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  • MPI Ethno. Forsch.  (32)
  • Cham : Springer International Publishing  (13)
  • Paris : OECD  (13)
  • Dordrecht : Springer Science + Business Media B.V
  • Education  (30)
  • Sociology
  • Pädagogik  (30)
  • Psychologie  (4)
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  • 1
    Online-Ressource
    Online-Ressource
    Paris : OECD
    ISBN: 9789264300002
    Sprache: Englisch
    Seiten: 1 Online-Ressource (301 Seiten) , Illustrationen
    Serie: Strong Performers and Successful Reformers in Education
    Serie: Strong performers and successful reformers in education
    Paralleltitel: Erscheint auch als Schleicher, Andreas, 1964 - World class
    Paralleltitel: Erscheint auch als Druck-Ausgabe: Schleicher, Andreas: World class
    DDC: 330
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    Schlagwort(e): Schule ; Schulpolitik ; Welt ; Education ; Schule ; Schulpolitik
    Kurzfassung: In a world where the kind of things that are easy to teach and test have also become easy to digitise and automate, it will be our imagination, our awareness and our sense of responsibility that will enable us to harness the opportunities of the 21st century to shape the world for the better. Tomorrow’s schools will need to help students think for themselves and join others, with empathy, in work and citizenship. They will need to help students develop a strong sense of right and wrong, and sensitivity to the claims that others make. What will it take for schools to be able to do this? Andreas Schleicher, initiator of the OECD Programme for International Student Assessment (PISA) and an international authority on education policy, has accompanied education leaders in over 70 countries in their efforts to design and implement forward-looking policies and practices. While improvement in education is far easier to proclaim than achieve, in this book Schleicher examines the many successes from which we can learn. This does not mean copying and pasting solutions from other schools or countries, but rather looking seriously and dispassionately at good practice in our own countries and elsewhere to understand what works in which contexts. Trained in physics, Schleicher offers a unique perspective on education reform: he convincingly argues that it should not necessarily be less of an art, but more of a science. “No one knows more about education around the world than Andreas Schleicher. Full stop. For the first time, he's collected 20 years worth of wisdom in one place. World Class should be required reading for policy makers, education leaders and anyone who wants to know how our schools can adapt for the modern world – and help all kids learn to think for themselves.” – Amanda Ripley, author of The Smartest Kids in the World, a New York Times bestseller “[Schleicher]…grasps all the key issues, and does so through keeping his ear to the ground and by working out solutions jointly with a variety of leaders at all levels of the system, and in diverse societies” – Michael Fullan, Global Leadership Director, New Pedagogies for Deep Learning “Every visionary leader who is serious about improving student learning should add the data-driven World Class: How to Build a 21st-Century School System to the top of his or her reading list.” – Jeb Bush, 43rd Governor of Florida, and Founder and Chairman of the Foundation for Excellence in Education “…a must-read for those who wish to create a future in which economic opportunity can be shared by all.” – Klaus Schwab, Founder and Executive Chairman of the World Economic Forum "In this timely and forward-looking book, one of the most knowledgeable educators in the world draws on impressive data, keen observations, and considerable wisdom to indicate the paths to effective education for all young people." – Howard Gardner, Senior Director of Harvard Project Zero, Harvard Graduate School of Education
    URL: Volltext  (lizenzpflichtig)
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  • 2
    ISBN: 9789264085374
    Sprache: Englisch
    Seiten: 1 Online-Ressource (206 Seiten) , Illustrationen
    Serie: Educational research and innovation
    Paralleltitel: Erscheint auch als Paniagua, Alejandro Teachers as designers of learning environments
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    Schlagwort(e): Pädagogik ; Lernmethode ; Lehrkräfte ; Education ; Pädagogik ; Lernen ; Lerntechnik
    Kurzfassung: Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of teachers from technicians who strive to attain the education goals set by the curriculum to experts in the art and science of teaching. Seen through this lens, innovation in teaching becomes a problem-solving process rooted in teachers’ professionalism, rather than an add-on applied by only some teachers in some schools. Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies provides a snapshot of innovative pedagogies used in classrooms around the world. It sets the stage for educators and policy makers to innovate teaching by looking at what is currently taking place in schools as potential seeds for change. At the heart of all of these approaches is a sensitivity to the natural inclinations of learners towards play, creativity, collaboration and inquiry. To illustrate how teachers use these innovative practices, the publication presents examples from 27 national and international networks of schools. It is now generally acknowledged that the quality of an education system cannot exceed the quality of its teachers. This volume goes a step further to argue that a teacher cannot help students meet new educational challenges by continuing to draw on a limited and perhaps even inherited set of pedagogies. And here lies the genuine importance of innovative pedagogies.
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  • 3
    Online-Ressource
    Online-Ressource
    Paris : OECD
    ISBN: 9789264301597 , 9789264301603
    Sprache: Englisch
    Seiten: 1 Online-Ressource (163 Seiten) , Illustrationen
    Serie: PISA
    Paralleltitel: Erscheint auch als Effective teacher policies
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    Schlagwort(e): Lehrkräfte ; Schulpolitik ; OECD-Staaten ; Welt ; Lehrkräfte ; Schulpolitik ; OECD-Staaten ; Welt ; Education ; Schulpolitik ; Lehrer
    Kurzfassung: Teachers are the most important resource in today’s schools. In every country, teachers’ salaries and training represent the greatest share of expenditure in education. And this investment in teachers can have significant returns: research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. Teachers, in other words, are not interchangeable workers in some sort of industrial assembly line; individual teachers can change lives – and better teachers are crucial to improving the education that schools provide. Improving the effectiveness, efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality and that high-quality teaching is provided to all students. This report, building on data from the Indicators of Education Systems (INES) programme, the Teaching and Learning International Survey (TALIS) and the Programme for International Student Assessment (PISA), explores three teacher-policy questions: How do the best-performing countries select, develop, evaluate and compensate teachers? How does teacher sorting across schools affect the equity of education systems? And how can countries attract and retain talented men and women to teaching?
    URL: Volltext  (lizenzpflichtig)
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  • 4
    Online-Ressource
    Online-Ressource
    Cham : Springer International Publishing | Imprint: Springer
    ISBN: 9783319303642 , 9783319303628
    Sprache: Englisch
    Seiten: 1 Online-Ressource (XVII, 456 p. 1 illus. in color)
    DDC: 305.3
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    Schlagwort(e): Social sciences ; Teaching ; Sociology ; Cultural studies ; Sex (Psychology) ; Gender expression ; Gender identity
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 5
    Online-Ressource
    Online-Ressource
    Cham : Springer International Publishing | Imprint: Palgrave Macmillan
    ISBN: 9783319403250
    Sprache: Englisch
    Seiten: 1 Online-Ressource (XVI, 156 p. 1 illus)
    Serie: Sociology Transformed
    Paralleltitel: Erscheint auch als
    DDC: 301
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    Schlagwort(e): Social sciences ; Africa Politics and government ; Educational sociology ; Higher education ; Sociology ; Education and sociology ; Sociology, Educational ; Education and state
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 6
    ISBN: 9789264252059
    Sprache: Englisch
    Seiten: 1 Online-Ressource (94 Seiten) , Illustrationen
    Serie: International summit on the teaching profession
    Paralleltitel: Erscheint auch als Schleicher, Andreas, 1964 - Teaching excellence through professional learning and policy reform
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    Schlagwort(e): Bildungspolitik ; Lehrkräfte ; Qualifikation ; OECD-Staaten ; Education ; Bildungspolitik ; Lehrer ; Qualifikation
    Kurzfassung: If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World, the background report to the sixth International Summit on the Teaching Profession, describes the knowledge, skills and character qualities common to the most effective teachers. It examines the education policies and practices that help teachers to acquire these tools, including through induction and mentoring programmes, ongoing professional development activities, student assessments, and collaboration with colleagues. The publication also discusses the importance of involving all stakeholders – especially teachers – in the process of education reform.
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  • 7
    Online-Ressource
    Online-Ressource
    Paris : OECD
    ISBN: 9264258485 , 9789264258488 , 9264258493 , 9789264258495 , 9264259341 , 9789264259348
    Sprache: Englisch
    Seiten: 1 Online-Ressource (220 Seiten) , Illustrationen
    Serie: PISA
    Paralleltitel: Parallelausg. Tous égaux face aux équations ?: Rendre les mathématiques accessibles à tous - Principaux résultats
    Paralleltitel: Erscheint auch als Equations and inequalities
    DDC: 371.262
    RVK:
    Schlagwort(e): Mathematik ; Bildungspolitik ; Bildungschancen ; OECD-Staaten ; Mathematics Study and teaching ; Mathematics Study and teaching ; Mathematics Study and teaching ; Mathematics Study and teaching ; Education ; Mathematikunterricht ; Bildungspolitik ; Chancengleichheit
    Kurzfassung: More than ever, students need to engage with mathematical concepts, think quantitatively and analytically, and communicate using mathematics. All these skills are central to a young person’s preparedness to tackle problems that arise at work and in life beyond the classroom. But the reality is that many students are not familiar with basic mathematics concepts and, at school, only practice routine tasks that do not improve their ability to think quantitatively and solve real-life, complex problems. How can we break this pattern? This report, based on results from PISA 2012, shows that one way forward is to ensure that all students spend more “engaged” time learning core mathematics concepts and solving challenging mathematics tasks. The opportunity to learn mathematics content – the time students spend learning mathematics topics and practising maths tasks at school – can accurately predict mathematics literacy. Differences in students’ familiarity with mathematics concepts explain a substantial share of performance disparities in PISA between socio-economically advantaged and disadvantaged students. Widening access to mathematics content can raise average levels of achievement and, at the same time, reduce inequalities in education and in society at large.
    Anmerkung: Includes bibliographical references. - Description based on online resource; title from PDF title page (OECD iLibrary, viewed June 28, 2016) , Description based on online resource; title from PDF title page (OECD iLibrary, viewed June 28, 2016)
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  • 8
    ISBN: 9789264247543
    Sprache: Englisch
    Seiten: 1 Online-Ressource (143 Seiten)
    Ausgabe: Revised version
    Serie: Educational Research and Innovation
    Serie: Educational research and innovation
    Paralleltitel: Erscheint auch als Orr, Dominic Open educational resources
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    Schlagwort(e): Education ; Open educational Resources ; E-Learning ; Bildungspolitik
    Kurzfassung: Education is the key to economic, social and environmental progress, and governments around the world are looking to improve their education systems. The future of education in the 21st century is not simply about reaching more people, but about improving the quality and diversity of educational opportunities. How to best organise and support teaching and learning requires imagination, creativity and innovation. Open educational resources (OER) are teaching, learning and research materials that make use of tools such as open licensing to permit their free reuse, continuous improvement and repurposing by others for educational purposes. The OER community has grown considerably over the past 10 years and the impact of OER on educational systems has become a pervasive element of educational policy This report aims to highlight state of the art developments and practices in OER, but also to demonstrate how OER can be a tool for innovation in teaching and learning.
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  • 9
    Online-Ressource
    Online-Ressource
    Paris : OECD
    ISBN: 9789264239555
    Sprache: Englisch
    Seiten: Online-Ressource (200 S.)
    Serie: PISA
    Paralleltitel: Erscheint auch als Students, computers and learning
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    Schlagwort(e): Education ; Unterricht ; Computer ; Lernen
    Kurzfassung: Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
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  • 10
    Online-Ressource
    Online-Ressource
    Cham : Springer International Publishing
    ISBN: 9783319255361
    Sprache: Englisch
    Seiten: Online-Ressource (XXII, 245 p. 37 illus., 10 illus. in color, online resource)
    Ausgabe: 1st ed. 2015
    Serie: Cultural Psychology of Education 2
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg.
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    Schlagwort(e): Educational psychology ; Psychology ; Education ; Education ; Educational psychology ; Education Psychology ; Psychology
    Kurzfassung: This book celebrates the 100th birthday of Jerome S. Bruner, one of the most relevant scholars in contemporary psychology. It shows how Bruner’s oeuvre and contributions to psychology, education and law are still applicable today and full of unexplored possibilities. The volume brings together contributions from Bruner’s students and colleagues, all of whom use his legacy to explore the future of psychology in in Bruner’s spirit of interpretation. Rather than being a mere celebration, the volume shows a “genuine interest for the emergence of the novelty” and examines the potentialities of Bruner’s work in cultural psychology, discussing such concepts as ambivalence, intersubjectivity, purpose, possibilities, and wonderment. Combining international and interdisciplinary perspectives, this volume tells the tale of Jerome Bruner’s academic life and beyond
    Beschreibung / Inhaltsverzeichnis: Series Preface: Jerome Bruner: the psychology in its making Giuseppina Marsico (University of Salerno, Italy)Introduction Living to Tell the Tale of Psychology: Jerome Bruner the Giant Giuseppina Marsico (University of Salerno, Italy) -- PART I: BRUNER’S CENTURY -- Interview with Jerome Bruner: The History of Psychology in the First Person Giuseppina  Marsico (University of Salerno, Italy).-Clark Lecture in 1968 “Processes of Cognitive growth: Infancy” Jerome Bruner -- LET’S FRANKLY PLAY: AMBIVALENCE, DILEMMAS AND IMAGINATION  (Luca Tateo, Aalborg University, Denmark) -- INTERSUBJECTIVITY  (Waldomiro J. Silva Filho, Universidade Federal da Bahia, CNPq, Brazil) -- Part II: NAVIGATING THE BRUNER’S OCEAN -- Homage to Jerome Bruner, Howard Gardner (Harvard University, USA) -- THE PURPOSE OF PURPOSE, Jaan Valsiner  (Aalborg University, Denmark) -- HOW BRUNER FORESAW A FUTURE THAT HAS YET TO BE ACHIEVED. Rom Harré (Georgetown University, USA) -- JERRY BRUNER: THE OXFORD’S YEARS AND BEYOND Jose Luis Linaza (Universidad Autónoma in Madrid ,Spain) -- MEETINGS WITH JERRY BRUNER Juan Delval  (Universidad Nacional de Educación a Distancia, UNE. Spain) -- BRUNER'S NARRATIVE TURN: THE IMPACT OF CULTURAL PSYCHOLOGY IN CATALONIA Moisès Esteban-Guitart (University of Girona) -- MOTOR SKILLS, MOTOR  COMPETENCE AND  CHILDREN: BRUNER'S IDEAS IN THE ERA OF EMBODIMENT  COGNITION AND Luis Migue l Ruiz Pérez (Universidad Politécnica Madrid) & José Luis Linaza Iglesias (Universidad Autónoma de Madrid) -- THE ROLE OF IMMATURITY IN DEVELOPMENT AND EVOLUTION: THEME AND VARIATIONS. Juan C. Gómez (School of Psychology and Neuroscience,University of St. Andrews, United Kingdom) -- THE ARTS OF THE HIDDEN: AN ESSAY FOR THE LEFT HAND Alan C. Kay  (Viewpoints Research Institute,USA) -- - NARRATING POSSIBILITY   Colette Daiute  (CUNY, New York, USA ) -- BRUNER’S WAYS OF KNOWING -  FROM THE COGNITIVE REVOLUTION TO THE DIGITAL REVOLUTION : CHALLENGES FOR THE SCHOOLS AND TEACHERS OF TODAY Britt-Mari Barth (Catholic University of Paris) -- JEROME BRUNER AT THE HELM: CHARTING A NEW COURSE IN CULTURAL PSYCHOLOGY THROUGH NARRATIVE Noelle A. Paufler  (University of North Texas. USA) and Audrey Amrein-Beardsley (Arizona State University, USA) -- BRUNER AT THE BAR:  JEROME BRUNER’S INFLUENCE ON LAW AND THE LEGAL ACADEMY, Eleanor Fox, (New York  University, School of  Law, NY,  USA) -- TWO OR THREE THINGS I KNOW ABOUT PROFESSOR BRUNER David Garland (New York  University, School of  Law, NY,  USA) -- BRINGING WONDERMENT TO THE LEGAL ACADEMY Peggy Davis(New York  University, School of  Law, NY,  USA) -- NARRATIVE, INFERENCE, AND LAW IN CULTURAL CONTEXT Oscar G. Chase (New York  University, School of  Law, NY,  USA) -- A SATYR PLAY Anthony G. Amsterdam (New York  University, School of  Law, NY,  USA) -- Editorial Conclusion: Cultivating possibilities for cultural psychology. Jerome Bruner in his becoming, Giuseppina Marsico (University of Salerno) -- AUTHORS’ BIOS.
    URL: Cover
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  • 11
    Online-Ressource
    Online-Ressource
    Cham : Springer International Publishing
    ISBN: 9783319059785
    Sprache: Englisch
    Seiten: Online-Ressource (XVIII, 262 p. 32 illus., 15 illus. in color, online resource)
    Serie: Mathematics Education Library
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Diversity in mathematics education
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    Schlagwort(e): Curriculum planning ; Mathematics ; Education ; Education ; Curriculum planning ; Mathematics ; Curriculum planning ; Education ; Mathematics ; Aufsatzsammlung ; Vielfalt ; Inklusion ; Mathematik ; Pädagogik
    Kurzfassung: This book presents a research focus on diversity and inclusivity in mathematics education. The challenge of diversity, largely in terms of student profiles or contextual features, is endemic in mathematics education, and is often argued to require differentiation as a response. Typically different curricula, text materials, task structures or pedagogies are favoured responses, but huge differences in achievement still result. If we in mathematics education seek to challenge that status quo, more research must be focussed not just on diversity but also on the inclusivity, of practices in mathematics education. The book is written by a group of experienced collaborating researchers who share this focus. It is written for researchers, research students, teachers and in-service professionals, who recognise both the challenges but also the opportunities of creating and evaluating new inclusive approaches to curriculum and pedagogy - ones that take for granted the positive values of diversity. Several chapters report new research in this direction. The authors are part of, or have visited with, the mathematics education staff of the Faculty of Education at Monash University, in Melbourne, Australia. The chapters all focus on the ideas of development in both research and practice, recognising that the current need is for new inclusive approaches. The studies presented are set in different contexts, including Australia, China, the United States, and Singapore
    Beschreibung / Inhaltsverzeichnis: I. Surveying the territory.- Introduction: The challenge of developing inclusive mathematics learning environments.- Large scale test data: Making the invisible visible.- Impact of geographical location on student achievement: Unpacking the complexity of diversity.-Rethinking learners’ preferred mathematical task types: The values perspective.- Rethinking gender and technology: A case of graphics calculators in the Singaporean mathematics curriculum context.-Surveying the public: Revisiting mathematics and English stereotypes.-Surveying the territory: Linking research and practice in school mathematicsII. Interrogating the boundaries.- From the individual to the collective: Rethinking curriculum to make diversity a positive resource.- Ethics and the challenges for inclusive mathematics teaching.- Valuing diversity in mathematics pedagogy: Enhancing teacher agency through values alignment.- Interrogating the boundaries: Inclusive practices in mathematics teaching - the need for noticing and producing relevant differences.- III. From diversity to practice -- (Dis)engagement and exclusion in mathematics classrooms - labels, values and significant others -- Including students with disabilities in the regular mathematics classroom: issues and innovations.- Investigating diversity in learning: How children add together single digit numbers.- Maximising opportunities in mathematics for all students: Addressing within school and within class differences -- From diversity to practice: Commentary.-Conclusion: From Theory to Practice.
    Anmerkung: Includes index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 12
    ISBN: 9783319154107
    Sprache: Englisch
    Seiten: Online-Ressource (XIII, 486 p. 52 illus., 37 illus. in color, online resource)
    Serie: Advances in Mathematics Education
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg.
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    Schlagwort(e): Mathematics ; Early childhood education ; Adult education ; Education ; Education ; Mathematics ; Early childhood education ; Adult education
    Kurzfassung: This book offers fresh insight and understanding of the many ways in which children, youth and adults may find their paths to mathematics. The chapters of the volume offer and analyse promising new ways into mathematics. The focus is on spaces and modalities of learning, dialogue and inquiry, embodiment and aesthetic experience, information and communication technology and on the use of mathematics in public communication. The chapters present new mathematical activities and conceptions enriching the repertoire of mathematics education practices. Critical commentaries discuss the innovative potential of the new approaches to the teaching and learning of mathematics. As a consequence, the commentaries point to requirements and open issues in the field of research in mathematics education. The volume is remarkably international. Teachers and researchers from 14 countries authored 21 chapters and 7 commentaries. The reader is invited to reflect on the particular effect of presenting avenues to mathematics contrived in diverse national settings in which the praxis of mathematics education might look different compared to what happens in the reader’s place. The book starts a series of sourcebooks edited by CIEAEM, the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques / International Commission for the Study and Improvement of Mathematics Education
    Beschreibung / Inhaltsverzeichnis: Acknowledgements; Contents; Contributors; Educational Paths to Mathematics: Which Paths Forward to What Mathematics?; Looking Back: Developments in School Mathematics; The Construction of School Mathematics; Towards the Problem-Centred Curriculum; Fit to and Fit for the Data-Driven Society; ICT Challenging the Mathematics Curriculum; Looking Forward: Why and Where?; The Structure of the Sourcebook; References; Part I: Cultural Tensions in the Field of Mathematics Education; Re-interpreting Students' Interest in Mathematics: Youth Culture and Subjectivity; Introduction
    Beschreibung / Inhaltsverzeichnis: What Existing Research Has to Offer Beyond Disciplinary Boundaries in Mathematics Education Research; School Mathematics as a Social, Cultural, Political and Historical Battlefield; School Mathematics as a Field of Modern Subjectivity; Youth in a Postmodern Cultural Field of Becoming; Conclusion; References; Connecting Place and Community to Mathematics Instruction in Rural Schools; Motivating Assumptions and Their Basis in Extant Literature; Methods; Data Collection; Phase One: Cross-Case Comparison; The Sample; Underwood, Ohio; Gladbrook, Alabama; Hanover, Kentucky
    Beschreibung / Inhaltsverzeichnis: Hamilton Collaborative, NebraskaTwin Oaks, Vermont; Edgewater, Maine; Grover, Washington; Protocols and Procedures; Phase Two: The National Survey; The Sample and Questionnaire Development; Results; Theme-by-Theme Analysis; Relevance; Sustainability of Place-Based Approaches; Social-Class Interactions; Subtheme A: Place-Based Education and the University-Intending Students; Subtheme B: Rural Insufficiency and Rural Affordance; Subthemes C and D: The Egalitarian Local/Elite Cosmopolitan Continuum; Discussion; Appendices; Appendix A; Appendix B; References
    Beschreibung / Inhaltsverzeichnis: Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the GameIntroduction; Mathematics Classroom Culture; The Episodes; Episode 1: The Race to Twenty and Classification; Classification and Recognition Rules; Dual Recontextualisation; From Dual Recontextualisation to Dual Classification; Framing and Implicit vs. Explicit Pedagogy; Classification and Framing in the Race to Twenty: Brousseau; The Race to Twenty: Mr. Black and Brousseau; Episode 2: T-Tables; Classification of Communication
    Beschreibung / Inhaltsverzeichnis: Recognition and Realisation Rules: Finding the Correct 'Other Words' Classification of Praxeology: A Little Tiny Equation; Does Everyone in Mr. White's Class Have the Same Access?; Conclusion; References; Part II: Working with Adults; Learning Mathematics In and Out of School: A Workplace Education Perspective; Democracy and Pedagogic Rights; The Economic Realities of Pharmaceutical Manufacturing; Calculations and Computing in the Pharmaceutical Manufacturing Industry; Calculations A: Estimate, Calculate, and Record Workplace Data
    Beschreibung / Inhaltsverzeichnis: Calculations B: Use Routine Measuring Instruments. Complete Routine Arithmetic Calculations. Chart Data
    Beschreibung / Inhaltsverzeichnis: Educational Paths to Mathematics: Which Paths Forward to What Mathematics? Uwe Gellert and Corinne HahnPart I Cultural Tensions in the Field of Mathematics Education -- Re-Interpreting Students’ Interest in Mathematics: Youth Culture and Subjectivity, Paola Valero -- Connecting Place and Community to Mathematics Instruction in Rural Schools, Robert Klein -- Establishing Mathematics Classroom Culture: Concealing and Revealing the Rules of the Game, Christine Knipping, David Reid and Hauke Straehler-Pohl -- Part II Working with Adults -- Learning Mathematics in and out of School: A Workplace Education Perspective, Gail E. FitzSimons -- Mathematical Modelling and Bank Loan Systems: An Experience with Adults Returning to School, Vera Helena Giusti de Souza, Rosana Nogueira de Lima, Tânia Maria Mendonça Campos and Leonardo Gerardini -- Working with Adults: A Commentary, Javier Díez-Palomar -- Part III Working with Pre-Schoolers -- ‘Number in Cultures’ as a Playful Outdoor Activity: Making Space for Critical Mathematics Education in the Early Years, Anna Chronaki, Georgia Moutzouri and Kostas Magos -- Fairness Through Mathematical Problem Solving in Preschool Education, Zoi Nikiforidou and Jenny Pange -- How Do Fair Sharing Tasks Facilitate Young Children’s Access to Fractional Concepts? Julie Cwikla and Jennifer Vonk -- Working with Pre-Schoolers: A Dual Commentary, Michaela Kaslová and Sixto Romero -- Part IV Taking Spaces and Modalities into Account -- Digital Mathematical Performances: Creating a Liminal Space for Participation, Susan Gerofsky -- Participation in Mathematics Problem-Solving Through Gestures and Narration, Luciana Bazzini and Cristina Sabena -- Considering the Classroom Space: Towards a Multimodal Analysis of the Pedagogical Discourse, Eleni Gana, Charoula Stathopoulou and Petros Chaviaris.- Commentary: Semiotic Game, Semiotic Resources, Liminal Space - A Revolutionary Moment in Mathematics Education! Peter Appelbaum -- Part V Criticising Public Discourse -- Numbers on the Front Page: Mathematics in the News, Dimitris Chassapis and Eleni Giannakopoulou -- On the Role of Inconceivable Magnitude Estimation Problems to Improve Critical Thinking, Lluís Albarracín and Núria Gorgorió -- Criticizing Public Discourse and Mathematics Education: A Commentary, Charoula Stathopoulou -- Part VI Organising Dialogue and Enquiry -- Facilitating Deliberate Dialogue in Mathematics Classroom, Ana Serradó, Yuly Vanegas and Joaquim Giménez -- Inquiry-Based Mathematics Teaching: The Case of Célia, Luís Menezes, Hélia Oliveira and Ana Paula Canavarro -- Using Drama Techniques for Facilitating Democratic Access to Mathematical Ideas for All Learners, Panayota Kotarinou and Charoula Stathopoulou -- Organising Dialogue and Enquiry: A Commentary, Lambrecht Spijkerboer and Leonor Santos -- Part VII Providing Information Technology -- Educational Laptop Computers Integrated into Mathematics Classrooms, Maria Elisabette Brisola Brito Prado and Nielce Meneguelo Lobo da Costa, Technology and Education: Frameworks to Think Mathematics Education in the 21st Century, Gilles Aldon -- Technology in the Teaching and Learning of Mathematics in the 21st Century: What Aspects Must Be Considered? A Commentary, Fernando Hitt. Part VIII Transcending Boundaries -- Family Math: Doing Mathematics to Increase the Democratic Participation in the Learning Process, Javier Díez-Palomar -- Service-Learning as Teacher Education, Peter Appelbaum -- The Learning and Teaching of Mathematics as an Emergent Property Through Interacting Systems and Interchanging Roles: A Commentary, Fragiskos Kalavasis and Corneille Kazadi -- Themes and Places of the CIEAEM Conferences Presidents of the Commission Internationale pour l’Etude et l’Amélioration de l’Enseignement des Mathématiques -- Index.
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  • 13
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    Online-Ressource
    Cham : Springer International Publishing
    ISBN: 9783319084312
    Sprache: Englisch
    Seiten: VIII, 107 p
    Serie: SpringerBriefs in Education
    Paralleltitel: Erscheint auch als
    DDC: 306.43
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    Schlagwort(e): Education
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  • 14
    Online-Ressource
    Online-Ressource
    Cham : Springer International Publishing
    ISBN: 9783319014692
    Sprache: Englisch
    Seiten: Online-Ressource (VI, 238 p. 53 illus., 47 illus. in color, online resource)
    Serie: International perspectives on early childhood education and development 10
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Erscheint auch als Visual methodologies and digital tools for researching with young children
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    Schlagwort(e): Education, Higher ; Early childhood education ; Education ; Education ; Education, Higher ; Early childhood education
    Kurzfassung: This book makes an original contribution to researching child-community development so that those with specific interests in early childhood education have new theoretical tools to guide their research practices. The book explicitly theorises the use of digital visual tools from a cultural-historical perspective. It also draws upon a range of post-structuralist concepts for moving research and scholarship forward. Examples of visual technologies from research in different cultural communities are foregrounded. In particular this book introduces contemporary methodologies for researching child and community development with a focus on visual methodology so the dynamics of development can be captured over time and analysed historically, culturally, socially, ecologically and psychologically through a range of iterative techniques. Visual technology was not freely available in Vygotsky’s time for example, and therefore potentially represents an extension of his genetic experimental approach to researching child development. The book presents a range of methodological arguments about research into child and community development through which new conceptions for research centred on young children have been created. The authors of the chapters also discuss why a more holistic, dynamic and ethical view of research is needed for generating new knowledge about child development in a range of cultural contexts.
    Beschreibung / Inhaltsverzeichnis: Section 1: Post-developmental Methodologies for Researching with Young Children1. A Digital Turn: Post-developmental Methodologies for Researching with Young Children; M. Fleer -- Section 2: Cultural-historical Conceptualisations of Digital Visual Tools -- 2. Beyond Developmental Geology- A Cultural-historical Theorization of Digital Visual Technologies for Studying Young Children’s Development; M. Fleer -- 3. A Visual Dialectic Methodology - A Visual Dialectical Methodology: Using a Cultural-historical Analysis to Unearth the Family Strategies in Children’s Bilingual Heritage Language Development; L. Li -- 4. Past-present Dialectic- A New Methodological Tool for Seeing the Historical Dynamic in Cultural-historical Research; A. Ridgway -- 5. Intergenerational Family Dialogues; H. Monk -- 6. A Cultural-historical Framework for ‘Everyday’ Research: Theorising Development through Visual Imagery and Dialogue; S. Pennay -- 7. A Visual and Tactile Path: Affective Positioning of Researcher Using a Cultural-historical Visual Methodology; G. Quinones -- 8. Refocusing the Lens on Development - Towards Genetic Research Methodology; N. Veresov -- Section 3: Ethical and Conceptual Issues when Researching with Children Using Digital Visual Tools -- 9. Beyond Alienation: Unpacking the Methodological Issues in Visual Research with Children; J. Agbenyega -- 10. ‘Baby cam’ and Participatory Research with Infants: Opportunities, Constraints and Dilemmas- J. Sumsion and colleagues -- 11. The Ethics of Researching Young Children’s Play when Using Digital Visual Tools; H. Sorenson -- Section 4: Central Concepts for Researching with Young Children Using Digital Visual Tools -- 12. Method, Methodology, Methodological Thinking; N. Veresov.    .
    Anmerkung: Includes index
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  • 15
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    Online-Ressource
    Cham : Springer International Publishing
    ISBN: 9783319028682
    Sprache: Englisch
    Seiten: Online-Ressource (XIV, 345 p. 99 illus, online resource)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Erscheint auch als Current trends in eye tracking research
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    Schlagwort(e): Psycholinguistics ; Consciousness ; Education ; Education ; Psycholinguistics ; Consciousness ; Aufsatzsammlung ; Elektrookulographie ; Augenfolgebewegung ; Blickregistrierung ; Blickverhalten ; Visuelle Wahrnehmung ; Interdisziplinäre Forschung
    Kurzfassung: Our eye movements in response to visual stimuli reveal much about how we experience the world. Focusing on the latest developments in the multidisciplinary field of eye tracking research, this volume ranges across a wide spectrum of research applications, with four sections covering the plethora of practical uses to which our expanding knowledge can be put. They offer abundant evidence that eye tracking research and its methodologies offer new ways of collecting data, framing research questions, and thinking about how we view our world. As a result, we are discovering more about how the visual system works, as well as how it interacts with attention, cognition, and behaviour. Current Trends in Eye Tracking Research presents the work of more than 50 researchers and academics, showcasing groundbreaking studies and innovative ways of applying eye tracking technologies to interesting research problems. The book covers the current output of a number of pioneering research laboratories, detailing their work on eye tracking and the visual system, alignment and EEG data, marketing and social applications, and eye tracking in education. Featuring creative uses of existing technology as well as inventive implementation of new technology in a range of research contexts and disciplines, this new publication is compelling proof of the growing importance of this exciting and fast-moving area of scientific endeavor
    Beschreibung / Inhaltsverzeichnis: Introduction -- Section I: Eye Tracking and the Visual System -- The Active Eye: Perspectives on Eye Movement Research, Benjamin W. Tatler, Clare Kirtley, Ross G. Macdonald, Katy M. A. Mitchell, Steven W. Savage -- Eye Movements from Lab to Life, Benjamin W. Tatler -- Guidance of Attention by Feature Relationships: The End of the Road for Feature Map Theories? Stefanie I. Becker -- Gaze And Speech: Pointing Device and Text Entry Modality, T.R. Beelders and P.J. Blignaut -- Improving the Accuracy of Video-Based Eye-Tracking in Real-Time through Post-Calibration Regression, Pieter Blignaut, Kenneth Holmqvist, Marcus Nyström, Richard Dewhurst -- Gaze Shifts and Pen Velocity Minima during Line Copying with Consideration to Signature Simulation, Avni Pepe and Jodi Sita -- Degree of Subject's Indecisiveness Characterized by Eye Movement Patterns in Increasingly Difficult Tasks, Yannick Lufimpu-Luviya, Djamel Merad, Véronique Drai-Zerbib, Thierry Baccino and Bernard Fertil. The Use of an Infrared Eye Tracker in Evaluating the Reading Performance in a Congenital Nystagmus Patient Fitted with Soft Contact Lens: A Case Report, M. M. Shahimin, N. H. Saliman, N. Mohamad-Fadzil, Z. Mohammed, N. A. Razali, H. A. Mutalib and N. Mennie -- Section II: Aligning Eye Tracking and EEG Data -- Triangulating the Reading Brain: Eye Movements, Computational Models, and EEG, Ronan G. Reilly -- Oculomotor Control, Brain Potentials, and Timelines of Word Recognition during Natural Reading, Reinhold Kliegl, Michael Dambacher, Olaf Dimigen, Werner Sommer -- Measuring Neuronal Correlates of Reading with Novel Spread-Spectrum Protocols, Ronan G. Reilly -- The Quest for Integrating Data in Mixed Research: User Experience Research Revisited, Annika Wiklund-Engblom and Joachim Högväg -- Section III: Eye Tracking and Marketing and Social Applications -- Eye Tracking as a Research Method in Social and Marketing Applications, Mike Horsley -- Mobile Eye-Tracking in Retail Research, Dr Tracy Harwood, Martin Jones -- Private and Public: Eye Tracking Applications in Private and Academic Sector Marketing Research, En Li, James Breeze, Mike Horsley, Donnel A. Briely -- Eye Movement Evaluation of Signature Forgeries: inSights to Forensic Expert Evidence, A. G. Dyer, B. Found, M. L. Merlino, A. L. Pepe, D. Rogers and J. C. Sita -- A Role for Eye Tracking Research in Accounting and Financial Reporting? Lyn Grigg and Amy L. Griffin -- Eye Tracking during a Psychosocial Stress Simulation: Insights into Social Anxiety Disorder, Nigel Chen -- Using Saccadic Eye Movements to Assess Cognitive Decline with Ageing, Alison Bowling and Anja Draper -- Comparing Personally-Tailored Video- and Text-Delivered Web-Based Physical Activity Interventions - The Medium and the Message: An Eye-Tracking Study, Corneel Vandelanotte, Naya Persaud, Stephanie Bland, Mike Horsley -- Benefits of Complementing Eye Tracking Analysis with Think Aloud Protocol in a Multilingual Country with High Power Distance, Ashok Sivaji and Wan Fatimah Wan Ahmad -- Section IV: Eye Tracking and Education -- Eye Tracking and the Learning System: An Overview, Bruce Allen Knight, Mike Horsley & Matt Eliot -- A New Approach to Cognitive Metrics: Analysing the Visual Mechanics of Comprehension using Eye Tracking Data in Student Completion of High Stakes Testing Evaluation, Bruce Allen Knight and Mike Horsley -- Comparing Novice and Expert Nurses in Analysing Electrocardiographs (ECGs) Containing Critical Diagnostic Information: An Eye Tracking Study of the Development of Complex Nursing Visual Cognitive Skills, Marc Broadbent, Mike Horsley, Melanie Birks, Naya Persaud -- The Development and Refinement of Student Self-Regulatory Strategies in Online Learning Environments, Nayadin Persaud and Matt Eliot.
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  • 16
    Online-Ressource
    Online-Ressource
    Cham : Springer International Publishing
    ISBN: 9783319020938
    Sprache: Englisch
    Seiten: Online-Ressource (XI, 170 p. 10 illus. in color, online resource)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Erscheint auch als Transfer of learning in organizations
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    Schlagwort(e): Adult education ; Education ; Education ; Adult education ; Aufsatzsammlung ; Organisation ; Weiterbildung
    Kurzfassung: In this book, internationally respected scholars from the disciplines of educational science, business administration and psychology thoroughly discuss practice-related questions on learning transfer in organizations. Readers will learn solid concepts for securing and evaluating learning transfer. This volume offers new insights about learning transfer in organizations and their implications for both research and practice. It examines the actual state in practice and provides the foundation for improvements in the design and evaluation of further training measures that are conducive to the transfer of learning. In addition, coverage details theoretical models on learning transfer in further vocational training and develops concepts that enable the transfer of learning for further training in organizations. The book also evaluates further training measures on different levels on the basis of relevant criteria
    Beschreibung / Inhaltsverzeichnis: Introduction, Käthe SchneiderTransfer of Learning in German Companies, Käthe Schneider, Maria Pältz, Helmut Stauche -- Enablers and Inhibitors of Learning Transfer from Theory to Practice, Karima Bouzguenda -- Learning Transfer in Organizations: An Adaptive Perspective Centered on the Learner and the Development of Self-Regulation, Jean-François Roussel -- A Systemic Perspective of Training Transfer, Constantine Kontoghiorghes -- Integration for Training Transfer: Learning, Knowledge, Organizational Culture, and Technology, Doo Hun H. Lim, Brent Nowell -- Training Transfer in Teachers Training Program: A Longitudinal Case Study, Francesco Pisanu, Franco Fraccaroli, Maurizio Gentile -- Evaluation of Training Transfer Factors: The FET Model, Pilar Pineda Herrero, Carla Quesada, Anna Ciraso -- The Measurement of Transfer Using Return on Investment, Paul Donovan -- Conclusion, Käthe Schneider.
    Anmerkung: Description based upon print version of record
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  • 17
    Online-Ressource
    Online-Ressource
    Cham : Springer International Publishing
    ISBN: 9783319040318
    Sprache: Englisch
    Seiten: Online-Ressource (XV, 89 p. 18 illus, online resource)
    Serie: SpringerBriefs in Education
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Erscheint auch als Chadwick, Sharlene Impacts of cyberbullying, building social and emotional resilience in schools
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    Schlagwort(e): Educational psychology ; Developmental psychology ; Education ; Education ; Educational psychology ; Developmental psychology ; Cyber-Mobbing ; Resilienz ; Schule
    Kurzfassung: This volume explores cyberbullying and its impact on young people in schools in detail. It investigates social and emotional resilience and wellbeing in relation to developing protective factors against the impacts of cyberbullying, and contains a range of perspectives to deal positively with cyberbullying as well as a summary of international research. Cyberbullying occurs when any means of technology is used to repeatedly and deliberately engage in bullying behaviours with the intent to cause harm to others. Although anyone can be affected, young people who are also being bullied offline are more likely to be the target of cyberbullying. Forms of cyberbullying include: · abusive texts and emails · posting messages or images · imitating and excluding others online · inappropriate image tagging. Cyberbullying differs from face-to-face bullying. · a sense of anonymity for those who bully · can occur 24/7 and is invasive · can have a large audience · difficult to delete comments and images
    Beschreibung / Inhaltsverzeichnis: ForewordPreface -- Chapter 1: Introduction -- Chapter 2: Cyberbullying -- Chapter 3: Social and Emotional Resilience -- Chapter 4: Educational Approaches -- Chapter 5: Final Word.
    Anmerkung: Description based upon print version of record
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  • 18
    ISBN: 9783319050171
    Sprache: Englisch
    Seiten: Online-Ressource (IX, 379 p. 35 illus., 16 illus. in color, online resource)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Teaching and learning of energy in K-12 education
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    Schlagwort(e): Science Study and teaching ; Education ; Education ; Science Study and teaching ; Force and energy Study and teaching ; Power (Mechanics) Study and teaching ; Power resources Study and teaching ; Science Study and teaching (Elementary) ; Konferenzschrift 2013 ; Energie ; Unterricht
    Kurzfassung: This volume presents current thoughts, research, and findings that were presented at a summit focusing on energy as a cross-cutting concept in education, involving scientists, science education researchers and science educators from across the world. The chapters cover four key questions: what should students know about energy, what can we learn from research on teaching and learning about energy, what are the challenges we are currently facing in teaching students this knowledge, and what needs be done to meet these challenges in the future? Energy is one of the most important ideas in all of science and it is useful for predicting and explaining phenomena within every scientific discipline. The challenge for teachers is to respond to recent policies requiring them to teach not only about energy as a disciplinary idea but also about energy as an analytical framework that cuts across disciplines. Teaching energy as a crosscutting concept can equip a new generation of scientists and engineers to think about the latest cross-disciplinary problems, and it requires a new approach to the idea of energy. This book examines the latest challenges of K-12 teaching about energy, including how a comprehensive understanding of energy can be developed. The authors present innovative strategies for learning and teaching about energy, revealing overlapping and diverging views from scientists and science educators. The reader will discover investigations into the learning progression of energy, how understanding of energy can be examined, and proposals for future directions for work in this arena. Science teachers and educators, science education researchers and scientists themselves will all find the discussions and research presented in this book engaging and informative.
    Beschreibung / Inhaltsverzeichnis: Acknowledgements; Contents; Chapter 1: Introduction: Why Focus on Energy Instruction?; 1.1 Realizing the Need for a Summit; 1.2 Structure of the Summit; 1.2.1 Goals and Participants; 1.2.2 Surfacing and Discussing Ideas; 1.2.3 Teacher Voices and a Second Summit for Teachers; 1.3 Organization of This Book; References; Part I What Should Students Know About Energy?; Chapter 2: A Physicist's Musings on Teaching About Energy; 2.1 Introduction; 2.2 The Particle Physicist's View of Energy; 2.3 Descriptions of Various Types of Energy; 2.3.1 Thermal Energy; 2.3.2 Chemical Energy
    Beschreibung / Inhaltsverzeichnis: 2.3.3 Mechanical and Electrical Energy2.3.4 Conservation of Mass?; 2.3.5 Energy Flows (Convection, Conduction and Radiation); 2.3.6 Nuclear Energy; 2.4 Key Energy Concepts for K-12 Science Education; 2.4.1 Only Changes in Energy Matter (Who Cares How Much You Have if Most of It Is Not Negotiable); 2.4.2 Any Change in Energy Is Balanced by Some Other Change in Energy (You Can't Make or Destroy Energy, Only Move It Around); 2.4.3 Energy Availability Governs What Can Happen (You Can't Do Anything Without Energy); 2.4.4 Energy Tends to Spread Itself Around as Much as Possible
    Beschreibung / Inhaltsverzeichnis: 2.5 When and How Can Students Learn About Energy?References; Chapter 3: A Space Physicist's Perspective on Energy Transformations and Some Implications for Teaching About Energy Conservation at All Levels; 3.1 Introduction; 3.2 Magnetic Reconnection: Energy in Fields; 3.3 The Energy Transport Equation in Magnetohydrodyamics: Energy Conservation and Transfer; 3.4 Conclusions; References; Chapter 4: Conservation of Energy: An Analytical Tool for Student Accounts of Carbon-Transforming Processes; 4.1 Introduction; 4.2 A Key Goal: Using Energy Conservation as an Analytical Tool
    Beschreibung / Inhaltsverzeichnis: 4.3 Challenges and Instructional Supports4.3.1 Understanding the Purpose of the Concept of Energy; 4.3.1.1 Developing a Sense of Necessity About Energy Conservation; 4.3.1.2 Quasi-quantitative Representations of Energy; 4.3.2 Identifying Forms of Energy in Living Systems; 4.3.3 Tracing Energy Separately from Matter; 4.4 Conclusion; References; Part II What Does the Research Say About the Teaching and Learning About Energy?; Chapter 5: Teaching and Learning the Physics Energy Concept; 5.1 Introduction; 5.2 Energy - A Core Physics Concept; 5.2.1 On the Energy Concept in Physics
    Beschreibung / Inhaltsverzeichnis: 5.2.2 Four Basic Ideas of the Energy Concept5.2.3 On the Nature of the Four Basic Ideas; 5.2.4 On the Relation of the Four Basic Ideas to Standards and Instruction; 5.3 Conceptualizations of Energy; 5.3.1 Energy Is an Abstract Accounting Quantity; 5.3.2 Energy Is the Ability to Do Work; 5.3.3 Energy Is the Ability to Cause Changes; 5.3.4 Energy Is the Ability to Produce Heat; 5.3.5 Energy Is a General Kind of Fuel; 5.3.6 The Conceptualist and the Materialist Distinction; 5.3.7 Energy Is a Substance-Like Quantity; 5.3.8 Energy Forms; 5.4 Findings of Studies on Teaching and Learning Energy
    Beschreibung / Inhaltsverzeichnis: 5.4.1 On the State of Research in the Early 1990s
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  • 19
    ISBN: 9783319022642
    Sprache: Englisch
    Seiten: Online-Ressource (XIV, 347 p. 62 illus, online resource)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Digital systems for open access to formal and informal learning
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    Schlagwort(e): Education ; Education ; Education ; Aufsatzsammlung ; Open Access ; Wissensvermittlung ; Lernen ; Open Access ; Digitales System ; Lernen
    Kurzfassung: Today, Digital Systems and Services for Technology Supported Learning and Education are recognized as the key drivers to transform the way that individuals, groups and organizations “learn” and the way to “assess learning” in 21st Century. These transformations influence: Objectives - moving from acquiring new “knowledge” to developing new and relevant “competences”; Methods - moving from “classroom” based teaching to “context-aware” personalized learning; and Assessment - moving from “life-long” degrees and certifications to “on-demand” and “in-context” accreditation of qualifications. Within this context, promoting Open Access to Formal and Informal Learning, is currently a key issue in the public discourse and the global dialogue on Education, including Massive Open Online Courses (MOOCs) and Flipped School Classrooms. This volume on Digital Systems for Open Access to Formal and Informal Learning contributes to the international dialogue between researchers, technologists, practitioners and policy makers in Technology Supported Education and Learning. It addresses emerging issues related with both theory and practice, as well as, methods and technologies that can support Open Access to Formal and Informal Learning. In the twenty chapters contributed by international experts who are actively shaping the future of Educational Technology around the world, topics such as: - The evolution of University Open Courses in Transforming Learning - Supporting Open Access to Teaching and Learning of People with Disabilities - Assessing Student Learning in Online Courses - Digital Game-based Learning for School Education - Open Access to Virtual and Remote Labs for STEM Education - Teachers’ and Schools’ ICT Competence Profiling - Web-Based Education and Innovative Leadership in a K-12 International School Setting are presented. An in-depth blueprint of the promise, potential, and imminent future of the field, Digital Systems for Open Access to Formal and Informal Learning is necessary reading for researchers and practitioners, as well as, undergraduate and postgraduate students, in educational technology
    Beschreibung / Inhaltsverzeichnis: Digital Systems for Open Access to Formal and Informal LearningI. Open Access to Formal and Informal Learning: Theory and Practice -- The Opem Discover Space Portal: A Socially-Powered and Open Ferderated Infrastructure -- The Evolution of University Open Courses in Transforming Learning: Experiences from Mainland China -- Massive Open Online Courses (MOOCs) and Massive Multiplayer Online Games (MMOGs): Synergies and Lessons to be Learned -- Supporting Open Access to Teaching and Learning of People with Disabilities -- Development of Visualization of Learning Outcomes Using Curriculum Mapping -- Assessing Student Learning Online -- Theorizing Why in Digital Learning -- II. Open Access to Formal and Informal Learning: Methods and Technologies -- Mobile Language Learners as Social Networkers -- A Mobile Location-Based SItuation Learning Frameworkf for Supporting Critical Thinking: A Requirements Analysis Study -- Developing Technological and Pedagogical Affordances to Support Collaborative Inquiry Science Processes -- Learning in or with Games? -- Digital Game-Based Learning in the Context of School Entrepreneurship Education: Proposing a Framework for Evaluating the Effectiveness of Digital Games -- Stimulating Learning via Tutoring and Collaborative Simulator Games -- A Methodology for Oraganizing Virtual and Remote Labs -- Creative Collaboration in a 3D Virtual World -- Active Creation of Digital Games as Learning Tools -- Augmented Reality and Learning in Science Museums -- From Teachers' to Schools' ICT Competence Profiles -- I2Flex: The Meeting Point of Web-Based Education and Innovative Leardership in a K-12 International School Setting.
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  • 20
    ISBN: 9783319068145
    Sprache: Englisch
    Seiten: Online-Ressource (VIII, 227 p. 17 illus, online resource)
    Serie: SpringerBriefs in Education
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Luyten, Hans, 1963 - School size effects revisited
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    Schlagwort(e): Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Education ; Educational tests and measurements
    Kurzfassung: This book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance; and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size
    Beschreibung / Inhaltsverzeichnis: 1. Introduction; Jaap Scheerens, Maria Hendriks, Hans Luyten2. School Size Effects: Review and Conceptual Analysis; Jaap Scheerens, Maria Hendriks, Hans Luyten -- 3. Research Synthesis of Studies Published between 1990 and 2012; Maria Hendriks -- 4. Quantitative Summary of Research Findings; Hans Luyten -- 5. Summary and Discussion; Hans Luyten -- Annex to Chapter 3.
    Anmerkung: Includes bibliographical references
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  • 21
    ISBN: 9789264180772
    Sprache: Englisch
    Seiten: 266 S.
    Ausgabe: Online-Ausg. Online-Ressource
    Serie: Educational research and innovation
    Paralleltitel: Parallelausg. L'art pour l'art ? ; L'impact de l'éducation artistique
    Paralleltitel: Parallelausg. ¿El arte por el arte? ; La influencia de la educacíon artística
    Paralleltitel: Erscheint auch als Winner, Ellen, 1947 - Art for art's sake?
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    Schlagwort(e): Kunst ; Bildung ; Education ; Kunsterziehung ; Kreativität ; Kognitive Entwicklung ; Sozialkompetenz ; Ästhetische Erziehung ; Musische Erziehung
    Kurzfassung: Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students’ academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as “skills for innovation”: subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills. This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.
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  • 22
    Online-Ressource
    Online-Ressource
    Paris : OECD
    ISBN: 9789264185760
    Sprache: Englisch
    Seiten: 204 S.
    Ausgabe: Online-Ausg. Online-Ressource
    Serie: Educational Research and Innovation
    Paralleltitel: Druckausg.
    Paralleltitel: Erscheint auch als Leadership for twenty-first century learning
    DDC: 300
    RVK:
    Schlagwort(e): Education Research ; Educational psychology ; Education ; Electronic books ; Lernen ; Lernorganisation ; Schulverwaltung
    Kurzfassung: Foreword; Table of contents; Executive summary; Learning leadership; Concluding orientations; Learning leadership for innovative learning environments: The overview; The aims and background to this report; Building on earlier OECD analyses; The "why" of learning leadership; The "what" of learning leadership; The "how" of learning leadership; The "who" of learning leadership; The "where" of learning leadership; The "when" of learning leadership; Concluding orientations on learning leadership; Note; References; The practice of leading and managing teaching in educational organisations
    Kurzfassung: IntroductionTeaching: the essence of leadership work; Focusing in on the practice of leading teaching; Diagnosis and design: organisational infrastructure and practice; Conclusion; Note; References; Leading learning in a world of change; Introduction; The character of leadership; Five principles of leadership for learning; Changing contexts for learning; Learning beyond schooling; Note; References; Leadership for 21st century learning in Singapore's high‑performing schools; Introduction; The context of the Singapore school system; A 21st century leadership model
    Kurzfassung: Case studies of transformation in two schoolsConclusion; References; Approaches to learning leadership development in different school systems; Introduction; A network of change agents: Lerndesigners as teacher leaders in Austria; The Lerndesigner network; Innovative learning environments: Developing leadership in British Columbia; Developing and nurturing leadership for learning in New York City; Developing learning leadership in Norway; Learning leadership in South Australia; Learning leadership for innovation at the system level: Israel; Notes; References; Online references
    Kurzfassung: Promoting learning leadership in Catalonia and beyondInternationalising educational innovation in Catalonia; Learning Leadership - the research study; Note; References
    Kurzfassung: This is the latest of the influential series of OECD reports on Innovative Learning Environments. ""Learning leadership"" is fundamental because it is about setting direction, taking responsibility for putting learning at the centre and keeping it there. This becomes increasingly complex in 21st century settings, calling for innovation and going beyond the heroics of individual leaders. Many need to be involved, bringing in diverse partners at different levels. This is all explored in this volume. It clarifies the concepts and the dimensions of learning leadership, relating it to extensive int
    Anmerkung: Description based upon print version of record
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  • 23
    Online-Ressource
    Online-Ressource
    Paris : OECD
    ISBN: 9789264123243
    Sprache: Englisch
    Seiten: 469 S.
    Ausgabe: Online-Ausg. Online-Ressource
    Serie: Educational research and innovation
    Paralleltitel: Druckausg. Languages in a global world
    RVK:
    RVK:
    Schlagwort(e): Education ; Fremdsprachenlernen ; Soziolinguistik
    Kurzfassung: The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages. The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interconnected; the insights that neuroscience provides; migrants, their education and opportunities to learn languages; language learning and teaching in North America; and new approaches to language learning.
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  • 24
    ISBN: 9789264187504
    Sprache: Englisch
    Seiten: 138 S.
    Ausgabe: Online-Ausg. Online-Ressource
    Serie: PISA
    Paralleltitel: Erscheint auch als Grade expectations
    DDC: 378.198
    RVK:
    RVK:
    Schlagwort(e): Studium ; Studierende ; Bildungspolitik ; Bildungsverhalten ; OECD-Staaten ; Education ; Student ; Leistungsbeurteilung ; Lernmotivation
    Kurzfassung: 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.
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  • 25
    ISBN: 9789264174917
    Sprache: Englisch
    Seiten: 102 S.
    Ausgabe: Online-Ausg. Online-Ressource
    Serie: PISA
    Paralleltitel: Erscheint auch als Public and private schools
    DDC: 379.26
    RVK:
    RVK:
    Schlagwort(e): Education ; Privatschule ; Öffentliche Schule ; Soziale Schichtung ; Öffentliche Ausgaben ; Schulverwaltung ; PISA-Studie
    Kurzfassung: In most PISA-participating countries and economies, the average socio-economic background of students who attend privately managed schools is more advantaged than that of those who attend public schools. Yet in some countries, there is little difference in the socio-economic profiles between public and private schools. Why? An analysis of PISA results finds that while the prevalence of privately managed schools in a country is not related to socio-economic stratification within a school system, the level of public funding to privately managed schools is: the higher the proportion of public funding allocated to privately managed schools, the smaller the socio-economic divide between publicly and privately managed schools. This report also shows that those countries with narrow socio-economic stratification in their education systems not only maximise equity and social cohesion, but also perform well in the PISA survey.
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  • 26
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science + Business Media B.V
    ISBN: 9781402083952
    Sprache: Englisch
    Seiten: Online-Ressource , v.: digital
    Ausgabe: Online-Ausg. 2008 Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Paralleltitel: Print version Organizing Schools for Productive Learning
    DDC: 373.1203
    RVK:
    RVK:
    Schlagwort(e): Education ; Schulentwicklungsplanung ; Schulklima
    Kurzfassung: Currently not available, will follow before Dec 30.
    Kurzfassung: This book offers an alternative approach to secondary school organization. In line with the definition formulated by John Dewey's philosophy of education, the new approach aims to promote productive learning. The book shows the way to extricate schools from their past in order to respond more successfully to the requirements of the information age in which we are living today. The chapters treat the primary components of teachers' work in schools in light of systems' theory as opposed to the organization of instruction prevalent in today's schools that is designed in light of bureaucratic theo
    Beschreibung / Inhaltsverzeichnis: Two Models of School Structure; The School as a Community; The School in the Community; Student Engagement in Learning; Class Size and School Size; The Integrated Curriculum; Duration of Class Sessions and the Problem of Teaching Method; Student Assessment; A Systems Approach to Organization and Instruction in Schools
    Anmerkung: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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  • 27
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science + Business Media B.V
    ISBN: 9781402083495
    Sprache: Englisch
    Seiten: Online-Ressource , v.: digital
    Ausgabe: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Serie: Globalisation, Comparative Education and Policy Research 2
    Paralleltitel: Druckausg. Globalisation, comparative education and policy research ; 2: Comparative and global pedagogies
    RVK:
    Schlagwort(e): Education ; Comparative education ; Curriculum planning ; Education and state ; Teachers Training of ; Vergleichende Erziehungswissenschaft ; Globalisierung ; Aufsatzsammlung
    Anmerkung: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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  • 28
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science + Business Media B.V
    ISBN: 9781402064944
    Sprache: Englisch
    Seiten: Online-Ressource , v.: digital
    Ausgabe: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Serie: Models and Modeling in Science Education 2
    DDC: 507.1
    RVK:
    Schlagwort(e): Education ; Science Study and teaching ; Teachers Training of ; Consciousness ; Aufsatzsammlung ; Hochschuldidaktik ; Problemorientiertes Lernen
    Kurzfassung: Anyone involved in science education will find that this text can enhance their pedagogical practice. It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction. It presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms. They offer practical tips for teaching the toughest of key concepts.
    Kurzfassung: This book describes new, model based teaching methods for science instruction. It presents research that describes these new methods in a very diverse group of settings: middle school biology, high school physics, and college chemistry classrooms. Mental models in these areas such as understanding the structure of the lungs or cells, molecular structures and reaction mechanisms in chemistry, or causes of current flow in electricity are notoriously difficult for many students to learn. Yet these lie at the core of conceptual understanding in these areas. The studies focus on a variety of teaching strategies such as discrepant questioning, analogies, animations, model competition, and hands on activities. Five different levels of organization for teaching strategies are described, from those operating over months (design of the sequence of units in a curriculum) to those operating over minutes (teaching tactics for guiding discussion minute by minute).
    Beschreibung / Inhaltsverzeichnis: CONTENTS; Contributors; Acknowledgement; Model Based Learning and Instruction in Science; Section I: Basic Concepts and Background for Model Based Learning; 1. Student/Teacher Co-construction of Visualizable Modelsin Large Group Discussion; 2. An Instructional Model Derived from Model Constructionand Criticism Theory; Section II: Introduction to Model Based Teaching Strategies; 3. Determining Target Models and Effective Learning Pathwaysfor Developing Understanding of Biological Topics; 4. Co-construction and Model Evolution in Chemistry
    Beschreibung / Inhaltsverzeichnis: 5. Target Model Sequence and Critical Learning Pathwayfor an Electricity Curriculum Based on Model Evolution6. Case Study of Model Evolution in Electricity: Learningfrom Both Observations and Analogies; Section III: Qualitative Research on Specific Strategies; 7. A Competition Strategy and Other Modesfor Developing Mental Models in Large Group Discussion; 8. What If Scenarios for Testing Student Models in Chemistry; 9. Applying Modeling Theory to Curriculum Development:From Electric Circuits to Electromagnetic Fields; 10. Developing Complex Mental Models in Biology ThroughModel Evolution
    Beschreibung / Inhaltsverzeichnis: 11. Role of Discrepant Questioning Leading to Model ElementModification12. Using Analogies in Science Teaching and CurriculumDesign: Some Guidelines; 13. Model Based Reasoning Among Inner City MiddleSchool Students; 14. Six Levels of Organization for Curriculum Design and Teaching; Author Index; Subject Index
    Anmerkung: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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  • 29
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science + Business Media B.V
    ISBN: 9781402066702
    Sprache: Englisch
    Seiten: Online-Ressource , v.: digital
    Ausgabe: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Serie: Science & Technology Education Library 35
    DDC: 370
    RVK:
    Schlagwort(e): Education ; Science (General) ; Science Study and teaching ; Pädagogik ; Forschung ; Aufsatzsammlung
    Kurzfassung: Educational researchers are bound to see this as a timely work. It brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. It is this fact that makes this volume so crucial.
    Kurzfassung: "This book brings together the work of leading experts in argumentation in science education. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues. This volume constitutes a unique collection and covers fundamental issues in argumentation such as cognitive, methodological and epistemological aspects, classroom-based research in teaching and learning of argumentation in science classrooms, and argumentation in context such as in socio-scientific and moral contexts. The book s underlying premise is that argumentation is a significant aspect of scientific inquiry and plays an important role in teaching and learning of science. Argumentation also contributes to the agenda of informed citizenship where students are encouraged and supported in evidence-based reasoning in their everyday lives. ""Arumentation appeared as a major theme in science education research during the mid-1990s. Since that time, researchers working on themes such as the nature of science in science education, science education for citizenship, and language in the science classroom have all addressed argumentation in their work. This book brings together key lines of work and key scholars, presenting a state-of-the-art review of argumentation in science education."" Professor John LeachThe University of Leeds, UK"
    Beschreibung / Inhaltsverzeichnis: Front Matter; Argumentation in Science Education: An Overview; Cognitive Foundations of Learning Argumentation; Methodological Foundations in the Study of Argumentation in Science Classrooms; What Can Argumentation Tell Us About Epistemology?; Designing Argumentation Learning Environments; Social Aspects of Argumentation; Analysis of Lines of Reasoning in Written Argumentation; Quality Argumentation and Epistemic Criteria; Argumentation in Science Education: An Overview; The Role of Moral Reasoning in Argumentation: Conscience, Character, and Care
    Beschreibung / Inhaltsverzeichnis: Technology-Enhanced Learning Environments to Support Students' ArgumentationScience Teacher Education and Professional Development in Argumentation; Back Matter
    Anmerkung: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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  • 30
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science + Business Media B.V
    ISBN: 9781402063688
    Sprache: Englisch
    Seiten: Online-Ressource , v.: digital
    Ausgabe: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Serie: Inclusive Education: Cross Cultural Perspectives 6
    DDC: 371.9046
    RVK:
    Schlagwort(e): Education ; Social sciences Methodology ; Schüler ; Migrationshintergrund ; Schulische Integration ; Psychologische Beratung
    Kurzfassung: This book consists of a number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England. The aim is to provide accounts which do not shirk from describing ???failures??? as well as ???successes??? and which reflect the general ???messiness??? of this kind of work. They are written as ???stories??? from the point of view of an educational psychologist who regards himself as a critical reflective practitioner whose professional practice is grounded in a democratic, inclusive philos
    Beschreibung / Inhaltsverzeichnis: Front Matter; Introduction; From Classroom to 'Colditz' via a Learning Support Unit; A Girl Who 'Squeezed in and out of Everywhere'; 'Giving up on Them': A Tale of Despair; 'Off the Differentiation Map': Why Did Inclusion Fail?; Constructing a 'Disordered' Identity in a Child-Centred School; Action Research, Learning and Football Culture: A Successful Intervention?; On the Social Meaning of 'Throwing a Wobbly' and the Question of Survival in a Primary Classroom; 'We Might be Losing Him'; 'That's Our Boy Down to a T'
    Beschreibung / Inhaltsverzeichnis: Conclusion: Promoting Inclusion via the Creation of Democratic Learning CommunitiesBack Matter;
    Anmerkung: Description based upon print version of record
    URL: Volltext  (lizenzpflichtig)
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  • 31
    Online-Ressource
    Online-Ressource
    Paris : OECD
    ISBN: 9789264028418
    Sprache: Englisch
    Seiten: Online-Ressource (PDF-Datei: 147 S.) , graph. Darst.
    Ausgabe: Online-Ausg. 2011 Electronic reproduction; Available via World Wide Web
    Serie: Schooling for tomorrow
    Paralleltitel: Druckausg. Demand-sensitive schooling?
    RVK:
    Schlagwort(e): Schule ; Bildungsreform ; OECD-Staaten ; Education ; Education and state ; Amtsdruckschrift ; Graue Literatur ; OECD ; Einstellung ; Eltern ; Erwartung ; Kind ; Nachfrage ; Schulbildung ; Schulentwicklung
    Kurzfassung: Many identify a critical shift from traditional schooling towards the future. It lies in the move from supply-led systems - operating to procedures decided by educational authorities, schools and teachers - towards systems which are much more sensitive to demand. But, whose demands should these be? And what are they? What do we know about the attitudes and expectations of parents and students, who are arguably those with the greatest stake in what goes on in schools? And how well do schools currently recognise these demands? Is sensitivity to the wishes of students, parents and their communities a democratic norm or further evidence of rampant educational consumerism?
    Kurzfassung: Many educational experts are identifying a critical shift from from supply-led systems, operating to procedures decided by educational authorities, schools and teachers, towards systems which are much more sensitive to demand. But whose demands should these be? What are they? And how will schools recognize and cope with them? This book examines different aspects of the demand concept and presents international evidence from Austria, the Czech and Slovak Republics, Denmark, England, Finland, Hungary, Japan, Poland, Spain, and the United States to reveal attitudes and expectations.--Publisher's description
    Beschreibung / Inhaltsverzeichnis: Exploring the concept of demand -- Public and parental perceptions of schooling -- Parental choice and diversity of provision -- Parent and community "voice" in schools -- What do the students say? -- The demand dimensions : concluding issues and directions.
    Anmerkung: "Project leader David Istance was responsible for this report, along with Henno Theisens. Delphine Grandrieux and Jennifer Cannon prepared and edited the text"--P. 4 , "Centre for Educational Research and Innovation , Includes bibliographical references , Franz. Ausg. u.d.T.: L'école face aux attentes du public , Electronic reproduction; Available via World Wide Web
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  • 32
    Online-Ressource
    Online-Ressource
    Dordrecht : Springer Science + Business Media B.V
    ISBN: 9781402046421
    Sprache: Englisch
    Seiten: Online-Ressource , v.: digital
    Ausgabe: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Serie: Self Study of Teaching and Teacher Education Practices 3
    DDC: 370.711
    RVK:
    Schlagwort(e): Education ; Teachers Training of ; Aufsatzsammlung ; Lehrerbildung
    Anmerkung: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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