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  • MPI Ethno. Forsch.  (18)
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  • Book  (156)
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  • 1
    Online Resource
    Online Resource
    Focus on the wonder years : challenges facing the American middle school (2004)
    Santa Monica, CA : Rand
    Details
    ISBN: 9780833033901 , 0833036157 , 9781282451360 , 1282451367 , 9780833036155 , 0833033905
    Language: English
    Pages: 1 Online-Ressource (xxiv, 155 pages)
    Edition: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    Parallel Title: Print version Focus on the wonder years
    DDC: 373.236
    RVK:
    DV 2850
    RVK:
    DK 4002
    Keywords: Middle schools ; Middle school education ; Middle schools ; Middle school education ; EDUCATION ; Secondary ; EDUCATION ; Educational Policy & Reform ; General ; Middle school education ; Middle schools ; Middle school ; Education ; Social Sciences ; Theory & Practice of Education ; USA ; United States ; Electronic books ; Electronic books
    Abstract: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home
    Abstract: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home
    Note: "Prepared for the Edna McConnell Clark Foundation , "RAND Education , Errata slip included , Includes bibliographical references (pages 137-155) , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Innovative approaches to teaching technical communication (2004)
    Logan : Utah State University Press
    Details
    ISBN: 9780874215748 , 0874214920 , 9781283267144 , 1283267144 , 9780874214925 , 0874215749
    Language: English
    Pages: 1 Online-Ressource (360 pages)
    Edition: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    Parallel Title: Print version Innovative approaches to teaching technical communication
    RVK:
    DP 5400
    Keywords: Communication of technical information Study and teaching ; Communication of technical information ; TECHNOLOGY & ENGINEERING ; General ; LANGUAGE ARTS & DISCIPLINES ; Communication Studies ; Communication of technical information ; Study and teaching ; Aufsatzsammlung ; Technikunterricht ; Electronic book
    Abstract: 1. The status of service in learning -- 2. Breaking viewing habits: using a self-conscious, participatory approach in the ITV classroom -- 3. Bilingual professional writing: an option for success -- 4. Examining discipline-specific instruction in technical communication -- 5. Technical writing, service learning, and a rearticulation of research, teaching, and service -- 6. Note toward a "reflective instrumentalism": a collaborative look at curricular revision in Clemson University's MAPC program -- 7. Story time: teaching technical communication as a narrative way of knowing -- 8. Hypermediating the resume -- 9. Using role-plays to teach technical communication -- 10. Who are the users: media representations as audience-analysis teaching tools -- 11. What's up, Doc? approaching medicine as a cultural institution in the technical communication classroom by studying the discourses of standard and alternative cancer treatments -- 12. Learning with students: technology autobiographies in the classroom -- 13. A pedagogical framework for faculty-student research and public service in technical communication -- 14. At the nexus of theory and practice: guided, critical reflection for learning beyond the classroom in technical communication -- 15. (Re)connecting theory and practice: academics collaborating with workplace professionals-the NIU/Chicaol Chapter STC Institute for Professional Development -- 16. Making connections in secondary education: document exchange between technical writing classes and high school English classes -- 17. Ongoing research and responsive curricula in the two-year college -- 18. Extreme pedagogies: teaching in partnership, teaching at a distance
    Abstract: 1. The status of service in learning -- 2. Breaking viewing habits: using a self-conscious, participatory approach in the ITV classroom -- 3. Bilingual professional writing: an option for success -- 4. Examining discipline-specific instruction in technical communication -- 5. Technical writing, service learning, and a rearticulation of research, teaching, and service -- 6. Note toward a "reflective instrumentalism": a collaborative look at curricular revision in Clemson University's MAPC program -- 7. Story time: teaching technical communication as a narrative way of knowing -- 8. Hypermediating the resume -- 9. Using role-plays to teach technical communication -- 10. Who are the users: media representations as audience-analysis teaching tools -- 11. What's up, Doc? approaching medicine as a cultural institution in the technical communication classroom by studying the discourses of standard and alternative cancer treatments -- 12. Learning with students: technology autobiographies in the classroom -- 13. A pedagogical framework for faculty-student research and public service in technical communication -- 14. At the nexus of theory and practice: guided, critical reflection for learning beyond the classroom in technical communication -- 15. (Re)connecting theory and practice: academics collaborating with workplace professionals-the NIU/Chicaol Chapter STC Institute for Professional Development -- 16. Making connections in secondary education: document exchange between technical writing classes and high school English classes -- 17. Ongoing research and responsive curricula in the two-year college -- 18. Extreme pedagogies: teaching in partnership, teaching at a distance
    Abstract: Innovative Approaches to Teaching Technical Communication offers a variety of activities, projects, and approaches to energize pedagogy in technical communication and to provide a constructive critique of current practice. A practical collection, the approaches recommended here are readily adaptable to a range of technological and institutional contexts, as well as being theoretically grounded and pedagogically sound
    Note: Includes bibliographical references (pages 336-351) and index , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
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  • 3
    Online Resource
    Online Resource
    Professional Learning: Gaps and Transitions on the Way from Novice to Expert (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402020940
    Language: English
    Pages: 1 Online-Ressource(XXIV, 308 p.)
    Edition: 1st ed. 2004.
    Series Statement: Innovation and Change in Professional Education 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    CX 3000
    RVK:
    DW 1000
    Keywords: Learning. ; Instruction. ; Education. ; Learning, Psychology of. ; Education ; Aufsatzsammlung ; Professionalisierung
    Abstract: On the Long Way from Novice to Expert and How Travelling Changes the Traveller -- The Role of Experience in Professional Training and Development of Psychological Counsellors -- The Case of Plant Identification in Biology: When Is a Rose a Rose? -- Overcoming Problems of Knowledge Application and Transfer -- Does Practice Make Perfect? -- Fostering Managerial Problem-Solving -- From Theory to Practice in Medical Education -- Embedding and Immersion As Key Strategies in Learning to Teach -- Teaching Expertise -- Professional Learning: Deliberate Attempts at Developing Expertise -- Learning Professionals: Towards an Integrated Model -- From Individual Cognition to Communities of Practice -- Competence-Supporting Working Conditions -- Network Ties, Cognitive Centrality, and Team Interaction Within a Telecommunication Company.
    Abstract: About the Book Series The idea for the Book Series “Innovation and Change in Professional Education” (ICPE) was born in 1996. While working on another publication in this area, we noticed that professional educators faced similar problems without even knowing from each other. It was this observation that resulted in examining the possibilities for a new publication platform about professional education with input from different professions. We wanted to develop a publication source that would bring together educators and researchers to exchange ideas and knowledge about theory, research and professional practice. But we were not only striving for a book series informing readers about important themes in the professions. A second goal was to focus on processes of change and innovation. We were heavily involved in innovations going on in our institutions, and were convinced that a better understanding was needed in a wide range of issues critically important to the future of professional education. It was our belief that scholarly publications about innovation processes may support fundamental change in professional education. ICPE reflects our view that professional education deserves such a publication platform. It aims to approach critical questions of educational innovations, and to examine dynamics of educational change in various professional domains in the context of innovation processes. The books will include contributions from frontline practitioners, leading researchers, or distinguished scholars in professional education, delivering reports of empirical or theoretical research, reviews, interpretations of evaluation studies, or descriptions of innovative approaches.
    Description / Table of Contents: ""Contents""
    Note: Includes bibliographical references and index
    DOI: 10.1007/1-4020-2094-5
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  • 4
    Online Resource
    Online Resource
    Optimising New Modes of Assessment: In Search of Qualities and Standards (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306481253
    Language: English
    Pages: 1 Online-Ressource(XII, 299 p.)
    Edition: 1st ed. 2003.
    Series Statement: Innovation and Change in Professional Education 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DO 1250
    Keywords: Assessment. ; Science education. ; Learning. ; Instruction. ; Education. ; Educational tests and measurements. ; Science—Study and teaching. ; Learning, Psychology of. ; Education ; Science Study and teaching ; Educational tests and measurements ; Aufsatzsammlung ; Schulleistungsmessung
    Abstract: The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment -- New Insights Into Learning and Teaching and Their Implications for Assessment -- Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects -- Self and Peer Assessment in School and University: Reliability, Validity and Utility -- A Framework for Project-Based Assessment in Science Education -- Evaluating the Over All Test: Looking for Multiple Validity Measures -- Assessment for Learning: Reconsidering Portfolios and Research Evidence -- Students’ Perceptions about New Modes of Assessment in Higher Education: A Review -- Assessment of Students’ Feelings of Autonomy, Competence, and Social Relatedness: A New Approach to Measuring the Quality of the Learning Process through Self- and Peer Assessment -- Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method -- Assessment and Technology.
    Abstract: French novelist Marcel Proust instructs us that, “a voyage of discovery consists, not of seeking new landscapes, but of seeing through new eyes.” Nowhere in the practice of education do we need to see through new eyes than in the domain of assessment. We have been trapped by our collective experiences to see a limited array of things to be assessed, a very few ways of assessing them, limited strategies for communicating results and inflexible roles of players in the assessment drama. This edited book of readings jolts us out of traditional habits of mind about assessment. An international team of innovative thinkers relies on the best current research on learning and cognition, to describe how to use assessment to promote, not merely check for, student learning. In effect, they explore a new vision of assessment for the new millennium. The authors address the rapidly expanding array of achievement targets students must hit, the increasingly productive variety of assessment methods available to educators, innovative ways of collecting and communicating evidence of learning, and a fundamental redefinition of both students’ and teachers’ roles in the assessment process.
    Description / Table of Contents: ""Contents""; ""Contributors""; ""Acknowledgements""; ""Preface""; ""The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment""; ""New Insights Into Learning and Teaching and Their Implications for Assessment""; ""Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects""; ""Self and Peer Assessment in School and University: Reliability, Validity and Utility""; ""A Framework for Project-Based Assessment in Science Education""
    Description / Table of Contents: ""Evaluating the OverAll Test: Looking for Multiple Validity Measures""""Assessment for Learning: Reconsidering Portfolios and Research Evidence""; ""Students� Perceptions about New Modes of Assessment in Higher Education: a Review""; ""Assessment of Students� Feelings of Autonomy, Competence, and Social Relatedness: A New Approach to Measuring the Quality of the Learning Process through Self- and Peer Assessment""; ""Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method""; ""Assessment and Technology""; ""Index""
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48125-1
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  • 5
    Online Resource
    Online Resource
    Shaping Flexibility in Vocational Education and Training : Institutional, Curricular and Professional Conditions (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306481574
    Language: English
    Pages: 1 Online-Ressource(XXII, 274 p.)
    Edition: 1st ed. 2003.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DL 2000
    Keywords: Economic growth. ; Professional education. ; Vocational education. ; International education . ; Comparative education. ; Educational sociology. ; Economic development. ; Comparative Education ; Education ; Endogenous growth (Economics) ; Berufsbildung ; Flexibilität ; Aufsatzsammlung
    Abstract: Shaping conditions for a flexible VET -- Institutional And Organisational Aspects Of Flexibility -- Vocational education and training in transition: From Fordism to a learning economy -- Learning organisations for VET -- Perspectives on institutional and organisational flexibility in VET -- Educational Tools and Resources for Flexibility -- Institutional responses to a flexible unified system -- Demand and supply of qualifications: systems’ change towards flexibility -- Developments in vocational education in Ireland -- From a unified to a flexible vocational system: the Hungarian transition case -- Design and effects of a flexible VET system: a case study in Dutch agricultural education -- Valuing learning outcomes acquired in non-formal settings -- Resources for flexibility: critical comments -- Professional Conditions -- Professionalism as a path for the reform of VET systems -- Transforming VET policies and professionalism: a view from Finland -- HRD as a professional career? Perspectives from Finland, The Netherlands, and the United Kingdom -- Challenges of supporting learning of newly qualified professionals in health care -- The practices of a new VET profession.
    Abstract: Flexibility seems to be the core concept of economic and educational change in our time. The promise of solutions to many problems at the individual, institutional, and national level evokes as much controversy as acclaim. This might be related to the different perspectives of actors and researchers involved in problem-solving in Vocational Education and Training (VET), where, on the one hand, solutions should be sought in key qualifications and transferability, in changing teaching and learning processes, while, on the other, political, institutional, organisational, and professional conditions are seen as the key interventions to build a responsive workforce on the basis of a re-engineered VET system. Consequently, flexibility in connection with vocational education and training and the labour market has several divergent connotations.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48157-X
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  • 6
    Online Resource
    Online Resource
    Inclusion, Participation and Democracy: What is the Purpose? (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480782
    Language: English
    Pages: 1 Online-Ressource(X, 233 p.)
    Edition: 1st ed. 2003.
    Series Statement: Inclusive Education: Cross Cultural Perspectives 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DT 1550
    Keywords: Education. ; Education ; Education Philosophy ; Internationaler Vergleich ; Aufsatzsammlung ; Integrative Erziehung
    Abstract: Beyond Schooling -- Including Ourselves: Teaching, Trust, Identity and Community -- ‘They Believe that They Participate ... but’: Democracy and Inclusion in Norwegian Schools -- Participation and Democracy: What’s Inclusion Got to do with it? -- Why does Education for all Have to be Inclusive Education? -- Challenging Understanding -- The Social Construction of Adulthood with a Difference in Iceland -- Inclusion and Problem Groups: The Story of Adhd -- Working Past Pity: What We Make of Disability in Schools -- An Outsider’s Perspective on the Reality of Educational Inclusion Within Former Yugoslavia -- Pressing for Change -- Understanding the Changing Role of English Local Education Authorities in Promoting Inclusion -- Daring to Think Otherwise? Educational Policymaking in the New Scottish Parliament -- ‘Race’ and the Discourse on ‘Inclusion’ -- Teacher Education, Government and Inclusive Schooling: The Politics of the Faustian Waltz -- Concluding Remarks.
    Abstract: The question of inclusive education is one which many societies are attempting to address. It is a fundamentally serious and complex issue raising challenges that cover conceptual, organizational, pedagogical, curricular and socio-economic concerns and questions. In this edited collection of papers the reader is confronted with these challenges through, on the one hand, a critical informative analysis of some of the key existing ideas and, on the other, a series of alternative insights and questions requiring further exploration and debate. Adding to the overall qu- ity of the book is the much needed cross-cultural dimension in terms of insights, knowledge, understanding and difficult questions. This is an important book in which new research and interpretations are reported on and discussed. Overall, the papers provide a serious critique of such factors as: the limitations of existing definitions of inclusive education; the narrowness of the focus within which inclusive issues are too often presented; the negative impacts of marketisation, performativity and the standards agenda on the realisation of inclusive values and practice and the constraints of significant socio-economic inequalities and disadvantages within and between communities and schools. These raise serious questions concerning the extent to which schools can make a positive difference in the lives of many pupils.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48078-6
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  • 7
    Online Resource
    Online Resource
    Implementing European Union Education and Training Policy : A Comparative Study of Issues in Four Member States (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480775
    Language: English
    Pages: 1 Online-Ressource(X, 332 p.)
    Edition: 1st ed. 2003.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DI 1000
    Keywords: Higher education. ; Political science. ; Education. ; Education, Higher. ; Education ; Political Science ; Aufsatzsammlung ; Europäische Union ; Bildungssystem ; Internationaler Vergleich ; Europäische Union ; Bildungspolitik ; Standardisierung
    Abstract: The European Union and Education and Training: An Overview of Policies and Initiatives -- Educating Europe: An Analysis of EU Educational Policies -- Interpreting EU Education and Training Policy: Thoughts from the English Perspective -- Tensions Between the European and the Nordic Dimension in Education, with Particular Reference to Sweden -- A Comparative Study of the European Dimension in Education in England, Scotland and Wales -- The European Dimension in the National Curriculum for England -- European Policies and Transition Processes: The Influence of EU Training Programmes in Eastern Germany -- The Impact of EU Education and Training Policies in Sweden -- Eu Programmes in Education and Training: Development and Implementation in Germany, Sweden and the United Kingdom -- Standardisation and Differentiation in the Levels of Diplomas in Higher Education Systems in Europe -- Higher Education Student Mobility and the Interpretation of European Union Educational Policies in France.
    Abstract: The papers which make up this volume have for the most part emerged from the work of a team of young researchers based for varying periods at the Department of Educational Studies of the University of Oxford as part of an international network funded by the European Union. The network, known as PRESTiGE (Problems of Educational Standardisation and Transition in a Global Environment), involves teams at six European universities, each of which can only employ young researchers from Member States other than that in which it is situated. The Oxford part of PRESTiGE has been concerned with the interpretation, transmission and implementation of European Union education and training policy in four Member States: France, Germany, Sweden and the United Kingdom. As the leader of the Oxford team I had the good fortune to work with young researchers from Denmark, Germany, Greece, Sweden and Portugal. Their work is included here. So too are contributions from Jake Murdoch (a member of the Dijon team, based at the Université de Bourgogne) and Professor António Nóvoa, the leader of the Lisbon team. Together the papers (which we have allowed to overlap to some extent, so that each one can be read independently) represent a genuinely international collaborative effort to understand the intentions and the effects of EU education and training policy, and we hope that they will contribute to further discussion of the important issues that those with an interest in European co-operation and development will wish to pursue.
    Note: Includes bibliographical references
    DOI: 10.1007/0-306-48077-8
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  • 8
    Online Resource
    Online Resource
    The Ethical Dimensions of School Leadership (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306482038
    Language: English
    Pages: 1 Online-Ressource(XX, 238 p.)
    Edition: 1st ed. 2003.
    Series Statement: Studies in Educational Leadership 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DK 1042
    Keywords: Education. ; School management and organization. ; School administration. ; Education ; Aufsatzsammlung ; Schulleitung ; Professionalität
    Abstract: In Pursuit of Authentic School Leadership Practices -- Democratic Leadership Theory in Late Modernity: An Oxymoron or Ironic Possibility? -- Persistent Difficulties with Values in Educational Administration: Mapping the Terrain -- Reflective Practice: Picturing Ourselves -- Community, Coherence, and Inclusiveness -- Deconstructing Communities: Educational Leaders and Their Ethical Decision-Making Processes -- Let Right be Done: Trying to Put Ethical Standards into Practice -- Valuing Schools as Professional Communities: Assessing the Collaborative Prescription -- Developing Cross-Cultural Perspectives on Education and Community -- School Organizational Values: The Driving Force for Effectiveness and Change -- The Relationship of Gender and Context to Leadership in Australian Schools -- School Leadership as a Democratic Arena -- Conclusion: Tomorrow, and Tomorrow, and Tomorrow: A Post-Postmodern Purview.
    Abstract: Among the many significant features of this volume is the dedication to the late Don Willower, Professor of Education at Pennsylvania State University. It is significant in light of Willower’s long record of major contributions to the empirical literature in Educational Administration and his mentorship of many students steeped in the tradition of the so-called science of administration. These include scholars like Wayne Hoy and Peter Cistone who readily acknowledge their personal and intellectual debt to Willower. How is it, then, that Willower, a colleague of the giants of Educational Administration in the 60s and 70s, people such as Dan Griffiths, Jack Culbertson, and Roald Campbell, to name just a few, came to associate himself with this relatively upstart group of academics and practitioners interested in values, of all things? As an inheritor of the mantle thrown down by Getzels and Guba all those years ago, it might seem strange to see Willower consorting with people who argue about the distinction between fact and value. It is true, of course, that Willower majored in philosophy at the State University of New York at Buffalo as an undergraduate. So the language and the ways of thinking among many of those interested in values and ethics were not all that foreign to him. He could certainly hold his own in debate with his friend, Chris Hodgkinson, the foremost philosopher of Educational Administration in the field today, and a contributor to this volume.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48203-7
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  • 9
    Online Resource
    Online Resource
    Agents of change : virtuality, gender, and the challenge to the traditional university (2003)
    Opladen : Leske + Budrich
    Details
    ISBN: 9783322913548
    Language: English
    Pages: 1 Online-Ressource (224 Seiten)
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Schriftenreihe der Internationalen Frauenuniversität »Technik und Kultur« Band 9
    Parallel Title: Erscheint auch als Agents of change
    RVK:
    AK 12600
    RVK:
    MS 3200
    RVK:
    DM 1000
    Keywords: Social sciences ; Women in higher education ; Distance education Computer-assisted instruction ; Education Effect of technological innovations on ; Sociology. ; Aufsatzsammlung ; Internationale Frauenuniversität Technik und Kultur Hannover 2000 ; Virtuelle Hochschule ; Projekt
    Abstract: One of the major driving forces behind the international Women´s University was the interest in changing the traditional university. In its pursuit of this goal, the projekt vifu (the Virtual International University) combined the overall focus on gender with a conceptual stress on virtuality as a potential inroad to transform and innovate the established academic system. This collection presents results and critical evaluations of the vifu as a feminist project designed in flavor of change. In addition to this, the volume presents and discusses projects which theoretically and practically integrate the new ICTs into their departure to new horizons in higher education and research and at the same practice a particular sensitivity towards gender as a social category. The authors of this anthology share the perspective on the category of gender and ICT-related developments summed up by "virtuality" as potential tools for transforming traditional academia. While change is not considered as a quality per se, each contribution makes its case for specific kinds of "making new". In doing so, they also seek answers to the questions of a democratic and socially responsible knowledge production and distribution in the 21 st century
    Note: Literaturangaben
    DOI: 10.1007/978-3-322-91354-8
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  • 10
    Online Resource
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    Making sense of test-based accountability in education (2002)
    Santa Monica, CA : Rand
    Details
    ISBN: 0833031619
    Language: English
    Pages: 1 Online-Ressource (xxi, 168 Seiten)
    Parallel Title: Erscheint auch als Making sense of test-based accountability in education
    DDC: 371.26/4
    RVK:
    DO 1252
    Keywords: Educational tests and measurements ; Educational accountability ; Educational tests and measurements ; Educational accountability ; Electronic books ; EDUCATION ; Evaluation ; STUDY AIDS ; Tests ; EDUCATION ; Testing & Measurement ; EDUCATION ; Educational Policy & Reform ; General ; Educational accountability ; Educational tests and measurements ; Education ; Social Sciences ; Theory & Practice of Education ; United States ; Electronic books ; USA ; Bildungspolitik
    Abstract: Test-based accountability systems that attach high stakes to standardized test results in the form of rewards and sanctions have raised a number of issues for those responsible for educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? What kinds of educational tradeoffs do these testing policies introduce? This book was written in response to school policymaking's growing emphasis on high-stakes testing. It addresses several key areas, including how the tests are used within these systems, how to evaluate the technical quality and trustworthiness of the tests, how test-based accountability affects the practices of teachers and schools, and what effect political considerations have on the policy debate. The authors also provide some recommendations for developing more-effective test-based accountability systems
    Note: Literaturverzeichnis: Seite 149-168
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  • 11
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    Fabricating Europe : The Formation of an Education Space (2002)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306475610
    Language: English
    Pages: 1 Online-Ressource(VI, 164 p.)
    Edition: 1st ed. 2002.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Druckausg. Fabricating Europe
    RVK:
    DV 3000
    Keywords: Political science. ; International education . ; Comparative education. ; Social sciences. ; History. ; Comparative Education ; History ; Political Science ; Social sciences ; Aufsatzsammlung ; Europa ; Pädagogik
    Abstract: Imagining Space -- Education and the European Space of Flows -- Notes towards the Definition of a European Educational Space -- Locating European Identity in Education -- Foreword -- Globalizing Space -- Reterritorializing Educational Import -- Returning to Europe -- Quality Education and Training for Tomorrow’s Europe -- Ways of Thinking about Education in Europe -- Coda: Europe, Social Space and the Politics of Knowledge -- Borderless Education.
    Abstract: Fabricating Europe has within it a core idea, a crucial but imprecise idea, that of a European educational space, which transnational governance, networks and cultural and economic projects are creating now. Yet, the perceptible creation of this contemporary space of European policy making and networking has not been a subject of study. It appears offstage in studies of national systems in which national and professional identity; political organization; policy formation and public/private markets are all viewed as contained within the borders of the state. Fabricating Europe is concerned with the new possibilities to be discerned and imagined in the European public and institutional spaces and discourses in education and the lack of impetus within the broad area of educational studies to meet the task of creating analyses and responses.
    Note: Includes index
    DOI: 10.1007/0-306-47561-8
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  • 12
    Online Resource
    Online Resource
    Integrated and Holistic Perspectives on Learning, Instruction and Technology : Understanding Complexity (2002)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306475849
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer-11648
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DP 1060
    Keywords: Education ; Learning. ; Instruction. ; Learning, Psychology of. ; Lernen ; Unterrichtstechnologie ; Multimedia ; Lernumwelt ; Aufsatzsammlung
    Abstract: Instructional Foundations for Life-long Learning and Understanding Complex Domains -- Environments for Lifelong Learning -- Knowledge Management for School-based Educators -- Reflections on Developing A Web-based Teaching with Technology Course -- Static and Dynamic Environments -- Building Theory Into Practice in Learning and Instruction -- Leveraging Technology in the Service of Life-long Learning -- Integrating Technology and Knowledge Construction in Rich Learning Environments -- Integrating Constructivism and Learning Technologies -- Mental Models & Instructional Planning -- Reality, Models and Complex Teaching Learning Environments -- Building Versus Using Simulations -- Research-based Principles for Multimedia Presentation -- Epistemology, Psychology of Learning and Instructional Design.
    Abstract: One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.
    DOI: 10.1007/0-306-47584-7
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  • 13
    Online Resource
    Online Resource
    The world's youth : adolescence in eight regions of the globe (2002)
    Cambridge [u.a.] : Cambridge Univ. Press
    Details
    ISBN: 9780511042027 (Sekundärausgabe) , 0511042027 (Sekundärausgabe)
    Language: English
    Pages: XI, 369 S.
    Edition: Online-Ausg. 2004 Online-Ressource ISBN 9780511042027
    Edition: ISBN 0511042027 electronic bk.
    Edition: [Online-Ausg.]
    DDC: 305.235
    RVK:
    MS 2150
    RVK:
    DU 3000
    Keywords: Electronic books. ; Electronic books. ; Electronic books Cross-cultural studies ; Aufsatzsammlung
    Note: The kaleidoscope of adolescence: experiences of the world's youth at the beginning of the 21st century / B. Bradford BrownandReed W. Larson. - Demographic trends affecting youth around the world / Elizabeth FussellandMargaret E. Greene. - Adolescence in sub-Saharan Africa: an image constructed from Africa's triple inheritance / A. Bame Nsamenang. - Adolescence in India: street urchins or Silicon Valley millionaires? / Suman Vermaand; T.S. Saraswathi. - Adolescence in China and Japan: adapting to a changing environment / Harold W. Stevenson and Akane Zusho. - Youth in Southeast Asia: living within the continuity of tradition and the turbulence of change / Madelene Santa Maria. - Arab adolescents facing the future: enduring ideals and pressures to change / Marilyn Booth. - Adolescents in Russia: surviving the turmoil and creating a brighter future / Anna Stetsenko. - Adolescence in Latin America: facing the future with skepticism / Carlos Welti. - Adolescents in Western countries in the 21st century: vast opportunities, for all? / Jeffrey Jensen Arnett. - Adolescence in global perspective: an agenda for social policy / T.S. Saraswathi and Reed W. Larson. , Online-Ausg.:
    URL: http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=112621
    URL: Inhaltsbeschreibung der Sammlung und Zugangshinweise
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: https://doi.org/10.1017/CBO9780511613814
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  • 14
    Online Resource
    Online Resource
    Responding to Student Expectations (2002)
    Paris : OECD Publishing
    Details
    ISBN: 9789264176225
    Language: English
    Pages: Online-Ressource (152 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Répondre aux attentes des étudiants
    DDC: 370
    RVK:
    DM 2009
    Keywords: Education ; Aufsatzsammlung ; Student ; Erwartung ; Universität
    Abstract: Today’s university students are drawn from a highly diverse set of backgrounds. Students appear in various guises as citizens, consumers, and clients. They are fitting university study around increasingly busy lives, often alongside paid employment. In many countries students are paying more for their university education, and expect high levels of standards and service. Universities are institutions with multiple roles, and must balance the needs and demands of their students with the expectations placed upon them by government, industry and the wider community. Such a balance must be struck in the face of increasing pressure on university budgets. Effective action to meet student expectations therefore poses major management challenges for universities. This volume arises from two seminars, held in Brisbane and Paris respectively, to examine some of the key issues facing universities as they confront these challenges. It offers perspectives and experience drawn from contributors from Australia, Europe and Canada, including the views of student leaders.
    DOI: 10.1787/9789264176225-en
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  • 15
    Online Resource
    Online Resource
    Der russische Interdiskurs und seine Entwicklung : eine kultur- und diskurstheoretische Analyse am Material von Schulbüchern (1986 - 1991 und 1993 - 1997) (2001)
    München : Sagner
    Details
    ISBN: 3876907802
    Language: German
    Pages: 621 S. , graph. Darst.
    Edition: Online-Ausg. München Bayerische Staatsbibliothek 2010 Online-Ressource Volltext // 2010 digitalisiert von: Bayerische Staatsbibliothek, München. Exemplar der Bayerischen Staatsbibliothek mit der Signatur: PVA 2001.930
    Edition: Online-Ausg. München : Bayerische Staatsbibliothek, 2010. Online-Ressource. Volltext // 2010 digitalisiert von: Bayerische Staatsbibliothek, München. Exemplar der Bayerischen Staatsbibliothek mit der Signatur: PVA 2001.930
    Series Statement: Slavistische Beiträge 401
    Parallel Title: Druckausg. Notarp, Ulrike, 1966 - Der russische Interdiskurs und seine Entwicklung
    Parallel Title: Druckausg. Der Russische Interdiskurs und seine Entwicklung
    Dissertation note: Zugl.: Bochum, Univ., Diss., 1999
    DDC: 069
    RVK:
    DV 2715
    RVK:
    KK 1020
    Keywords: Geschichte 1986-1991 ; Geschichte 1986-1997 ; Geschichte 1993-1997 ; Discourse analysis ; Russisch ; Schoolboeken ; Erziehung ; Gesellschaft ; Politik ; Communication in education ; Russia (Federation) ; Communication in education ; Soviet Union ; Education ; Political aspects ; Russia (Federation) ; Education ; Political aspects ; Soviet Union ; Language and culture ; Russia (Federation) ; Language and culture ; Soviet Union ; Nationalism and education ; Russia (Federation) ; Nationalism and education ; Soviet Union ; Russian language ; Social aspects ; Socialism and education ; Russia (Federation) ; Socialism and education ; Soviet Union ; Textbook bias ; Russia (Federation) ; Textbook bias ; Soviet Union ; Textbooks ; Russia (Federation) ; Textbooks ; Soviet Union ; Diskursanalyse ; Kommunikation ; Kultur ; Schulbuch ; Sowjetunion ; Russland ; Sowjetunion ; Hochschulschrift ; Sowjetunion ; Schulbuch ; Kultur ; Kommunikation ; Russland ; Geschichte 1986-1997 ; Sowjetunion ; Schulbuch ; Kultur ; Geschichte 1986-1997 ; Russland ; Schulbuch ; Kultur ; Geschichte 1986-1997 ; Sowjetunion ; Schulbuch ; Kultur ; Kommunikation ; Geschichte 1986-1991 ; Russland ; Schulbuch ; Kultur ; Kommunikation ; Geschichte 1993-1997 ; Russland ; Schulbuch ; Geschichte 1993-1997 ; Diskursanalyse ; Sowjetunion ; Schulbuch ; Geschichte 1986-1991 ; Diskursanalyse
    Note: Online-Ausg. München : Bayerische Staatsbibliothek, 2010. Online-Ressource. Volltext // 2010 digitalisiert von: Bayerische Staatsbibliothek, München. Exemplar der Bayerischen Staatsbibliothek mit der Signatur: PVA 2001.930 , Volltext // 2010 digitalisiert von: Bayerische Staatsbibliothek, München. Exemplar der Bayerischen Staatsbibliothek mit der Signatur: PVA 2001.930
    URN: urn:nbn:de:bvb:12-bsb00051944-0
    URL: kostenfrei
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  • 16
    Online Resource
    Online Resource
    Learning to change: ICT in schools (2001)
    Paris : OECD Publishing
    Details
    ISBN: 9264195718
    Language: English
    Pages: Online-Ressource
    Series Statement: Schooling for Tomorrow
    Series Statement: Schooling for tomorrow
    Parallel Title: Druckausg. u.d.T. Learning to change; ICT in schools
    Parallel Title: Franz. Ausg. u.d.T. ;Les nouvelles technologies à l'école
    Parallel Title: Parallelausg. Les nouvelles technologies à l'école : Apprendre à changer
    Parallel Title: Parallelausg. Los Desafíos de las Tecnologías de la Información y las Comunicaciones en la Educación
    RVK:
    DP 2600
    Keywords: Aufsatzsammlung ; Schule ; Informationstechnik
    DOI: 10.1787/9789264195714-en
    URL: Volltext
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  • 17
    Online Resource
    Online Resource
    Evaluation Models : Viewpoints on Educational and Human Services Evaluation (2000)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306475597
    Language: English
    Pages: 1 Online-Ressource(X, 509 p.)
    Edition: Second Edition
    Series Statement: Evaluation in Education and Human Services 49
    Series Statement: Springer eBook Collection
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DF 2600
    Keywords: Assessment. ; Teaching. ; Educational tests and measurements. ; Teachers—Training of. ; Education ; Teachers Training of ; Educational tests and measurements ; Aufsatzsammlung ; Pädagogik ; Evaluation
    Abstract: Program Evaluation: An Introduction -- Program Evaluation: A Historical Overview -- Models, Metaphors, and Definitions in Evaluation -- Foundational Models for 21st Century Program Evaluation -- Questions/Methods-Oriented Evaluation Models -- A Rationale for Program Evaluation -- Outcome Evaluation -- The Role of Testing in Evaluations -- The Discrepancy Evaluation Model -- The Role of Field Trials in Evaluating School Practices: A Rare Design -- Cost Analysis for Improved Educational Policymaking and Evaluation -- The Clarification Hearing: A Personal View of the Process -- Case Study Evaluations: A Decade of Progress? -- Educational Criticism as a form of Qualitative Inquiry -- Program Theory: Not Whether Programs Work but How They Work -- Improvement/Accountability-Oriented Evaluation Models -- Course Improvement through Evaluation -- Evaluation Ideologies -- The CIPP Model for Evaluation -- Accountability: Implications for State and Local Policymakers -- Social Agenda-Directed (Advocacy) Models -- Program Evaluation, Particularly Responsive Evaluation -- Epistemological and Methodological Bases of Naturalistic Inquiry -- Developing Discourses on Evaluation -- Steps of Empowerment Evaluation: From California to Cape Town -- Deliberative Democratic Evaluation in Practice -- Overarching Matters -- Utilization-focused Evaluation -- Professional Standards and Principles for Evaluations -- The Methodology of Metaevaluation.
    Abstract: Evaluation Models is an up-to-date revision of the classic text first published in 1983. Organized in three sections, the first includes a historical perspective on the growth of evaluation theory and practice and two comparative analyses of the various alternative perspectives on evaluation. The second section includes articles representing the major schools of thought about evaluation written by the leaders who have developed these schools and models. The final section describes and discusses the Standards for Program Evaluation and the reformation of program evaluation.
    Note: Includes bibliographical references (p. [473]-496) and index
    DOI: 10.1007/0-306-47559-6
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  • 18
    Online Resource
    Online Resource
    Improving student achievement : what state NAEP test scores tell us (2000)
    Santa Monica, Calif : Rand
    Details
    ISBN: 9780833043276 , 0833043277 , 9780833025616 , 058538391X , 9781282451490 , 1282451499 , 9780585383910 , 0833025619
    Language: English
    Pages: 1 Online-Ressource (xl, 271 pages)
    Edition: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    Parallel Title: Print version Improving student achievement
    RVK:
    DK 1022
    Keywords: School improvement programs Government policy ; States ; Academic achievement Government policy ; States ; Academic achievement States ; Evaluation ; Educational tests and measurements Statistics States ; School improvement programs ; Academic achievement ; Academic achievement ; Educational tests and measurements ; EDUCATION ; Evaluation ; STUDY AIDS ; Tests ; EDUCATION ; Testing & Measurement ; Educational tests and measurements ; U.S. states ; Leistungssteigerung ; Schulleistung ; Schulpolitik ; Theory & Practice of Education ; Education ; Social Sciences ; USA ; United States ; Statistics ; Electronic books ; Electronic books
    Abstract: Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are the most sensitive to low resource, and additional resources could substantially their scores. Between-state, rather than within-state, differences in resources appear to be the main reason for inequitable resource levels for students of lower socioeconomic status. The conclusion is that significant math gains are occurring across most states that cannot be traced to resource changes, that the rate of gain varies significantly by state, and that reform efforts are the likely cause of these gains. The results certainly challenge the traditional view of public education as "unreformable
    Abstract: Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are the most sensitive to low resource, and additional resources could substantially their scores. Between-state, rather than within-state, differences in resources appear to be the main reason for inequitable resource levels for students of lower socioeconomic status. The conclusion is that significant math gains are occurring across most states that cannot be traced to resource changes, that the rate of gain varies significantly by state, and that reform efforts are the likely cause of these gains. The results certainly challenge the traditional view of public education as "unreformable
    Note: Includes bibliographical references (pages 257-271) , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
    URL: Volltext  (kostenfrei)
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