evolution of Equity and Quality in Education and in Math Education; Equity in Quality: Towards a Theoretical Framework; The School Context; The National Context; The Global Context; Part II Equity in Quality in Mathematics Education: Across Countries Comparisons Based on TIMSS 2003 Results; Methodology; Student-Related Inequity Factors; Teacher-Related Inequity Factors; School-Related Inequity Factors; Global Inequity Factors; Epilogue; References
    Description / Table of Contents: Index
    Note: Description based upon print version of record , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4419-0558-1
    URL: Volltext  (lizenzpflichtig)
    URL: Inhaltstext
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  • 78
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    Continuing Higher Education and Lifelong Learning : An international comparative study on structures, organisation and provisions (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402096754
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 374
    Keywords: Education ; Education, Higher
    Abstract: This comparative survey was conducted in 2006 and shows the structure, organisation and types of provisions of continuing higher education in six countries (in alphabetical order): Austria, Finland, France, Germany, the United Kingdom and the United States of America. In addition to that, other 'important players' in the field of lifelong learning are included, such as corporate universities and research associations. All country studies analyse the functions and restraints of continuing higher education. This is done by analysing a) the relevant framework conditions in each country, b) the management (organisational structures, financial management, marketing, quality assurance, programme portfolios, learn settings etc.) and c) the types of provisions (face-to-face lessons, online learning, blended-learning, admission to courses, accreditation of prior learning, credit points etc.). The summary of the country studies finally shows a survey of the individual situations and displays the similarities and differences. It draws conclusions for the activities of higher education institutions as lifelong learning institutions.
    Description / Table of Contents: Contents; About the Authors; Executive Summary; Continuing Higher Education in a State of Flux: An International Comparison of the Role and Organisation of Continuing Higher Education; Design of the International Comparative Study; Comparative Overview of Study Results; Continuing Higher Education in Germany; Continuing Higher Education in Finland; Continuing Higher Education in France; Continuing Higher Education in the United Kingdom; Continuing Higher Education in Austria; Continuing Higher Education in the United States of America (USA)
    Description / Table of Contents: Corporate Universities and Research Associations as Players in Continuing Higher EducationAuthor Index; Subject Index
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9676-1
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  • 79
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    Educational Assessment in the 21st Century : Connecting Theory and Practice (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402099632
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.26
    Keywords: Education ; Educational tests and measurements
    Abstract: Even in the white heat of the ever-present education debate, assessment is one of the hottest and most contested topics. While teachers develop practical methodologies such as Assessment for Learning, that aim to bring positive benefits to learners, governments and policy-makers strengthen the role of externally mandated assessment for accountability purposes. With the field of assessment a key focus for research the world over, the traditional issues of the topic, such as validity and reliability, have been joined by a host of other issues all pressing for attention. These include: the value of testing for international benchmarking and public reporting, taking account of cultural and social diversity, new modes of testing and assessment, technological innovation, the issue of what counts as authentic assessment, and inclusion and disability issues in assessment. In their preface, the editors argue that in a post-modern world changes in the nature of work, globalization, the information revolution and todays social challenges will all impact on educational priorities, and thus will require new modes of assessment. As our faith in the sciences to solve our problems erodes, we also recognize that the educational assessment cannot be an exact science either, that the involvement of human beings in every aspect of its design, execution and use makes it irrevocably a social project and thus subject to all the vagaries that any kind of human activity implies. This has led to the beginnings of a more humanistic approach to assessment. As this book makes clear, the challenge for assessment in the 21st century will be to reflect these newly emerging educational priorities. Assessment procedures will be needed that support the next generation in acquiring the skills and values they will need to manage emerging global challenges, skills such as teamwork, problem-solving and the ability to manage ones own learn
    Description / Table of Contents: Preliminary; Part 1 / Framing Assessment Today for the Future: Issues and Challenges; Framing Assessment Today for the Future: Issues and Challenges; Part I / Creativity and Innovation in Assessment: New Skills and Capabilities, and Changing Communication Practices; Assessment in the Perspective of a Social Semiotic Theory of Multimodal Teaching and Learning; Transforming K 12 Assessment: Integrating Accountability Testing, Formative Assessment and Professional Support; Assessment Issues and New Technologies: ePortfolio Possibilities; Towards Theorising Assessment as Critical Inquiry
    Description / Table of Contents: Part II / Building Social Capital: Difference, Diversity and Social InclusionFairness in Assessment; Assessment, Gender and In/Equity; Assessment, Disability, Student Engagement and Responses to Intervention; Assessment Challenges, the Law and the Future; Part III / Assessment in a Context: Geography, Policy and Practice; Teachers Use of Assessment Data; A Problematic Leap in the Use of Test Data: From Performance to Inference; Educational Assessment in Norway A Time of Change
    Description / Table of Contents: Articulating Tacit Knowledge Through Analyses of Recordings: Implications for Competency Assessment in the Vocational Education and Training SectorDefining Standards for the 21st Century; Back matter
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9964-9
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  • 80
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    Towards Integration of Work and Learning : Strategies for Connectivity and Transformation (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402089626
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 153.15
    Keywords: Education
    Abstract: This book examines learning taking place on the interface between education and working life at three levels: the individual learning processes, the organisational learning processes in educational institutions and work organisations, and the education system. Theoretical concepts uniting these different fields of learning are connectivity and transformation. Here, connectivity refers to processes that contribute to close relationships and connection between different elements of learning situations, contexts of learning and systems to promote learning. Transformation refers to the changes and developmental processes to be achieved through connecting different elements of learning. The book provides a comprehensive review of the integration of work and learning, which is a central issue in current discussion on the development of vocational and professional expertise. The contributors represent a broad range of experience and the articles are based on recent, extensive empirical studies.
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-8962-6
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  • 81
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    Breaching the Colonial Contract : Anti-Colonialism in the US and Canada (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402099441
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Explorations of Educational Purpose 8
    DDC: 325.32
    Keywords: Education
    Abstract: Almost a decade in, Empire remains the 21st Century’s dominant mode of cultural production, and North America remains at the apex of the colonial imperative. The contributors to this volume argue that, far from being a post-colonial world, the struggle for independence of polity and culture is still alive and relevant. The book brings together relevant examples of anti-colonial discourse and struggle from across the US and Canada, providing unique perspectives on resistance, activism, scholarship and pedagogy. Anti-colonialism is an evolving framework to which this book hopes to make a unique contribution, with the range, depth and analytical approach of the chapters it contains. The emphasis on anti-colonial resistance here is significant, as it consistently reveals the personal commitment required for the undoing of domination, as well as the ways in which people can collectively pursue radical politics in their aim of bringing about social justice. The book examines a multitude of actions which could be termed anti-colonial, from student walkouts along the US/Mexico border, to interrogations of the relationship between indigenous and anti-racist struggles in North America, to analyses of the implications of anti-colonialism for community unionism as well as disability rights struggles. Chapters also look at the movement for Africentric schools in Toronto, provide an annotated and comparative look at the myriad struggles for and by the Fourth World and Fourth World nations, and analyze the creation of an anti-colonial classroom in a Montreal university. They also explore the colonial underpinnings of multicultural education in the US. With contributions from leading thinkers such as Henry Giroux, Ward Churchill, and Peter McLaren, as well as fresh perspectives from junior academics, this book provides a diverse and varied survey of anti-colonialism in the US and Canada. It will be a
    Description / Table of Contents: Introduction: The Politics of the North American Colonial in 2009; Contemporary Anticolonialism: A Transhistorical Perspective; Self-Determination and the Fourth World: An Introductory Survey; Making Explicit the Jurisprudential Foundations of Multiculturalism: The Continuing Challenges of Colonial Education in US Schooling for Indigenous Education; Paulo Freire and the Politics of Postcolonialism; Walking Out of Colonialism One Classroom at a Time: Student Walkouts and Colonial/ Modern Disciplinarity in El Paso, Texas; Indigenous Peoples and Black People in Canada: Settlers or Allies?
    Description / Table of Contents: Resistance from the Margin: Voices of African-Canadian Parents on Africentric EducationAnticolonialism, Labor, and the Pedagogies of Community Unionism: The Case of Hotel Workers in Canada; The Anguish of Power: Remapping Mental Diversity with an Anticolonial Compass; The Harvesting of Intellectuals and Intellectual Labor: The University System as a Reconstructed/Continued Colonial Space for the Acquisition of Knowledge; Building Anticolonial Spaces for Global Education: Challenges and Reflections; The Eighteenth Brumaire of Gaius Baltar: Colonialism Reimagined in Battlestar Galactica
    Description / Table of Contents: Afterword
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9944-1
    URL: Volltext  (lizenzpflichtig)
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  • 82
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    Assessment, Learning and Judgement in Higher Education (2009)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402089053
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Keywords: Education ; Educational tests and measurements
    Abstract: "There has been a remarkable growth of interest in the assessment of student learning and its relation to learning processes in higher education over the past ten years. Much of the work has sought to explicate the relationship between assessment and learning, and to provide academics with examples of assessment practices that have been considered as successful in promoting learning as well as judging students' achievements. Other work has provided descriptions and frameworks for assessing what have come to be termed 'learning outcomes'. It is now timely to take stock of some of the critical concepts that underpin our understanding of the relationships between assessment and learning. ""Assessment, Learning and Judgement in Higher Education"" makes a significant contribution to conceptualizing key aspects of assessment that are critical to learning, building on research conducted in the UK and Australia. It focuses on the role of assessment in directing students' study, provides feedback that is acted on by students to improve their work, and helps students to develop the capacity to evaluate the quality of their own work and improve it during its production. The book consists of chapters written by leading assessment scholars. Each chapter provides an in-depth examination of an aspect of the conceptual framework. "
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-8905-3
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  • 83
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    Teaching for Wisdom : Cross-cultural Perspectives on Fostering Wisdom (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402065323
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 121
    RVK:
    DP 1250
    Keywords: Comparative education ; Education ; Education Philosophy ; Education Psychology ; Philosophy ; Philosophy of mind
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-6532-3
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    Living Together : Education and Intercultural Dialogue (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402098161
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 370
    Keywords: Education
    Note: "Previously published in International Review of Education, volume 54, issues 3-4, 2008" -- T.p , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9816-1
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  • 85
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    International Perspectives on Competence in the Workplace : Implications for Research, Policy and Practice (2009)
    Dordrecht : Springer Netherlands
    Details
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Keywords: Adult education ; Education ; Industrial management
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-8754-7
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  • 86
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    Reforming Learning : Concepts, Issues and Practice in the Asia-Pacific Region (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402030246
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 5
    Keywords: Education
    Abstract: " In the wake of the 1997 Asian financial crisis, various reform initiatives, policies and programmes have been carried out in different countries within the Asia-Pacific region. All these reform efforts aim to restructure different aspects of schooling in order to promote learning and to prepare students for future challenges in globalised economies. These measures to a certain extent challenge traditional practices, established arrangements and deep-seated assumptions related to different aspects of learning. The authors in this book discuss educational reforms in different countries in the Asia-Pacific region in light of student learning, clarify their concepts, evaluate implementation and impact on the learning processes, with a hope that we can learn better from each other and develop a better understanding of ""contemporary"" learning and teaching processes within the region. The central argument running through different chapters in this book highlights the importance of understanding reforms and learning within their historical, political and sociocultural contexts. Reforming learning involves changes in established cultural practices in our schools, classrooms, and other learning sites, and therefore inevitably arouses tensions and negotiations. The discussion in this book puts to the fore the disputable nature of reforming learning and the significance of contextualising the complex relationship between reforms and learning. "
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-3024-6
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    Addressing Global Environmental Security Through Innovative Educational Curricula (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402093142
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: NATO Science for Peace and Security Series C: Environmental Security
    DDC: 333.7
    Keywords: Environmental management ; Humanities ; Regional economics ; Science Study and teaching ; Education
    Abstract: Examines the educational practices and the need for change, educational needs from the perspective of employers and professionals, and fresh practices in higher education in environmental fields. This title highlights specific non-traditional approaches such as using the university as a curricular tool and developing permaculture programs
    Description / Table of Contents: 01 szabo.pdf; 02 ziegler_FINAL 07 10 08.pdf; 03 goncharova.pdf; 04 borysova.pdf; 05 sergienko.pdf; 06 khlobystovzharova_ FINAL 07 23 08.pdf; 07 gevorgyanadanalyan.pdf; 08 landers.pdf; 09 hull.pdf; 10 tarbaeva.pdf; 11 stolberg.pdf; 12 brylinskyallengil.pdf; 13 stelljesallengil.pdf; 14 rojas.pdf; 15 sipos.pdf; 16 gundersenoday.pdf; 17 lealmannke.pdf; 18 lipchinbrennerbenhaim.pdf; 19 klochko.pdf; 20 filip_FINAL 07 20 08.pdf; 21 brylinsky.pdf
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9314-2
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    Improving Quality Assurance in European Vocational Education and Training : Factors Influencing the Use of Quality Assurance Findings (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402095276
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 370.113094
    RVK:
    DL 1000
    Keywords: Education ; Educational tests and measurements
    Abstract: Many resources are invested in the development and introduction of Quality Assurance Systems in educational institutions all over the world. Our assumption is that, as a result of quality assurance activities, practitioners obtain information about their own functioning and institutional performance which is new and valuable to them and which therefore will form a basis for them to improve performance. This assumption proves to be naïve, too often performance feedback is under-utilized, and evaluations become void, legitimizing rites instead of a basis for organizational learning and the improvement of institutions. The aim of this book was to find out when educational institutions do transform Quality Assurance data into actions to improve performance, and how the use of such data can be promoted. This volume reports on the study of Quality Assurance structures and activities in 36 educational institutes in 6 European Countries and presents guidelines for Quality Assurance.
    Description / Table of Contents: Contents; Contributors; to 1 Introduction to the Problem of the Under-Utilisation of Quality Assurance Data, and the Research Approach; to 2 A Theoretical Framework for Analysing the Implementation and Effects of Quality Assurance Systems in European VET; to 3 Factors Influencing the Use of Quality Assurance Data in Dutch (I)VET for the Health Care Sector; to 4 Factors Influencing the Use of Quality Assurance Data in English (I)VET for the Health Care Sector; to 5 Factors Influencing the Use of Quality Assurance Data in Danish VET for the Health Care Sector
    Description / Table of Contents: to 6 Factors Influencing the Use of Quality Assurance Data in Estonian (I)VET for the Health Care Sectorto 7 Factors Influencing the Use of Quality Assurance Data in Italian (I)VET for the Health Care Sector; to 8 Factors Influencing the Use of Quality Assurance Data in German (I)VET for the Health Care Sector; to 9 The Factors that Matter for Quality Assurance Across Six Countries; to 10 Guidelines for the Quality Assurance of Vocational Education and Training in EU Countries; Author Index; Subject Index;
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9527-6
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    Linking Competence to Opportunities to Learn : Models of Competence and Data Mining (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402099113
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Innovations in Science Education and Technology 17
    Parallel Title: Druckausg. Liu, Xiufeng Linking Competence to Opportunities to Learn: Models of Competence and Data Mining
    DDC: 371.1/02
    RVK:
    DP 4600
    Keywords: Education ; Educational tests and measurements ; Science Study and teaching ; Science Study and teaching ; Evaluation ; Science Study and teaching ; Standards ; Lernpsychologie ; Lernumwelt
    Abstract: The current world-wide movement toward standards-based science education is based on a belief that every student, no matter how different he/she is, can and should reach a prescribed level of competence. Yet there are differences in circumstances between students that lie beyond their control, such as classroom, school and family resources and practices. Thus it is more important than ever to identify the particular resources and practices that significantly predict students’ levels of achievement so that strategies can be developed to help students reach competence. This book applies data mining methodology to the issue of standardizing achievement in science education and develops frameworks of competence in the ‘Opportunity-to-learn’ (OTL) model of science education. It is aimed primarily at science education researchers, but can also be used as a reference by national and state education agencies who are required to make decisions about science curriculum standards and resource allocation. School district personnel will also find it useful in teacher professional development. Opportunity-to-learn (OTL) refers to the entitlement of every student to receive the necessary classroom, school and family resources and practices to reach the expected competence. This book quantifies and stystematizes OTL by developing models showing how the circumstances of classroom, school and family relate to students’ achievement. Liu has also applied data mining techniques to these models. In addition, the text analyzes policy as well as pedagogical implications for standards-based science education reform.
    Description / Table of Contents: Introduction Equity and Excellence in Standard-Based Education; Competence and Opportunity to Learn; Models of Competence and Data Mining; Models of Competence and Opportunities to Learn in the Classroom; Models of Competence and Opportunities to Learn at Home; Models of Competence and Opportunities to Learn in Schools; Pedagogical and Policy Implications
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9911-3
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  • 90
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    Research Methods for the Self-study of Practice (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402095139
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Self Study of Teaching and Teacher Education Practices 9
    Parallel Title: Druckausg. Research Methods for the Self-study of Practice
    DDC: 370.71
    RVK:
    DF 3000
    Keywords: Education ; Pädagogik ; Forschungsmethode ; Aufsatzsammlung
    Abstract: This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.
    Abstract: This volume presents 13 studies that provide concrete and authentic illustrations of self-study as it naturally unfolds across different educational settings. Each chapter provides in-depth descriptions of the context, method choices and processes used for self-study research, highlighting how researchers gather, analyze and make sense of data. All of these studies offer rich examples of the recursive processes so important in self-study research. The first section highlights the use of text as data to examine the meaning and value of teacher education practices. The second features self-studies using discourse and dialogue as data and often as actual analysis tools for examining practice. The third presents studies in which different forms of visual representations are used as data that illuminate the ideas, assumptions and experiences underlying practice. The final section presents self-studies focused on the impact of practice on teacher education programs, students, and faculty-student interactions.
    Description / Table of Contents: Series Editor's Foreword; Contents; Contributors; Introduction; Part I Self-Study Through the Use of Text; Co/autoethnography: Exploring Our Teaching Selves Collaboratively; Teaching and Learning Through Narrative Inquiry; Passages: Improving Teacher Education Through Narrative Self-Study; Part II Self-Study Through Discourse and Dialogue; Talking Teaching and Learning: Using Dialogue in Self-Study; Name It and Claim It: The Methodology of Self-Study as Social Justice Teacher Education
    Description / Table of Contents: Many Miles and Many Emails: Using Electronic Technologies in Self-Study to Think About, Refine and Reframe PracticePart III Self-Study Through Visual Representation; Faces and Spaces and Doing Research; Facing the Public: Using Photography for Self-Study and Social Action; Making Meaning of Practice through Visual Metaphor; Creating Representations: Using Collage in Self-study; Part IV Self-Study on the Impact of Practiceon Students
    Description / Table of Contents: How Do I Influence the Generation of Living Educational Theories for Personal and Social Accountability in Improving Practice? Using a Living Theory Methodology in Improving Educational PracticeAssumption Interrogation: An Insight into a Self-Study Researcher0s Pedagogical Frame; Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels; Author Index; Subject Index
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9514-6
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    Critical Pedagogy and Teacher Education in the Neoliberal Era : Small Openings (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402095870
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Explorations of Educational Purpose 6
    DDC: 370.115
    Keywords: Education
    Abstract: The chapters in this edited collection make it clear that critical teacher educators are aware of neoliberalism and its profound impact on public schools and university-based teacher preparation programs. They know the deleterious effects of macro-level, neoliberal forces on the local and particular teaching contexts where they are trying to do critical pedagogical work. The authors describe the havoc NCLB has wreaked, especially on minority and ELL students, the pressures university-based teacher preparation programs feel to align themselves with neoliberal agendas, and the frustration of knowing that critical work is not always valued, supported, or understood in academe. Yet all of the authors in this book persist, finding or creating 'small openings' in their contexts that foster the critical reflection, intellectual engagement, and examination of alternative paradigms that help beginning teachers pursue deeper understandings about schooling in a democratic society. They describe these openings here.
    Description / Table of Contents: Groenke_FM.pdf; Groenke_Ch01.pdf; Groenke_Ch02.pdf; Groenke_Ch03.pdf; Groenke_Ch04.pdf; Groenke_Ch05.pdf; Groenke_Ch06.pdf; Groenke_Ch07.pdf; Groenke_Ch08.pdf; Groenke_Ch09.pdf; Groenke_Ch10.pdf; Groenke_Ch11.pdf; Groenke_Ch12.pdf; Groenke_Ch13.pdf; Groenke_Ch14.pdf; Groenke_Ch15.pdf; Groenke_BM.pdf; Groenke_Author Bios.pdf; Groenke_Author Index.pdf; Groenke_Subject Index.pdf
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9588-7
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    Chemistry Education in the ICT Age (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402097317
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 540.7
    Keywords: Education ; Science Study and teaching
    Abstract: This volume is a collection of selected papers presented at the 20th International Conference on Chemical Education (ICCE) held in Mauritius from 3rd to 8th August 2008. ICCE is the main conference of the Committee for Chemistry Education of the International Union of Pure and Applied Chemistry (IUPAC) and has adopted the theme 'Chemistry in the ICT Age' in line with a worldwide trend in Science and Technology development. The papers in this volume cover topics ranging from fundamental to applied chemistry, such as Arts and Chemistry Education, Biochemistry and Biotechnology, Chemical Education for Development, Chemistry at Secondary Level, Chemistry at Tertiary Level, Chemistry Teacher Education, Chemistry and Society, Chemistry Olympiad, Context Oriented Chemistry, ICT and Chemistry Education, Green Chemistry, Micro Scale Chemistry, Modern Technologies in Chemistry Education, Network for Chemistry and Chemical Engineering Education, Public Understanding of Chemistry, Research in Chemistry Education, Science Education at Elementary Level.
    Description / Table of Contents: Chemistry Education in the ICT Age; Chemistry and Chemical Education as a Bridge to Peace; 1 Challenges Facing the Scientific Community; 2 Frontiers of Chemical Science: Research and Education in the Middle East; 2.1 Short Term - up to 2020; 2.2 Long Term; 2.3 Energy, A Global Challenge; 3 Specific Outcomes from the "Malta Conferences"; References; "Jeopardy" in the Inorganic Classroom - Teaching Descriptive Chemistry Using a Television Game Show Format; 1 Introduction - Why Teach Descriptive Chemistry?; 2 Discussion - The "Jeopardy" Approach; 3 Rules of the "Inorganic Jeopardy" Game
    Description / Table of Contents: 4 Advantages (and Disadvantages) of the Jeopardy Approach5 Conclusion; Reference; Teaching Thermodynamic Relations Using a Story and Two-Dimensional Cartesian Coordinate System; 1 Introduction; 2 Methodology; 3 Results and Discussion; 4 Conclusion; References; Heralding Calamity of Global Warming and Chemistry Role Through a Chorus; 1 Introduction; 2 Methodology; 3 Results and Discussion; 4 Conclusion; References; Using the Arts and Computer Animation to Make Chemistry Accessible to All in the Twenty-First Century; 1 Narrative; 2 Examples of Student Projects; 3 Summary; References
    Description / Table of Contents: Chemical Potential from the Beginning1 Introduction; 2 Main Characteristics of the Chemical Potential; 3 Reference Point and Values of Chemical Potentials; 4 Application in Chemistry; 5 Temperature and Pressure Dependence; 6 Conclusion and outlook; References; The Chemistry of Carbenes and Their Metal Complexes: An Undergraduate Laboratory Experiment; 1 Introduction; 2 Methodology; 3 Results and Discussion; 4 Conclusion; References; SATL, Learning Theory, and the Physiology of Learning; 1 Introduction; 2 Constructivist Learning Theory; 3 Concept Maps
    Description / Table of Contents: 4 Systemic Approach to Teaching and Learning (SATL)5 Brain Function; 6 Conclusion; References; A Rubric to Guide Curriculum Development of Undergraduate Chemistry Laboratory: Focus on Inquiry; 1 Introduction; 2 Methodology; 3 Results and Discussion; 3.1 Analysis of Laboratory Texts; 3.2 Evaluation of Laboratory Curriculum; 3.3 Modification of Laboratories; 4 Conclusion; References; Investigating the Effectiveness of Computer Simulations in the Teaching of "Atomic Structure and Bonding"; 1 Introduction; 2 Methodology; 2.1 Sample Description; 2.2 Data Collection; 1. Observation checklists
    Description / Table of Contents: 2. Students' questionnaire3. Student's achievement tests; 2.3 Description of the Software Used During the Study; 3 Results and Discussions; 3.1 Data Collected from Observation Checklists and Questionnaire; 3.2 Data Collected from Students' Achievement Tests; 4 Conclusions; References; Networked Learning for an Online Coastal Zone Management Module; 1 Introduction; 2 The Online CZM Module; 3 Networked Learning in CZM - Evaluation of Interactivity in CZM Forums; 4 Results and Discussion; 5 Conclusions; References; Moodle in Teacher Training; 1 Introduction; 2 I.*.Teach Innovative Teacher
    Description / Table of Contents: 3 Virtual Training Centers
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9732-4
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    International Handbook of Comparative Education (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402064029
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Springer International Handbooks of Education 22
    DDC: 370.9
    RVK:
    DV 1000
    Keywords: Education ; Vergleichende Erziehungswissenschaft
    Abstract: This two-volume compendium brings together leading scholars from around the world, who provide authoritative studies of the old and new epistemic motifs and theoretical strands that have characterized the interdisciplinary field of comparative and international education in the last 50 years. It analyses the shifting agendas of scholarly research, the different intellectual and ideological perspectives and the changing methodological approaches used to examine and interpret education and pedagogy across different political formations, societies and cultures.
    Abstract: Studies the epistemic motifs and theoretical strands that characterize the field of comparative education. This work analyses the agendas of scholarly research, the different intellectual and ideological perspectives and the methodological approaches used to examine and interpret education and pedagogy
    Description / Table of Contents: Preface; CONTENTS; SECTION I: The Creation and Re-Creation of a Field; 1 Joint Editorial Introduction; 2 On History and on The Creation of Comparative Education; 3 The Modernist Beginnings of Comparative Education:The Proto-scientific and The Reformist-melioristAdministrative Motif; 4 Forgotten Men, Forgotten Themes: The Historical-philosophical-cultural and Liberal Humanist Motif in Comparative Education; 5 The Scientific Paradigm in Comparative Education; 6 Theories of The State, Educational Expansion, Development,and Globalizations: Marxian and Critical Approaches
    Description / Table of Contents: 7 Comparative Education in Europe8 World-systems Analysis and Comparative Educationin the Age of Globalization; 9 Reflections on the Development of Comparative Education; 10 Comparative Education: Historical Reflections; SECTION II: POLITICAL FORMATIONS AND EDUCATIONAL SYSTEMS; 11 Paideia and Politeia: Education, and The Polity/statein Comparative Education; 12 Empires and Education: The British Empire; 13 Comparing Colonial Education Discourses in the Frenchand Portuguese African Empires: An Essay on Hybridization; 14 Education and State Formation in Italy
    Description / Table of Contents: 15 Social Change and Configurations of Rhetoric:Schooling and Social Exclusion-inclusion in EducationalReform in Contemporary Spain16 Modernity, State-formation, Nation Building,and Education in Greece; 17 The Developmental State, Social Change, and Education; 18 The Developing States and Education: Africa; 19 Varieties of Educational Transformation:The Post-socialist States of Central/southeasternEurope and the Former Soviet Union; 20 The European Union and Education in Spain; SECTION III: THE NATIONAL, THE INTERNATIONAL AND THE GLOBAL
    Description / Table of Contents: 21 Editorial Introduction: The National,The International, and The Global22 Who is Strolling Through The Global Garden?International Agencies and Educational Transfer; 23 Mobility, Migration and Minorities in Education; 24 Fundamentalisms and Secularisms: Educationand La Longue Durée; 25 The Double Gestures of Cosmopolitanism and ComparativeStudies of Education; 26 Multicultural Education in a Global Context: AddressingThe Varied Perspectives and Themes; 27 International Development Education; 28 The OECD and Global Shifts in Education Policy; 29 Can Multilateral Banks Educate The World?
    Description / Table of Contents: 30 Towards The European Panopticon: EU Discoursesand Policies in Education and Training 1992-2007SECTION IV: Industrialisation, Knowledge Economies and Education; 31 Editorial Introduction: Industrialisation, Knowledge Societiesand Education; 32 Industrialization and Public Education: Social Cohesionand Social Stratification; 33 Industrialisation, Knowledge Economies and EducationalChange: A Note on Argentina and Brazil; 34 Education, Jobs, and Vocational Training; 35 The Evaluative State as Policy in Transition:A Historical and Anatomical Study
    Description / Table of Contents: 36 From Coherence to Differentiation: Understanding (Changes In)The European Area for Higher Education and Research
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-6403-6
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    Seeking Integrity in Teacher Education : Transforming Student Teachers, Transforming My Self (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402093029
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Self Study of Teaching and Teacher Education Practices 7
    DDC: 370.71
    Keywords: Education ; Teachers Training of
    Abstract: Offers a perspective on the analogous relationship involved when a teacher educator teaches teachers how to examine the impact of their own identities on their teaching while examining that herself. This book lets teacher educator examine the practice as a way of learning about teaching as well as challenging teacher education
    Description / Table of Contents: Parallel Journeys: A Story About a White Woman Who Teaches White Women to Teach Diverse Populations; The Demographics of Teaching and Teacher Education: The Need for Transformation; Searching for Purpose; Transformative Self-Studies: A Review of the Literature; Self-Study as Transformative Process; Common Challenges to Transformation; Responding to the Challenge; Critical Friends: An Exercise in Flea Biting;
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9302-9
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    Technology and Vocational Education for Sustainable Development : Empowering Individuals for the Future (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402052798
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 10
    Keywords: Sustainable development ; Education ; Russland ; Berufsausbildung ; Technikunterricht ; Nachhaltigkeit
    Abstract: The ways education for sustainable development can be addressed in teaching and learning are among the most urgent challenges for modern educational theory and practice. This book explores the unique contribution technology and vocational education can provide to meet these urgent needs. Part 1 examines various concepts from different areas of knowledge that are used to develop a comprehensive understanding of the ways sustainable development, education for sustainable development and empowerment are related and can be conceptualised. Practical strategies are suggested and a model for pre-service teacher training programs is developed. Part 2 explores how general issues are reflected in local norms, values and behaviours within the Russian context. The case study illustrates the importance of understanding the political and sociocultural context of a country in order to develop empowerment strategies that work for that particular society as they reflect specific local histories, values and traditions.
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-5279-8
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  • 96
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    Globalisation, Policy and Comparative Research : Discourses of Globalisation (2009)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402095474
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Globalisation, Comparative Education and Policy Research 5
    DDC: 370.195
    Keywords: Education
    Abstract: This book critically examines the overall interplay between comparative education discourses, globalisation, and education. It draws upon recent studies in relevant areas and explores conceptual frameworks and methodological approaches. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms and schooling globally. Various chapters critique the dominant debates and the newly constructed and re-invented models of neo-liberal ideo
    Description / Table of Contents: 184814_Zajda5_FM.pdf; 184814_Zajda5_01.pdf; 184814_Zajda5_02.pdf; 184814_Zajda5_03.pdf; 184814_Zajda5_04.pdf; 184814_Zajda5_05.pdf; 184814_Zajda5_06.pdf; 184814_Zajda5_07.pdf; 184814_Zajda5_08.pdf; 184814_Zajda5_09.pdf; 184814_Zajda5_10.pdf; 184814_Zajda5_11.pdf; 184814_Zajda5_Name Index.pdf; 184814_Zajda5_Subject Index.pdf
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9547-4
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    Technology-Enhanced Learning : Principles and Products (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402098277
    Language: English
    Pages: Online-Ressource , v.: digital
    RVK:
    AL 40450
    RVK:
    DP 2600
    Keywords: Education ; Social sciences Data processing
    Note: In: Springer-Online
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    Teacher Professional Learning in an Age of Compliance : Mind the Gap (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402094170
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Professional Learning and Development in Schools and Higher Education 2
    DDC: 370.711
    RVK:
    DN 7500
    Keywords: Education ; Lehrerfortbildung
    Abstract: Teacher Professional Learning in an Age of Compliance: Mind the Gap examines ways in which practice-based inquiry in educational settings, in a number of different countries and contexts, can transcend current ways of working and thinking such that authentic professional learning is the result. The authors contend that education policy, under pressure from a number of quarters, is retreating into a standardized, audited, and backward-looking arena, with the advances of more progressive educational philosophy being rolled back. In an age where practitioner inquiry and action research have often been ‘hijacked’ for the purposes of broad-based policy implementation, this book offers a rationale for reclaiming the critical edge so fundamental to inquiry-based professional learning. It examines the potential of inquiry-based forms of teacher professional learning to contribute to the growth of professional knowledge for and about teachers’ work. The authors intend that the book will assist in building new forms of professional knowledge that go beyond the current compliance model – engineered from less enduring materials – to inform a new model with its foundations in a strong ethical and moral framework. They also believe that this new model, if implemented, will help to reverse today’s conservative educational trends and make teacher professional development a force for genuine progress once again. They have consciously moved away from the celebratory tone of much of the academic reporting of teacher professional learning, adopting instead a genuinely critical edge. In covering a wide range of policies and practices from across the international spectrum, they have allowed themselves the freedom to engage in serious epistemological arguments about the nature of professional knowledge, as well as how it is constructed and employed.
    Description / Table of Contents: Groundwater_158468_FM; Groundwater_158468_Ch01; Groundwater_158468_Ch02; Groundwater_158468_Ch03; Groundwater_158468_Ch04; Groundwater_158468_Ch05; Groundwater_158468_Ch06; Groundwater_158468_Ch07; Groundwater_158468_Ch08; Groundwater_158468_Ch09; Groundwater_158468_Ch10; Groundwater_158468_Ch11; Groundwater_158468_Ch12; Groundwater_158468_Ref; Groundwater_158468_Author Index; Groundwater_158468_Subject Index
    Note: Includes bibliographical references (p. 141-151) and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9417-0
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    International handbook of education for spirituality, care and wellbeing (2009)
    Dordrecht : Springer
    Details
    ISBN: 9781402090189
    Language: English
    Pages: Online-Ressource (xxvii, 1238 Seiten)
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: International handbooks of religion and education Volume 3
    Series Statement: International handbooks of religion and education
    DDC: 207.5
    Keywords: Early childhood education ; Education ; Education Philosophy ; Religion and education
    Abstract: Acknowledging and understanding spiritual formation is vital in contemporary education. This book explores the dynamic relationship between education and wellbeing. It examines the theory underpinning the practice of education in different societies where spirituality and care are believed to be at the heart of all educational experiences. The book recognizes that, regardless of the context or type of educational experience, education is a caring activity in which the development of the whole person - body, mind and spirit - is a central aim for teachers and educators in both formal and inform
    Description / Table of Contents: CONTENTS; Author Biographies; General Introduction; I The Psychology of Religion and Spirituality: Implications forEducation and Wellbeing - An Introduction; 1 Ways of Studying the Psychology of Religion and Spirituality; 2 Measuring Religiousness and Spirituality: Issues, ExistingMeasures, and the Implications for Education and Wellbeing; 3 Examining Religious and Spiritual Development During Childhoodand Adolescence; 4 Understanding and Assessing Spiritual Health; 5 The Contribution of Religiousness and Spirituality to SubjectiveWellbeing and Satisfaction with Life
    Description / Table of Contents: 6 Culture, Religion and Spirituality in Relation to Psychiatric Illness7 Psychological Type Theory and Religious and SpiritualExperiences; 8 Understanding the Attitudinal Dimensions of Religion andSpirituality; 9 Social, Religious and Spiritual Capitals: A PsychologicalPerspective; 10 Mystical, Religious, and Spiritual Experiences; 11 The Spiritual Dimension of Coping: Theoretical and PracticalConsiderations; 12 The Psychology of Faith Development; 13 The Psychology of Prayer: A Review of Empirical Research; II The Role of Spirituality in Human Development and Identity: AnIntroduction
    Description / Table of Contents: 14 Spirituality and Mental Health: The Mystery of Healing15 The Dynamics of Spiritual Development; 16 Does Positive Psychology Have a Soul for Adolescence?; 17 Voices of Global Youth on Spirituality and Spiritual Development:Preliminary Findings from a Grounded Theory Study; 18 Moment to Moment Spirituality in Early Childhood Education; 19 Children's Spiritual Intelligence; 20 In Search of the Spiritual: Adolescent Transitions as Portals to theSpirit Self; 21 Reflection for Spiritual Development in Adolescents
    Description / Table of Contents: 22 Developing Contemplative Capacities in Childhood andAdolescence: A Rationale and Overview23 The Contribution of Spirituality to "Becoming a Self" in Child andYouth Services; 24 Coming of Age as a Spiritual Task in Adolescence; 25 Youthful Peak Experiences in Cross-Cultural Perspective:Implications for Educators and Counselors; 26 Peak Experiences Explored Through Literature; 27 Developing Spiritual Identity: Retrospective Accounts FromMuslim, Jewish, and Christian Exemplars
    Note: Enthält Part 1 und 2. - Auf der Titelseite als Part 1 bezeichnet
    DOI: 10.1007/978-1-4020-9018-9
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    Self-study of Practice as a Genre of Qualitative Research : Theory, Methodology, and Practice (2009)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402095122
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Self Study of Teaching and Teacher Education Practices 8
    Parallel Title: Druckausg. Pinnegar, Stefinee Self-study of practice as a genre of qualittive research
    DDC: 370.711
    RVK:
    DF 2500
    Keywords: Education ; Pädagogik ; Forschungsmethode
    Abstract: Teacher educators live hectic lives at institutional and discipline boundaries. Our greatest potential for influence is through developing relationships with others in our practice. Our work is fundamentally relational and emotional. We are obligated to the teachers we teach and the public students they teach. Our practice exists in the midst of experience, conflicting and often hostile boundaries, and between what we know from research and what we understand from practice. Self-study of practice invites researchers to embrace the hectic and fragmented territory of practice as the space for study. This book educates those who would like to explore practice in the methodology of self-study. It provides both a pragmatic and theoretic guide. It grounds the research in ontology and establishes dialogue as the inquiry process. It supports researchers through the use of frameworks to guide research and explication of strategies for conducting it.
    Description / Table of Contents: Preface; Contents; to 1 Arriving at Self-Study; to 2 The Self, the Other, and Practice in Self-Study of Teaching and Teacher Education Practices Research; to 2 PAUSE; to 3 Questions of Practice; to 3 PAUSE; to 4 Context and Dialogue in the Self-Study of Teaching and Teacher Education Practices; to 4 PAUSE; to 5 Data Collection Methods in S-STTEP Research; to 5 PAUSE; to 6 Data Analysis and Interpretation in S-STTEP Research; to 7 Developing Value for S-STTEP Research by Establishing Trustworthiness and Being Trustworthy; to 7 PAUSE
    Description / Table of Contents: to 8 Pragmatic and Theoretic Conclusions for Conducting S-STTEP Researchto 8 PAUSE; References; Appendix A: Castle Conference Proceedings Readings for In-Of-For Practice Activity; Appendix B: Working with Institutional Review Boards (IRBs); Appendix C: Glossary of Some Terms; Author Index; Subject Index
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9512-2
    URL: Volltext  (lizenzpflichtig)
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