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  • MPI Ethno. Forsch.  (6)
  • English  (6)
  • Turkish
  • 2010-2014  (5)
  • 1995-1999  (1)
  • 1945-1949
  • OECD  (4)
  • Brooks, David W.  (1)
  • Efklides, Anastasia  (1)
  • Education  (6)
  • Psychology  (6)
  • 1
    Online Resource
    Online Resource
    Innovative Learning Environments (2013)
    Paris : OECD Publishing
    Details
    ISBN: 9789264203488
    Language: English
    Pages: Online-Ressource (219 p.) , ill.
    Series Statement: Educational Research and Innovation
    Parallel Title: Erscheint auch als Innovative learning environments
    RVK:
    CX 3000
    Keywords: Bildungsforschung ; Education ; Lernumwelt ; Bildungsforschung
    Abstract: How to design a powerful learning environment so that learners can thrive in the 21st century? OECD’s Innovative Learning Environments (ILE) is an ambitious international study that responds to this challenging question. The study earlier released the influential publication The Nature of Learning: Using Research to Inspire Practice. This companion volume is based on 40 in-depth case studies of powerful 21st century learning environments that have taken the innovation journey. Innovative Learning Environments presents a wealth of international material and features a new framework for understanding these learning environments, organised into eight chapters. Richly illustrated by the many local examples, it argues that a contemporary learning environment should: Innovate the elements and dynamics of its “pedagogical core”. Become a “formative organisation” through strong design strategies with corresponding learning leadership, evaluation and feedback. Open up to partnerships to grow social and professional capital, and to sustain renewal and dynamism. Promote 21st century effectiveness through the application of the ILE learning principles. In conclusion it offers pointers to how this can be achieved, including the role of technology, networking, and changing organisational cultures. This report will prove to be an invaluable resource for all those interested in schooling. It will be of particular interest to teachers, education leaders, parents, teacher educators, advisors and decision-makers, as well as the research community. “Much has been written about learning environments, and about innovation but nowhere will you find such a deep and cogent portrayal of the key principles as in the OECD's report, Innovative Learning Environments. Learners, pedagogical core, learning environments, partnerships, sustainability - it's all captured in this remarkable volume.” (Michael Fullan, OC, Professor Emeritus, OISE, University of Toronto) “Everyone in education is talking about innovation. What is different here is that the best of what we know about learning is at the centre and is richly illustrated with real cases to answer the question, ‘What will this look like?’” (Helen Timperley, Professor, Faculty of Education, University of Auckland) “From OECD's The Nature of Learning to Innovative Learning Environments, this second ILE volume inspires and guides all who are committed to creating , enacting and sustaining powerful learning. To know that this is possible - that we can and are creating ‘schooling for tomorrow’ today - is the gift of this book.” (Anthony Mackay: Co-Chair, Global Education Leaders Program; Chair, Innovation Unit UK) “What impresses me about this work is the clarity about the links between complex goals, processes and outcomes through a focus on innovative learning environments across the globe. Innovative Learning Environments manages both to bring alive the lived realities of very different people at the same time as distilling principles and key messages." (Philippa Cordingley, Chief Executive, Centre for the Use of Research and Evidence in Education (CUREE), UK) “As societies experience unprecedented and unpredictable change, schools and education systems are at the nexus of hope for the future. OECD’s report Innovative Learning Environments documents how educators in a number of countries are engaging in bold and forward-thinking innovations to renew, re-imagine and re-invent contexts for teaching and learning, and, most importantly, provides inspiration to take the journey.” (Professor Lorna Earl, President 2011-2013, International Congress for School Effectiveness and Improvement)
    DOI: 10.1787/9789264203488-en
    URL: Volltext
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Grade expectations : how marks and education policies shape students' ambitions; programme for International Student Assessment (2012)
    Paris : OECD
    Details
    ISBN: 9789264187504
    Language: English
    Pages: 138 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: PISA
    Parallel Title: Erscheint auch als Grade expectations
    DDC: 378.198
    RVK:
    CX 3500
    RVK:
    DP 5200
    Keywords: Studium ; Studierende ; Bildungspolitik ; Bildungsverhalten ; OECD-Staaten ; Education ; Student ; Leistungsbeurteilung ; Lernmotivation
    Abstract: While enrolment in tertiary education has increased dramatically over the past decades, many university-aged students do not enrol, nor do they expect to earn a university degree. While it is important to promote high expectations for further education, it is equally important to ensure that students’ expectations are well-aligned with their actual abilities. Grade Expectations: How Marks and Education Policies Shape Students' Ambitions reveals some of the factors that influence students’ thinking about further education. The report also suggests what teachers and education policy makers can do to ensure that more students have the skills, as well as the motivation, to succeed in higher education. In 2009, students in 21 PISA-participating countries and economies were asked about their expected educational attainment. An analysis of PISA data finds that students who expect to earn a university degree show significantly better performance in math and reading when compared to students who do not expect to earn such a university degree. However, performance is only one of the factors that determine expectations. On average across most countries and economies, girls and socio-economically advantaged students tend to hold more ambitious expectations than boys and disadvantaged students who perform just as well; and students with higher school marks are more likely to expect to earn a university degree – regardless of what those marks really measure.
    DOI: 10.1787/9789264187528-en
    URL: Volltext
    URL: lizenzpflichtig
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  • 3
    Online Resource
    Online Resource
    Trends and Prospects in Metacognition Research (2010)
    Boston, MA : Springer Science+Business Media, LLC
    Details
    ISBN: 1282982451 , 9781441965462 , 9781282982451
    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
    RVK:
    CP 4000
    Keywords: Education ; Aufsatzsammlung ; Metakognition ; Kognitionswissenschaft ; Forschung
    Abstract: Trends and Prospects in Metacognition presents a collection of chapters dealing principally with independent areas of empirical Metacogition research. These research foci, such as animal metacognition, neuropsychology of metacognition, implicit learning, metacognitive experiences, metamemory, young children's Metacogition, theory of mind, metacognitive knowledge, decision making, and interventions for the enhancement of metacognition, have all emerged as trends in the field of metacognition. Yet, the resulting research has not converged, precluding an integration of concepts and findings. Presenting a new theoretical framework, Trends and Prospects in Metacognition extends the classical definitions offered by Flavell and Nelson to carry the prospect of more integrated work into the future. By opening the possibility to cross the boundaries posed by traditionally independent research areas, this volume provides a foundation for the integration of research paradigms and concepts and builds on the relationship between metacognition and consciousness, while integrating basic with applied research.
    Description / Table of Contents: Trends and Prospectsin Metacognition Research; Contents; Contributors; Chapter 1: Introduction: The Present and the Future in Metacognition; 1 The Contributing Chapters; 2 Convergences and Divergences; 3 Theoretical Integration and Prospects; References; Part I Basic Research in Metacognition; Chapter 2: Metacognition in Nonhumans: Methodological and TheoreticalIssues in Uncertainty Monitoring; Chapter 3: The Metacognitive Role of Familiarity in Artificial Grammar Learning: Transitions from Unconscious to Conscious Knowledge
    Description / Table of Contents: Chapter 4: Fringe Consciousness: A Useful Framework for Clarifying the Nature of Experience-Based Metacognitive FeelingsChapter 5: Further Insight into Cognitive and Metacognitive Processes of the Tip-of-the-Tongue State with an Amnesic Drug as Cognitive Tool; Chapter 6: Prospective Memory Failure and the Metacognitive Experienceof "Blank in the Mind"; Chapter 7: Metamemory in Schizophrenia: Monitoring or Control Deficit?; Chapter 8: The Realism in Children's Metacognitive Judgments of Their Episodic Memory Performance
    Description / Table of Contents: Chapter 9: Cognitive Interruption as an Object of Metacognitive Monitoring: Feeling of Difficulty and SurpriseChapter 10: Tracking On-Line Metacognition: Monitoring and Regulating Comprehension in Reading; Part II Developmental and EducationalImplications of Metacognition; Chapter 11: Metacognition in Young Children: Current Methodological and Theoretical Developments; Chapter 12: Metacognitive Development in Early Childhood: New Questions about Old Assumptions; Chapter 13: Children's Metacognition and Theory of Mind: Bridging the Gap
    Description / Table of Contents: Chapter 14: Self-Confidence and Academic Achievements in Primary-School Children: Their Relationships and Links to Parental Bonds, Intelligence, Age, and GenderChapter 15: Metacognition and Reading Comprehension: Age and Gender Differences; Chapter 16: Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students; Chapter 17: Metacognition and Spelling Performance in College Students; Chapter 18: Computer Use in a Primary School: A Case-Study of Self-Regulated Learning
    Description / Table of Contents: Chapter 19: University Teachers Engaged in CriticalSelf-Regulation: How May They Influence Their Students?Chapter 20: Metacognitive Knowledge of Decision-Making: An Explorative Study; Index
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4419-6546-2
    URL: Volltext  (lizenzpflichtig)
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  • 4
    Online Resource
    Online Resource
    The Unified Learning Model : How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048132157
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The unified learning model
    RVK:
    CP 5100
    RVK:
    CX 3000
    Keywords: Educational psychology ; Education ; Education ; Educational psychology ; Aufsatzsammlung ; Lerntheorie ; Lernpsychologie ; Kognition ; Motivation ; Neurobiologie ; Lehren ; Lerntheorie ; Lernpsychologie ; Kognition ; Motivation ; Neurobiologie ; Lehren
    Abstract: "This cutting-edge synthesis of ideas and concepts from the cognitive, motivation, and neurobiological sciences sets out a unique theory of learning that should be of interest to everyone from education practitioners to neuroscientists. The authors base their Unified Learning Model, or ULM, on three core principles. Firstly, that learning requires working memory allocation (attention). Second, that working memory's capacity for allocation is affected by prior knowledge. And finally, that working memory allocation is directed by motivation. These three principles guide a complete model of learning that synthesizes what is known from research in brain function, cognition, and motivation. This, then, is a book about how humans learn. Its focus is on classroom learning although the principles are, as the name of the book suggests, universal. The text's scope covers learning from pre-school to post-graduate, as well as training in business, industrial and the military. It addresses all learning described by the word ""thought"", as well as anything we might try to teach, or instruct in formal educational settings. The book presents a model of learning that the authors offer as scientists rather than educators. They assert that more than enough is known to sustain a ""scientific"" model of learning. Rather than being a mere review of the literature, this work is a synthesis. Many scholars and teachers will have heard much if not most or even all of the information used to develop the model. What they will not have come across is a model - designed to be both accessible and usable - that puts together the information in just this way."
    Description / Table of Contents: Preface; Contents; 1 The Unified Learning Model; Working Memory; Knowledge; Motivation; Three Principles of Learning; Notes; Part I Developing the Unified Learning Model; 2 Learning; 3 Working Memory; 4 Knowledge; 5 Motivation; 6 How the ULM Fits In; Part II Applying the Unified Learning Model; 7 Classroom Applications Overview; 8 Supporting Motivation; 9 Efficient Instruction; 10 Feedback and Assessment; 11 A Focus on Thinking; 12 Encouraging Self-regulation; 13 Managing the Classroom Environment; 14 Improving as a Teacher; 15 Policy; 16 Frontiers; 17 Epilogue; Index;
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3215-7
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltsverzeichnis
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  • 5
    Online Resource
    Online Resource
    The Nature of Learning : Using Research to Inspire Practice (2010)
    Paris : OECD Publishing
    Details
    ISBN: 9789264086487
    Language: English
    Pages: Online-Ressource (340 p.)
    Series Statement: Educational Research and Innovation
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Comment apprend-on ? ; La recherche au service de la pratique
    Parallel Title: Parallelausg. Comment apprend-on ? : La recherche au service de la pratique
    RVK:
    CP 5000
    RVK:
    CX 3000
    Keywords: Education ; Lernen
    Abstract: What do we know about how people learn? How do young people’s motivations and emotions influence their learning? What does research show to be the benefits of group work, formative assessments, technology applications, or project-based learning and when are they most effective? How is learning affected by family background? These are among the questions addressed for the OECD by leading researchers from North America and Europe. This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles. Among the contributors are Brigid Barron, Monique Boekaerts, Erik de Corte, Linda Darling-Hammond, Kurt Fischer, Andrew Furco, Richard Mayer, Lauren Resnick, Barbara Schneider, Robert Slavin, James Spillane, Elsbeth Stern and Dylan Wiliam. The Nature of Learning: Using Research to Inspire Practice is essential reading for all those interested in knowing what research has to say about how to optimise learning in classrooms, schools and other settings. It aims, first and foremost, to inform practice and educational reform. It will be of particular interest to teachers, education leaders, teacher educators, advisors and decision makers, as well as the research community
    DOI: 10.1787/9789264086487-en
    URL: Volltext
    URL: lizenzpflichtig
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  • 6
    Online Resource
    Online Resource
    Overcoming Failure at School (1998)
    Paris : OECD Publishing
    Details
    ISBN: 9789264163836
    Language: English
    Pages: Online-Ressource (100 p.) , ill.
    Parallel Title: Erscheint auch als
    Parallel Title: Parallelausg. Venir à bout de l'échec scolaire
    Parallel Title: Erscheint auch als Kovacs, Karen Overcoming failure at school
    RVK:
    CX 5000
    RVK:
    CX 4500
    Keywords: Schüler ; Abbrecher ; Bildungsverhalten ; Bildung ; OECD-Staaten ; Education ; Schulversagen ; Therapie
    Abstract: Failure at school: an old problem in a new context? In most OECD countries, there is some reluctance to acknowledge the problem of failure at school. And when the problem is acknowledged, it is not always easy to find effective means for combating it or, even, to agree on indicators of failure that would demonstrate its scale. What are the different manifestations of educational failure today? And what are the policies needed to address them? This book aims to develop a deeper understanding of the nature of failure at school in OECD countries. It restates the problem as it confronts policy-makers today and presents new findings. It proposes a set of national and international indicators of failure and compares various forms of intervention aimed at improving student achievement in Australia, Belgium, Canada, Japan, New Zealand, Spain and the United Kingdom.
    Note: Franz. Ausg. u.d.T.: Venir a bout de l'échec scolaire
    DOI: 10.1787/9789264163836-en
    URL: Volltext
    URL: lizenzpflichtig
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