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  • MPI Ethno. Forsch.  (137)
  • Education  (72)
  • Geschichte  (66)
  • Psychology  (101)
  • German Studies
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  • 1
    Book
    Book
    Stuttgart : Kohlhammer
    ISBN: 3170099353
    Language: German
    DDC: 306.859
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    Keywords: Matriarchy ; Matriarchat ; Forschung ; Geschichte
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  • 2
    Online Resource
    Online Resource
    Berlin : Erich Schmidt Verlag GmbH & Co. KG | Berlin : Imprint: Erich Schmidt Verlag GmbH & Co. KG
    ISBN: 9783503209019
    Language: German
    Pages: 1 Online-Ressource(257 S.)
    Edition: 1st ed. 2022.
    Series Statement: Springer eBook Collection
    Parallel Title: Erscheint auch als Klotz, Peter, 1942 - Hörspiel und Hörbuch
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    Keywords: Philology. ; Germanic languages. ; Deutsch ; Hörspiel ; Hörbuch ; Podcast ; Performativität ; Geschichte ; Deutsch ; Hörspiel ; Deutsch ; Hörbuch
    Abstract: Hörspiele, Hörbücher und Podcasts sind längst nicht mehr Randerscheinungen der kulturellen Szene. Seit der Erfindung des Radios entstanden sie als neue technische und literarische Möglichkeiten: so das Hörspiel 1923 in England, 1924 in Deutschland. In den letzten Jahrzehnten ist das Hörbuch mehr und mehr hinzugekommen, während sich der Podcast zunehmend als wichtiges, auch literarisches audiophones Experimentierfeld erweist. Hörspiele, Hörbücher und Podcasts sind gestaltete „Aufführungen“ literarischer Texte. Für ihre Zuhörerinnen und Zuhörer können sie zu intensiven Hörerlebnissen und Hörerfahrungen werden, wenn sie sich denn auf dieses Hören einlassen. Peter Klotz gibt in seiner Darstellung einen historischen Überblick und konzentriert sich dann vor allem auf jene wesentlichen Elemente, die Literatur zur Performance werden lassen: Stimme, Geräusch, Musik und Tontechnik. Anhand von Beispielen bespricht er sowohl Hörspiel und Hörbuch als auch genreverwandte Formen wie Podcasts und Poetry Slams. So entsteht eine fundierte Basis für alle, die sich mit diesen literarischen Formen und Medien befassen oder sie einfach nur besser genießen und verstehen wollen.
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  • 3
    Online Resource
    Online Resource
    [Erscheinungsort nicht ermittelbar] : De Gruyter
    ISBN: 9783110756463 , 9783110755596 , 9783110756548
    Language: Undetermined
    Pages: 1 Online-Ressource
    Parallel Title: Erscheint auch als Wojcik, Paula, 1979 - Theorie der Klassik
    DDC: 809.14409
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    Keywords: Hochschulschrift ; Ballade ; Lied ; Klassik ; Kanon ; Geschichte
    Abstract: For the last three centuries, prominent thinkers have been asking themselves what it is that constitutes a classic. This volume takes up this question and shows how cultural artifacts become and remain classics through transcultural circulation, i.e., through their adaptation in ever-changing media and the expansion of the cultural milieu in which they are received
    Abstract: Der Frage "Was ist ein Klassiker?" haben sich prominente Denker der letzten drei Jahrhunderte gewidmet. "Theorie der Klassik. Eine kulturelle Praxis von Goethe bis Grandmaster Flash" greift die Frage auf und zeigt, wie Kulturgüter durch transkulturelle Zirkulation, d.h. Adaption in immer neuen Medien und Ausweitung der sie rezipierenden kulturellen Milieus klassisch werden und bleiben
    Note: German
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  • 4
    ISBN: 9783110726404 , 9783110726794 , 9783110726466
    Language: Undetermined
    Pages: 1 Online-Ressource (527 p.)
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    Keywords: Literature: history & criticism ; Literary studies: general ; Deutsch ; Kinderliteratur ; Jugendliteratur ; Geschlechterforschung ; Geschichte
    Abstract: This volume is the first to diachronously present the development of gender in German children's and young-adult literature from the middle ages to the present. It explores a topic of enormous societal relevance by examining books that have accompanied the socialization of young people on a spectrum between dominant discourses and utopian visions
    Note: German
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  • 5
    Online Resource
    Online Resource
    Wiesbaden : Springer VS
    ISBN: 9783658247775
    Language: German
    Pages: 1 Online-Ressource (XX, 1427 Seiten)
    Edition: 3., vollständig überarbeitete und erweiterte Auflage
    Parallel Title: Erscheint auch als
    DDC: 301
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    Keywords: Sociology ; Education ; Sociology ; Education ; Kindheitsforschung ; Kindersoziologie ; Jugendforschung ; Jugendsoziologie ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Kindheitsforschung ; Jugendforschung ; Kindersoziologie ; Jugendsoziologie
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 6
    ISBN: 9783034343916 , 9783034343923 , 9783034343039
    Language: German
    Pages: 1 Online-Ressource (349 Seiten) , Illustrationen
    Parallel Title: Erscheint auch als Gregori, Nina Lehrpersonenhandeln im Klassenrat
    Dissertation note: Dissertation Universität Zürich 2020
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    Keywords: Education ; linguistics ; Psychology ; Hochschulschrift ; Schülermitverwaltung ; Lehrer
    Abstract: Die interaktionsanalytische Studie untersucht das Handeln der Lehrperson im Klassenrat. Ziel des Klassenrats ist es, dass die Lernenden diesen möglichst selbständig – d. h. ohne Eingreifen der Lehrperson – durchführen. Dies bringt ein Spannungsverhältnis mit sich, da die Rolle(n) der Schüler*innen und der Lehrperson neu ausgehandelt werden bzw. werden müssen. Die Studie analysiert, was die Lehrperson tut, wenn sie (dennoch) interveniert. Auf der Datengrundlage von 38 Klassenratssitzungen einer Klasse des 5. und 6. Schuljahres werden in zwei analytischen Teilschritten die kommunikativen Lehrpersonenhandlungen eruiert und Wirkungspotenziale dieser Lehrpersonenhandlungen herausgearbeitet. Die Publikation ist interdisziplinär zwischen Interaktionslinguistik und Fachdidaktik verortet
    Note: German
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  • 7
    ISBN: 9783826075131
    Language: German
    Pages: 1 Online-Ressource (483 Seiten)
    Series Statement: Studien einer kulturwissenschaftlich orientierten Literaturdidaktik Band 2
    Parallel Title: Erscheint auch als Becker, Karina, 1982 - Briefroman und Subjektivation
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    Keywords: Epistolary fiction, German History and criticism ; Letter writing in literature ; Letters in literature ; Subjectivity in literature ; Subject (Philosophy) in literature ; Epistolary fiction, German ; Letter writing in literature ; Letters in literature ; Subject (Philosophy) in literature ; Subjectivity in literature ; Criticism, interpretation, etc ; Hochschulschrift ; Deutsch ; Briefroman ; Geschichte
    Note: Habilitationsschrift$eUniversität Paderborn$f2021
    URL: Volltext  (kostenfrei)
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  • 8
    ISBN: 9783476049537
    Language: German
    Pages: 1 Online-Ressource (XI, 799 Seiten) , Illustrationen
    Edition: 9., aktualisierte und erweiterte Auflage
    Series Statement: Springer eBooks
    Series Statement: J.B. Metzler Humanities
    Parallel Title: Erscheint auch als Beutin, Wolfgang, 1934 - 2023 Deutsche Literaturgeschichte
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    Keywords: Literary History ; Literature—History and criticism ; European literature ; German philology ; Geschichte ; Literatur ; Deutschland ; Deutsch ; Literatur ; Geschichte
    Abstract: Mittelalterliche Literatur -- Humanismus und Reformation -- Literatur des Barock -- Aufklärung -- Kunstepoche -- Vormärz -- Realismus und Gründerzeit -- Die literarische Moderne (1890–1920) -- Literatur in der Weimarer Republik -- Literatur im ›Dritten Reich‹ -- Die deutsche Literatur des Exils -- Deutsche Literatur nach 1945 -- Die Literatur der DDR -- Die Literatur der Bundesrepublik -- Tendenzen in der deutsch sprachigen Gegenwartsliteratur seit 1989
    Abstract: Deutsche und deutschsprachige Literaturgeschichte – lebendig geschrieben, reich bebildert und mit einem Blick für die größeren literarischen und kulturellen, politischen und gesellschaftlichen Zusammenhänge, vom Mittelalter bis in die jüngste Gegenwart. Die neunte Auflage schreibt die Kapitel zur Gegenwartsliteratur und zum Literaturbetrieb fort
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  • 9
    ISBN: 9783518428948 , 3518428942
    Language: German
    Pages: 284 Seiten , Illustrationen, Diagramme , 22 cm, 434 g
    Additional Information: Kritik in Clemens, Simon [Rezension von: Steffen Mau, Lütten Klein] 2019
    Parallel Title: Erscheint auch als Mau, Steffen, 1968 - Lütten Klein
    Parallel Title: Erscheint auch als Mau, Steffen, 1968 - Lütten Klein
    DDC: 306.09431
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    Keywords: Geschichte 1945-2016 ; Alltag ; Sozialer Wandel ; Lebensgefühl ; Politischer Wandel ; Sozialistische Lebensweise ; Deutschland ; Deutschland ; Deutschland ; Alltag ; Sozialistische Lebensweise ; Geschichte ; Deutschland ; Wiedervereinigung ; Politischer Wandel ; Sozialer Wandel ; Lebensgefühl ; Deutschland ; Alltag ; Sozialistische Lebensweise ; Geschichte 1945-2016 ; Deutschland ; Wiedervereinigung ; Politischer Wandel ; Sozialer Wandel ; Lebensgefühl ; Rostock- Lütten Klein ; Geschichte
    Abstract: Steffen Mau wächst in den siebziger Jahren im Rostocker Neubauviertel Lütten Klein auf. Als die Mauer fällt, ist er bei der NVA, nach der Wende studiert er, wird schließlich Professor. Währenddessen kämpft seine Heimat mit den Schattenseiten der Wiedervereinigung: Statt blühender Landschaften prägen verrostende Industrieruinen die Szenerie. Mit der neuen Freiheit und dem Massenkonsum kommen Erfahrungen sozialer Deklassierung. 30 Jahre nach 1989 zieht Mau mit dem ebenso scharfen wie empathischen Blick eines Lütten Kleiner Soziologen Bilanz. „Eine kenntnisreiche Studie über den Riss, der sich durch Ostdeutschland zieht.“ (Platz 1 der Sachbuch-Bestenliste für September 2019)
    Note: Hier auch später erschienene, unveränderte Nachdrucke , Literaturverzeichnis: Seite 262-285 , Deutsch
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  • 10
    ISBN: 9783658231293
    Language: German
    Pages: 1 Online-Ressource (XIII, 183 Seiten) , Illustrationen, Diagramme
    Edition: Springer eBook Collection. Social Science and Law
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Hoya, Fabian Feedback aus der Sicht von Kindern und Lehrkräften
    Dissertation note: Dissertation Universität Paderborn 2018
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    Keywords: Education ; Education ; Language and education ; Teaching ; Language and education ; Teaching ; Learning. ; Instruction. ; Hochschulschrift ; Lesenlernen ; Leseunterricht ; Lehrer ; Rückmeldung ; Schüler ; Wahrnehmung ; Schüler ; Leseverstehen ; Leseunterricht ; Rückmeldung ; Lehrer ; Lernmotivation
    Abstract: Fabian Hoya überprüft am Beispiel des Leseunterrichts der Grundschule, ob das von Lehrkräften erteilte Feedback kompatibel zur Wahrnehmung von Schülerinnen und Schülern ist. Ebenso untersucht er, ob die Leseleistung von Kindern im Grundschulalter eher über das erteilte Feedback ihrer Lehrkräfte oder über das aus ihrer Sicht wahrgenommene Feedback erklärt werden kann. Der Feedbackerteilung von Lehrkräften und der Wahrnehmung von Schülerinnen und Schülern kommt eine hohe Bedeutung zu. So ist es für eine optimale Unterstützung der Lernprozesse von Schülerinnen und Schülern wichtig, dass diese das von ihren Lehrkräften erteilte Feedback entsprechend wahrnehmen und interpretieren. Der Inhalt Theoretischer und empirischer Hintergrund zu Feedbackprozessen im schulischen Unterricht Die Motivation von Lernenden Selbstkonzepte von Kindern im Grundschulalter Zur Lesekompetenz von Grundschülerinnen und -schülern Die Zielgruppen Dozierende und Studierende der Grundschulpädagogik und der Psychologie Grundschullehrerinnen und -lehrer Der Autor Fabian Hoya ist wissenschaftlicher Mitarbeiter am Lehrstuhl für Grundschulpädagogik der Universität Paderborn. In seiner Forschungsarbeit beschäftigt er sich mit der Erteilung und Wahrnehmung von Feedback im Grundschulunterricht und der inklusiven Beschulung in der Grundschule
    Abstract: Theoretischer und empirischer Hintergrund zu Feedbackprozessen im schulischen Unterricht -- Die Motivation von Lernenden -- Selbstkonzepte von Kindern im Grundschulalter -- Zur Lesekompetenz von Grundschülerinnen und -schülern
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  • 11
    Online Resource
    Online Resource
    Stuttgart : J.B. Metzler
    ISBN: 9783476047083
    Language: German
    Pages: Online-Ressource (VII, 434 S. 4 Abb., 2 Abb. in Farbe, online resource)
    Edition: Springer eBook Collection. J.B. Metzler Humanities
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Schanze, Helmut, 1939 - Erfindung der Romantik
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    Keywords: Nineteenth-Century Literature ; Literature, Modern-19th century ; Literature, Modern-19th century ; Romantik ; Literatur ; Geschichte ; Das Romantische ; Geschichte 1793-1918
    Abstract: Das Stichwort „Romantik“ wird Ende 1798 von Novalis erfunden, der das Modell der „Romantischen Poesie“ als welterzeugendes und weltbeschreibendes, genetisch-generisches Verfahren fasst. „Romantik“ ist nicht nur die Lehre von einer literarischen Form, des „Romans“, und vom Gesamtkunstwerk, das alle Medien im gedruckten Buch vereinigt. Ihr Ziel ist eine neue Schreib- und Leselehre, eine neue Poetik und Rhetorik. Sie forscht nach dem Unbedingten, den Ursprüngen, nach neuen Ordnungen des Wissens, nach neuen Verfahren der Formulierung. Sie konstituiert das Buch als universelles Reflexionsmedium. Um 1800, im Zeitalter der technischen Erfindungen, mit der „Dampfpresse“ und den „Neuen Graphien“, der Telegraphie, der Lithographie und der Photographie, entsteht eine neue Medienkonstellation. Sie verändert die Invention der Literatur und Künste bis heute grundlegend. - Die ersten Kapitel des Bandes sind den politischen, philosophischen und literarischen Tendenzen der Zeit vor 1800 gewidmet. Die folgenden Kapitel widmen sich den Doktrinen der Universalpoesie, den neuen Mythologien, den „Romantischen Schulen“ und ihren Orten, der Märchensammlung, der Romantik in der Musik und den Romantikern in der Politik. In weiteren Kapiteln führt der Autor die Geschichte der Romantik und der Romantizismen bis ins 20. Jahrhundert, in das Zeitalter der entwickelten Audiovisionen
    Abstract: Einleitung: Die Erfindung der Romantik -- TEIL I: Tendenzen 1793 - 1798 -- Kapitel 1: Die Französische Revolution -- Kapitel 2: Wissenschaftslehre -- Kapitel 3: Goethe‘s Meister -- Teil II: Doktrinen (1798 - 1828) -- Kapitel 4: Universalpoesie -- Kapitel 5: Mythologien -- Kapitel 6: Rhetorik -- Kapitel 7: Orte - Schulen -- Kapitel 8: Museum -- Kapitel 9: Märchen -- Kapitel 10: Musik -- Kapitel 11: Politik -- Teil III: Kein Ende (1828 - 1918) -- Kapitel 12: Räume - Zeiten -- Kapitel 13: Nur Literatur? -- Kapitel 14: Romantiken-Neoromantiken -- Schluss: Aufgeklärte Romantik -- Anhang
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  • 12
    ISBN: 9783658216719
    Language: German
    Pages: Online-Ressource (IX, 408 S, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als
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    Keywords: Literature ; Literature, Modern 20th century ; Literature, Modern 21st century ; European literature ; Literature ; Literature, Modern 20th century ; Literature, Modern 21st century ; European literature ; Deutsch ; Literatur ; Geschichte ; Erinnerung ; Deutsch ; Literatur ; Geschichte ; Erinnerung
    Abstract: Die Beitragsautoren dieses Sammelbandes gehen der Frage nach, welche Rolle das Erinnern in der deutschsprachigen Literatur nach 1945 und sodann nach dem Umbruch des Jahres 1989 spielt. Dabei werden unterschiedlich Formen der literarischen Konfiguration von Erinnerung untersucht und das Verhältnis von Fakt und Fiktion diskutiert. In den Blick geraten unterschiedliche Poetologien, Schreibweisen und Konzepte beim Umgang mit Geschichte. Der Inhalt Geschichte im Spiegel der deutschsprachigen Literatur nach 1945 und 1989 Dimensionen des Erinnerns in der deutschsprachigen Gegenwartsliteratur Die Zielgruppen Dozierende und Studierende der Literatur- und Kulturwissenschaften, Geschichtswissenschaften, sowie der Geistes- und Gesellschaftswissenschaften. Fach- und Führungskräfte aus den Bereichen Germanistik, Journalismus, Medienwissenschaften, Soziologie und Geschichte. Die Herausgeber Prof. Dr. Manuel Maldonado-Alemán ist Professor für Neuere deutsche Literatur am Institut für Deutsche Philologie der Universität Sevilla. Prof. Dr. Carsten Gansel lehrt als Professor Neuere deutsche Literatur und Germanistische Literatur- und Mediendidaktik an der Justus-Liebig-Universität Gießen. Er ist zudem Vorsitzender der Jury zur Verleihung des Uwe-Johnson-Literaturpreises sowie des Uwe-Johnson-Förderpreises und Mitglied des P.E.N.-Zentrums Deutschland.
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  • 13
    Online Resource
    Online Resource
    Wiesbaden : Springer VS
    ISBN: 9783658185893
    Language: German
    Pages: 1 Online-Ressource (X, 451 Seiten)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Bildung und Emotion
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    Keywords: Education ; Educational psychology ; Instruction. ; Learning. ; Education—Psychology. ; Child development. ; Life skills. ; Education ; Educational psychology ; Education Psychology ; Educational psychology ; Emotional intelligence ; Emotions ; Learning Psychological aspects ; Konferenzschrift 2016 ; Konferenzschrift ; Gefühlsempfindung ; Bildung ; Unterricht ; Emotionales Lernen ; Pädagogische Psychologie
    Abstract: Das Buch gibt einen umfassenden Überblick zum aktuellen Forschungsstand sowie eine Einführung in systematische Zusammenhänge in das Themenfeld Bildung und Emotion. Darüber hinaus werden methodische Zugänge zu Emotion und Gefühl in Schule, Hochschule und Beratung dargestellt. Expertinnen und Experten aus unterschiedlichen Fachrichtungen erläutern spezifische Einsätze von Emotion und Gefühl im Kontext von Bildung, Erziehung und Unterricht und verdeutlichen dabei die Relevanz, Aktualität und enorme Tragweite dieses Themas. Der Inhalt Allgemeine Perspektiven • Anthropologische Einsätze • Lernen und Lehren • Emotionen im Lebenslauf • Methodische Annäherungen • Gesellschaftliche Perspektiven Die Herausgeber Matthias Huber ist Universitätsassistent und Lektor im Arbeitsbereich Allgemeine Erziehungswissenschaft am Institut für Bildungswissenschaft der Universität Wien. Sabine Krause ist Mitarbeiterin im Arbeitsbereich Allgemeine Erziehungswissenschaft am Institut für Bildungswissenschaft der Universität Wien.
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    URL: Cover
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  • 14
    ISBN: 9783658188085
    Language: German
    Pages: 1 Online-Ressource (IX, 166 Seiten)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Piper, Sandra Kindheitspädagogik auf dem Prüfstand
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    Keywords: Education ; Philosophy and social sciences ; Education—Philosophy. ; Child development. ; Education ; Philosophy and social sciences ; Education Philosophy ; Hochschulschrift ; Kleinkindpädagogik ; Erziehungsphilosophie
    Abstract: Rousseau: Die Bildung der Sinne als Aufgabe kindheitspädagogischer Praxis -- Herbart: Regierung, Unterricht und Beratung als Handlungsdimensionen kindheitspädagogischer Praxis -- Humboldt: Bildung, Sprache und das Problem der Sprachbildung -- Schleiermacher: Die Veränderung des Generationenverhältnisses in ihrer Bedeutung für die Kindheitspädagogik.
    Abstract: Sandra Piper unternimmt den Versuch einer Weiterentwicklung der von der modernen Pädagogik entwickelten Theorie frühkindlicher Erziehung und Bildung. Unter Bezugnahme auf vier klassische Autoren – Rousseau, Herbart, Humboldt und Schleiermacher – werden Begründungszusammenhänge von Bildung und Erziehung aufgewiesen, die für die moderne Kindheitspädagogik von Bedeutung sind. Die Autorin legt dazu systematisch die Beziehungen zwischen allgemeinen Erziehungs- und Bildungstheorien der Tradition und aktuellen Fragestellungen der Kindheitspädagogik offen und sucht nach Anschlussmöglichkeiten an die moderne Handlungslogik der pädagogischen Praxis. Der Inhalt Rousseau: Die Bildung der Sinne als Aufgabe kindheitspädagogischer Praxis Herbart: Regierung, Unterricht und Beratung als Handlungsdimensionen kindheitspädagogischer Praxis Humboldt: Bildung, Sprache und das Problem der Sprachbildung Schleiermacher: Die Veränderung des Generationenverhältnisses in ihrer Bedeutung für die Kindheitspädagogik Die Zielgruppen Lehrende und Studierende der Erziehungswissenschaften und Kindheitspädagogik Praktiker, Lehrende sowie Schülerinnen und Schüler in der sozial- und kindheitspädagogischen Aus- und Weiterbildung Die Autorin Sandra Piper arbeitet als Lehrerin in der fachschulischen Ausbildung von Erzieherinnen und Erziehern und als Lehrbeauftragte im Studiengang „Erziehung und Bildung im Kindesalter“ an der Alice Salomon Hochschule, Berlin.
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  • 15
    ISBN: 9783658218577
    Language: German
    Pages: Online-Ressource (XIX, 459 S. 103 Abb, online resource)
    Edition: 5. Aufl. 2018
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Schiersmann, Christiane, 1950 - Organisationsentwicklung
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    Keywords: Organisationsberatung ; Organisatorischer Wandel ; Education ; School management and organization ; School administration ; Professional education. ; Vocational education. ; Education ; School management and organization ; School administration ; Lehrbuch ; Unternehmen ; Organisationsentwicklung
    Abstract: Rahmenbedingungen einer Organisationsentwicklung (z. B. Auftragsklärung und Prozessarchitektur) -- Organisationsentwicklung als Förderung von Problemlöse- und Selbstorganisationsprozessen -- Startszenarien einer Organisationsentwicklung (z.B. Workshops und Großgruppenverfahren) -- Projektmanagement als Kern organisationaler Veränderungsstrategien (inklusive Scrum und Design Thinking) -- Teamentwicklung -- Optimierung von Ablaufprozessen (Prozessmanagement) -- Wissens- und Kompetenzmanagement -- Coaching von Führungskräften als OE-Strategie -- Moderation und Mediation bei Konflikten in Organisationen.
    Abstract: Der wachsende Innovations- und Konkurrenzdruck veranlasst viele gewerbliche und sozialwirtschaftliche Unternehmen, sich gezielt und schnell zu verändern. In diesem OE-Lehrbuch werden Prinzipien und Strategien für die Gestaltung dieses komplexen Prozesses dargestellt. Die Grundlage bildet ein integratives Beratungsmodell. Es verknüpft das phasenorientierte Prozessmodell zum Lösen komplexer Probleme/Aufgaben mit den Wirkprinzipien bzw. Erfolgsfaktoren zur Förderung der Selbstorganisation. Im Interesse der Balance zwischen Theorie und Praxis enthält das Buch zahlreiche Fallbeispiele, Übungen und Anleitungen für die praktische Umsetzung von Veränderungsvorhaben. Damit leistet die Publikation einen wichtigen Beitrag zur Professionalisierung dieses Beratungsfeldes. Der Inhalt Rahmenbedingungen einer Organisationsentwicklung (z. B. Auftragsklärung und Prozessarchitektur) • Organisationsentwicklung als Förderung von Problemlöse- und Selbstorganisationsprozessen • Startszenarien einer Organisationsentwicklung (z.B. Workshops und Großgruppenverfahren) • Projektmanagement als Kern organisationaler Veränderungsstrategien (inklusive Scrum und Design Thinking)• Teamentwicklung • Optimierung von Ablaufprozessen (Prozessmanagement) • Wissens- und Kompetenzmanagement • Coaching von Führungskräften als OE-Strategie • Moderation und Mediation bei Konflikten in Organisationen Die Zielgruppen • (externe und interne) OE-BeraterInnen • Führungskräfte • Arbeits- und OrganisationspsychologInnen und -soziologInnen • TrainerInnen und DozentInnen Die Autoren Christiane Schiersmann ist Professorin für Weiterbildung und Beratung an der Universität Heidelberg. Heinz-Ulrich Thiel ist OE-Berater und Supervisor. Er war an der Sozialwissenschaftlichen Fakultät der Universität Göttingen in Forschung und Lehre im „Schwerpunkt Beratung“ und ist als Dozent an der Universität Heidelberg tätig.
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  • 16
    Online Resource
    Online Resource
    Stuttgart : J.B. Metzler Verlag
    ISBN: 9783476053855
    Language: German
    Pages: Online-Ressource (XIV, 406 S. 20 Abb, online resource)
    Edition: 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Bauer, Manuel, 1979 - Der literarische Faust-Mythos
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    Keywords: Literature ; Comparative literature ; Literature—Philosophy. ; Literature—History and criticism. ; Literature ; Comparative literature ; Literature Philosophy ; Literature History and criticism ; Faustdichtung ; Geschichte ; Faust, Johannes 1480-1540 ; Mythos ; Rezeption ; Geschichte ; Faust, Johannes 1480-1540 ; Literarische Gestalt ; Faustdichtung
    Abstract: Einleitung -- Geschichte des Faust-Stoffes vom Mittelalter bis in die Gegenwart -- Schlussbetrachtung -- Weiterführende Literatur -- Register.
    Abstract: Dieser Grundlagenband führt ein in die Stoffgeschichte zu Faust, eine der berühmtesten Figuren der Weltliteratur – weit über Goethe hinaus. Der Magier, Teufelsbündler und Universalgelehrte, der die Grenzen des Menschseins auslotet, gilt als spezifisch deutsch, das „Faustische“ wurde zur Ideologie. Goethes zur deutschen Nationaltragödie verklärter Faust wird in diesem Buch in die Entwicklung des literarischen Mythos eingebettet, ausgehend von den ersten Zeugnissen aus dem frühen 16. Jahrhundert über wichtige Etappen wie Marlowe, Lessing und Thomas Mann bis in die Gegenwartsliteratur. Der Längsschnitt durch 500 Jahre Literaturgeschichte zeigt, welche Wandlungen der Faust-Mythos durchlaufen hat, wie Aktualisierungen und Problematisierungen immer auch Positionierungen im Kampf um die Deutungshoheit darstellen – und dass die Arbeit am Mythos noch längst nicht beendet ist.
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  • 17
    ISBN: 9783476045997
    Language: German
    Pages: Online-Ressource (VI, 218 S. 12 Abb., 6 Abb. in Farbe, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Tischel, Alexandra Affen wie wir
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    Keywords: Literature ; Ethnology ; Comparative literature ; Fiction ; Physical anthropology ; Literature—History and criticism. ; Literature ; Ethnology ; Comparative literature ; Literature History and criticism ; Fiction ; Physical anthropology ; Affen ; Literatur ; Geschichte ; Affen
    Abstract: Erstes Kapitel: Das kochende Tier -- Zweites Kapitel: Tierliebe -- Drittes Kapitel: Kreuzungen -- Viertes Kapitel: Der Traum des Tierarztes -- Fünftes Kapitel: Aggredior -- Sechstes Kapitel: Rangfragen -- Siebtes Kapitel: Der Barbier von Paris -- Achtes Kapitel: Kopfnüsse -- Neuntes Kapitel: Bequemes Loch, auf Wiedersehen -- Zehntes Kapitel: Oa und Ürülek -- Elftes Kapitel: Narbenschrift -- Zwölftes Kapitel: Sultans Geist.
    Abstract: Was macht uns eigentlich zum Menschen? Wer darüber nachdenkt, landet heute unweigerlich bei den Menschenaffen. Alexandra Tischel sucht die Antwort auf die Grundfrage des Menschseins nicht allein in der Wissenschaft. Sie geht neue Wege und entdeckt, was die Literatur über uns und sie zu sagen hat. Klassiker wie E.T.A. Hoffmann und Franz Kafka, aber auch aktuelle Erfolgsautoren wie Peter Hœg und J. M. Coetzee, entwerfen faszinierende Affenfiguren, die mit Menschen in Kontakt treten, die Grenzen zwischen den Arten überschreiten und Befremdendes, Kurioses, Unerhörtes erleben. Ihre Geschichten zeigen, dass die Literatur kreative und ebenso wichtige Antworten auf die zentrale Frage geben kann. .
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  • 18
    ISBN: 9781509508501 , 9781509508495
    Language: English
    Pages: 163 Seiten, 8 ungezählte Seiten , Illustrationen
    Series Statement: What is history? series
    DDC: 152.409
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    Keywords: Emotions History ; Psychology History ; Emotions History ; Psychology History ; Gefühl ; Psychologie ; Neuropsychologie ; Körpersprache ; Geschichtswissenschaft ; Gefühl ; Geschichtswissenschaft ; Geschichte
    Abstract: Machine generated contents note: 〈ul style="font-family: Verdana, Geneva, Arial, Helvetica, sans-serif; font-size: 11px;"〉 Contents List of Plates and Boxed Text Preface and Acknowledgements Introduction Chapter 1: Science Chapter 2: Approaches Chapter 3: Bodies Chapter 4: Futures Conclusion Notes Selected Reading Index
    Abstract: "What Is the History of Emotions? offers an accessible path through the thicket of approaches, debates, and past and current trends in the history of emotions. Although historians have always talked about how people felt in the past, it is only in the last two decades that they have found systematic and well-grounded ways to treat the topic. Rosenwein and Cristiani begin with the science of emotion, explaining what contemporary psychologists and neuropsychologists think emotions are. They continue with the major early, foundational approaches to the history of emotions, and they treat in depth new work that emphasizes the role of the body and its gestures. Along the way, they discuss how ideas about emotions and their history have been incorporated into modern literature and technology, from children's books to videogames. Students, teachers, and anyone else interested in emotions and how to think about them historically will find this book to be an indispensable and fascinating guide not only to the past but to what may lie ahead"--
    Description / Table of Contents: Preface and Acknowledgements -- Introduction -- 1. Science -- 2. Approaches -- 3. Bodies -- 4. Futures -- Conclusion -- Notes -- Selected Reading -- Illustration credits -- Index
    Note: Hier auch später erschienene, unveränderte Nachdrucke
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  • 19
    ISBN: 9783658194840
    Language: German
    Pages: 1 Online-Ressource (VI, 215 Seiten)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Kinder und Kindheiten
    DDC: 305.23072
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    Keywords: Social groups ; Education ; Childhood ; Adolescence ; Well-being ; Children ; Child development. ; Education ; Childhood ; Adolescence ; Social groups ; Well-being ; Children ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Deutschland ; Brasilien ; Südkorea ; Kleinkindpädagogik ; Grundschulpädagogik ; Sozialpädagogik ; Kind ; Soziale Situation ; Kindheitsforschung
    Abstract: Vorstellungen und Deutungen von Kinderarmut im frühpädagogischen Feld -- Vorstellungen über Kinder und Kindheiten im Kontext der Bildungsorientierung der Kindertageseinrichtungen -- Konstruktionen von Gemeinschaft im frühpädagogischen Alltag -- Kinder im Leistungssport – Leben zwischen Schule, Wettkampf und Erfolg.-Überlegungen zum Zweck der Schule in Brasilien unter der Perspektive der Conditio Humana -- Konstruktionen des Kindes durch Fachkräfte eines Allgemeinen Sozialen Dienstes -- Die Konstruktion des Kindes im Verfassungsrecht -- Antizipierte Bedürfnisse von Kindern im öffentlich-medialen Diskurs um Social Freezing -- Annäherungen an Bilder über Kinder und Kindheiten ohne Kinder?
    Abstract: In dem Band werden über historische, empirisch-rekonstruktive und theoretische Bezüge differente Perspektiven auf Kinder und Kindheiten eröffnet, um sowohl deren Modulationen als auch die Bedingungen des Aufwachsens und die Gestaltung institutioneller Arrangements in den Blick zu nehmen. Thematisiert werden Fragen zu den subjektiven Konstruktionen und gesellschaftlichen Bezügen des Aufwachsens in Deutschland, Brasilien und Südkorea unter professionalisierungstheoretischen, kindheits-, sozial- sowie schulpädagogischen Perspektiven. Der Inhalt • Vorstellungen und Deutungen von Kinderarmut im frühpädagogischen Feld • Vorstellungen über Kinder und Kindheiten im Kontext der Bildungsorientierung der Kindertageseinrichtungen • Konstruktionen von Gemeinschaft im frühpädagogischen Alltag • Kinder im Leistungssport – Leben zwischen Schule, Wettkampf und Erfolg • Überlegungen zum Zweck der Schule in Brasilien unter der Perspektive der Conditio Humana • Konstruktionen des Kindes durch Fachkräfte eines Allgemeinen Sozialen Dienstes • Die Konstruktion des Kindes im Verfassungsrecht • Antizipierte Bedürfnisse von Kindern im öffentlich-medialen Diskurs um Social Freezing • Annäherungen an Bilder über Kinder und Kindheiten ohne Kinder? Die Herausgeber_innen Ina Kaul, M.A., ist Dozentin am Ev. Fröbelseminar, Fachschule für Sozialpädagogik, in Kassel sowie Mitglied der Forscher_innengruppe „Empirie der Kindheit“ des Fröbelseminars, Kassel; und der Universität Kassel. Desirée Schmidt, M.A., ist wissenschaftliche Mitarbeiterin am Ev. Fröbelseminar und Mitglied der Forscher_innengruppe „Empirie der Kindheit“ des Fröbelseminars, Kassel; und der Universität Kassel. Werner Thole, Prof. Dr. phil., ist Hochschullehrer für Erziehungswissenschaft mit dem Schwerpunkt Soziale Arbeit und außerschulische Bildung an der Universität Kassel.
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  • 20
    ISBN: 9783658134372
    Language: German
    Pages: Online-Ressource (VII, 413 S. 158 Abb., 13 Abb. in Farbe, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Tachtsoglou, Sarantis, 1973 - Statistik für Erziehungswissenschaftlerinnen und Erziehungswissenschaftler
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    Keywords: Teaching ; Statistics ; Education ; Education ; Teaching ; Statistics ; Lehrbuch ; Empirische Pädagogik ; SPSS ; R ; Bildungswesen ; Pädagogik ; Statistik ; Datenanalyse ; Empirische Pädagogik ; SPSS ; R ; Bildungswesen ; Pädagogik ; Statistik ; Datenanalyse
    Abstract: Das Lehrbuch bietet eine umfassende Einführung in quantitative Forschungsmethoden, die sich an den Interessen und Ausbildungsinhalten von Studierenden der erziehungs- und bildungswissenschaftlichen Fächer sowie von Lehramtsstudierenden orientiert. In elf Kapiteln werden zentrale Konzepte der Statistik abgedeckt und anhand von Beispielen aus der Bildungsforschung konkretisiert. Die praktische Anwendung erfolgt über speziell aufbereitete PISA-Daten (online kostenlos verfügbar) und wird für die weit verbreitete Software SPSS sowie die kostenlos erhältliche Software R Schritt für Schritt erklärt. Der Theorie-Praxis-Transfer wird konsequent vorgeführt, wodurch der Zugang zum oft als schwierig empfundenen Thema deutlich vereinfacht wird. Das Lehrbuch eignet sich als begleitende Lektüre für Einführungsvorlesungen, für die Vertiefung zentraler Konzepte und ihre praktische Anwendung in Methoden-Seminaren, für das Selbststudium und als Nachschlagewerk. Der Inhalt • Messtheorie • Beschreibende Statistik • Inferenzstatistik Die Zielgruppen • Studierende der Erziehungs- und Bildungswissenschaften • Lehramtsstudierende • Studierende der Psychologie und Sozialwissenschaften Die Autoren Dr. Sarantis Tachtsoglou ist wissenschaftlicher Mitarbeiter am Lehrstuhl für Empirische Schulforschung, Schwerpunkt quantitative Methoden, an der Humanwissenschaftlichen Fakultät der Universität zu Köln. Dr. Johannes König ist Professor für Empirische Schulforschung, Schwerpunkt quantitative Methoden, an der Humanwissenschaftlichen Fakultät der Universität zu Köln
    Abstract: Messtheorie -- Beschreibende Statistik -- Inferenzstatistik
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  • 21
    ISBN: 9783658172855
    Language: German
    Pages: Online-Ressource (IX, 200 S. 8 Abb, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
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    Keywords: Educational sociology ; Educational psychology ; Education and sociology ; Sociology, Educational ; Education ; Education ; Educational sociology ; Educational psychology ; Education Psychology ; Education and sociology ; Sociology, Educational ; Hochschulschrift
    Abstract: Samuel Krähenbühl entwickelt eine theoretische Erklärung für den Einfluss von Kreativität auf Lernprozesse, welche zudem auf eine mögliche Funktion bei der Entstehung sozialer Bildungsungleichheiten verweist. An einer Stichprobe von rund 2000 Kindern wird die Bedeutung von Kreativität für schulische Grundkompetenzen und deren Entwicklung im zweiten Grundschuljahr untersucht. Die Ergebnisse deuten auf qualitativ unterschiedliche Lernprozesse vor und nach dem Schuleintritt hin
    Abstract: Kreativität als selbstmotivierende Lernstrategie -- Habitualisierung von Kreativität als generelle Lernstrategie -- Einfluss von Kreativität auf Lernergebnisse -- Kognitive Grundfähigkeiten als Moderator des Zusammenhangs von Kreativität und schulischen Kompetenzen
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  • 22
    ISBN: 9783658163532
    Language: German
    Pages: 1 Online-Ressource (XVII, 389 Seiten) , Diagramme
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Pineker-Fischer, Anna Sprach- und Fachlernen im naturwissenschaftlichen Unterricht
    Dissertation note: Dissertation Universität Bielefeld 2015
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    Keywords: Science education ; Language and languages Study and teaching ; Education ; Education ; Science education ; Language and languages Study and teaching ; Hochschulschrift ; Deutschland ; Naturwissenschaftlicher Unterricht ; Chemieunterricht ; Schüler ; Heterogenität ; Sprachkompetenz ; Sprachliche Ausdrucksfähigkeit ; Lehrer ; Lehrerbildung ; Deutsch ; Fremdsprache ; Schuljahr 10 ; Deutschland ; Naturwissenschaftlicher Unterricht ; Chemieunterricht ; Schüler ; Heterogenität ; Sprachkompetenz ; Sprachliche Ausdrucksfähigkeit ; Lehrer ; Lehrerbildung ; Deutsch ; Fremdsprache ; Naturwissenschaftlicher Unterricht ; Sprachkompetenz ; Sprachliche Ausdrucksfähigkeit ; Chemieunterricht ; Sprachkompetenz ; Sprachliche Ausdrucksfähigkeit ; Schuljahr 10
    Abstract: Anna Pineker-Fischer untersucht bildungssprachliche Anforderungen und Unterstützungsmaßnahmen in der naturwissenschaftlichen Unterrichtskommunikation. Der wissenschaftliche Ertrag der Arbeit liegt in der umfassenden und systematischen Analyse von theoretischen Aspekten einer sprachförderlichen Unterrichtsinteraktion. Des Weiteren leistet das Werk einen Beitrag zur empirischen Klärung der Frage, welche Kategorien und welche Instrumente sich für eine Untersuchung der kognitiven und sprachlichen Seite der Unterrichtsinteraktion im Fach Chemie eignen. Exemplarisch werden Möglichkeiten für einen sprachsensiblen Fachunterricht aufgezeigt. Der Inhalt Systematisierung von Alltags-, Bildungs- und Fachsprache Sprachliche und kognitive Anforderungen in der naturwissenschaftlichen Unterrichtskommunikation Grundelemente eines sprachsensiblen Fachunterrichts chlernen Die Zielgruppen Dozierende und Studierende der Pädagogik und der Fakultät für Deutsch als Zweitsprache Lehrerinnen und Lehrer, Referendarinnen und Referendare, die ihren Fachunterricht sprachsensibel gestalten und reflektieren wollen Die Autorin Dr. Anna Pineker-Fischer ist wissenschaftliche Mitarbeiterin an der Universität Duisburg-Essen. Nach ihrem Lehramtsstudium war sie wissenschaftliche Mitarbeiterin an der Universität Bielefeld und hat dort an der Fakultät für Erziehungswissenschaft promoviert
    Abstract: Systematisierung von Alltags-, Bildungs- und Fachsprache -- Sprachliche und kognitive Anforderungen in der naturwissenschaftlichen Unterrichtskommunikation -- Grundelemente eines sprachsensiblen Fachunterrichts -- Empirische Befunde zum Zusammenhang von Sprach- und Fachlernen
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  • 23
    ISBN: 9783658150839
    Language: German
    Pages: 1 Online-Ressource (XIII, 633 Seiten) , Illustrationen
    Edition: 3., überarbeitete und aktualisierte Auflage, Online-Ausgabe
    Series Statement: Schule und Gesellschaft Band 24
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Reihe Schule und Gesellschaft
    Parallel Title: Erscheint auch als Lehrer-Schüler-Interaktion
    Parallel Title: Erscheint auch als Lehrer-Schüler-Interaktion
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    Keywords: Teaching ; Education ; Education ; Teaching ; Aufsatzsammlung ; Lehrer ; Interaktion ; Schüler ; Pädagogische Psychologie
    Abstract: Der Band stellt den aktuellen Forschungsstand zu den vielfältigen Facetten der Interaktion zwischen Lehrer*innen und Schüler*innen dar. Die behandelten Inhalte sind dabei gleichermaßen für die wissenschaftliche Arbeit und die pädagogische Praxis von Interesse (u.a. Gewalt, Ängstlichkeit, Vertrauen, Intelligenz und Hochbegabung, Gender und Diversity, Medien, Unterrichtsklima, Lern- und Leistungsförderung, Konflikte, inklusive Schul- und Unterrichtsentwicklung). Der Inhalt Grundlagen der Lehrer-Schüler-Interaktion • Zentrale Problem- und Anwendungsfelder Die Zielgruppen Pädagog*innen • Erziehungs- und Bildungswissenschaftler*innen Der Herausgeber Dr. Martin K.W. Schweer ist Universitätsprofessor für Pädagogische Psychologie an der Universität Vechta und Leiter des dortigen Zentrums für Vertrauensforschung
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  • 24
    ISBN: 9783476052858
    Language: German
    Pages: 1 Online-Ressource (IX, 271 Seiten) , Illustrationen
    Edition: 2., aktualisierte und überarbeitete Auflage
    Series Statement: Lehrbuch
    Parallel Title: Erscheint auch als Schößler, Franziska, 1964 - Einführung in die Dramenanalyse
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    Keywords: Literature ; Literature ; Lehrbuch ; Einführung ; Drama ; Theater ; Geschichte
    Abstract: Dieser Band bietet eine umfassende Einführung in alle Bereiche des Dramas und der Dramenanalyse. Er erklärt die zentralen Grundbegriffe und - ausgehend von Tragödie und Komödie - die einzelnen dramatischen Genres wie z.B. bürgerliches Trauerspiel, Schicksalstragödie und Tragikomödie. Im Zentrum stehen die Dramenanalyse und das dafür nötige Handwerkszeug bzw. Analysekategorien wie Aufbau/Handlungsverlauf, Figuren, Sprache, Raum und Zeit. Zahlreiche Kurzinterpretationen und Leitfragen illustrieren das Vorgehen bei der Analyse. Weitere Kapitel widmen sich z.B. unterschiedlichen Bühnentypen, der Theatergeschichte (insbesondere seit dem 18. Jahrhundert), der Institution Theater samt ihren Berufsbildern, der Dramendidaktik und Theaterpädagogik sowie theoretischen Konzepten wie Postdramatik, Theatralität, Performativität, Liminalität und Ritual. - Mit zahlreichen Abbildungen, Definitionen und Musterinterpretationen
    Abstract: 1. Drama und Theater -- 2. Genres -- 3. Handlung -- 4. Figur -- 5. Sprache -- 6. Raum -- 7. Zeit -- 8. Dramenanalyse -- 9. Deutsche Theatergeschichte -- 10. Drama, Theater und Schule -- 11. Anhang
    Note: Literaturverzeichnis: Seite 245-261
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  • 25
    ISBN: 9783476044723
    Language: German
    Pages: Online-Ressource (X, 546 S, online resource)
    Series Statement: Schriften zur Weltliteratur/Studies on World Literature 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Lorenz, Matthias N., 1973 - Distant Kinship
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    Keywords: Comparative literature ; Literature ; Literature ; Comparative literature ; Conrad, Joseph 1857-1924 Heart of darkness ; Rezeption ; Intertextualität ; Deutsch ; Literatur ; Geschichte ; Conrad, Joseph 1857-1924
    Abstract: Diese Studie über Joseph Conrads einflussreiches Werk Heart of Darkness stellt erstmals die deutschsprachige Rezeption dieses Referenztextes der Postkolonialismusdebatte dar. Das Spektrum reicht dabei von Zeitgenossen Conrads über viele kanonische Autoren des 20. Jahrhunderts bis zu den rezentesten Namen des Literaturbetriebs (u.a. Kracht, Buch, Bärfuss). Über die Lektüren ihrer Werke hinaus trägt die Studie zur Erforschung von Kulturtransfers sowie zur Conrad-Philologie bei und sie erweitert die Theorie der Intertextualität um Parameter, die den komplexen Faktor Macht in postkolonialen Verhältnissen erfassen
    Abstract: I. Der weiße Fleck -- II. Marlow -- III. Conrad -- IV. Was Texte mit Texten machen -- V. "Lesen Sie bitte." -- VI. Das deutschsprachige Korpus -- VII "The End" -- Literaturverzeichnis -- Personenregister
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  • 26
    Online Resource
    Online Resource
    Stuttgart : J.B. Metzler
    ISBN: 9783476044884
    Language: German
    Pages: Online-Ressource (VIII, 152 S, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Müller-Salget, Klaus, 1940 - Kleist und die Folgen
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    Keywords: Literature ; Literature ; Literature History and criticism ; Kleist, Heinrich von 1777-1811 ; Rezeption ; Geschichte
    Abstract: Kleist, zu Lebzeiten ziemlich erfolglos, im 19. Jahrhundert von Goethes abschätzigen Urteilen verfolgt, hat seit Beginn des 20. Jahrhunderts mit seinen Werken und als Person eine beispiellose Karriere erfahren. Die Abwertung des „preußischen Junkers“ von marxistischer Seite und die Vereinnahmung durch die Nazis andererseits haben diese Karriere behindern, aber nicht nachhaltig beschädigen können. Gerade das Antiklassische und Widerständige von Kleists Werk wurde und wird immer wieder als verwandt und impulsgebend empfunden. Ausgehend von der Biographie des Dichters, schildert Klaus Müller-Salget die Etappen dieser Nachwirkung, die über die Literatur, das Theater, die Literaturwissenschaft hinaus auch andere Künste und moderne Medien ergriffen hat. Die Lebendigkeit dieses vielgestaltigen Œuvres ist ungebrochen
    Abstract: Heinrich von Kleist - „ein nicht zu dämpfender Feuergeist“ -- Die Folgen -- Literatur
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  • 27
    Online Resource
    Online Resource
    Stuttgart : J.B. Metzler
    ISBN: 9783476043252
    Language: German
    Pages: Online-Ressource (IX, 314 S, online resource)
    Edition: 3., aktualisierte und überarbeitete Auflage
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Schmid, Hans Ulrich, 1952 - Einführung in die deutsche Sprachgeschichte
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    Keywords: Linguistics ; Linguistics ; German language History ; Sprachgeschichte ; Lehrbuch ; Deutsch ; Deutsch ; Geschichte
    Abstract: Diese Einführung bietet einen Überblick über die Entwicklung der deutschen Sprache vom Althochdeutschen bis zum Frühneuhochdeutschen mit Ausblicken auf die jüngere Sprachgeschichte und die Gegenwartssprache. Der Autor dokumentiert wichtige Sprachstufen anhand zahlreicher Analysebeispiele und stellt die Sprachentwicklung epochenübergreifend auf den verschiedenen Ebenen dar: Laut und Schrift, Wortformen, Satzbau und Wortschatz. Mit Abbildungen und Tabellen (zu Laut- und Flexionsparadigmen) sowie kommentierten Textbeispielen. - Für die dritte Auflage wurde der Band durchgesehen, aktualisiert und insbesondere das Kapitel zur Syntax überarbeitet
    Abstract: 1. Einleitung -- 2. Perioden der deutschen Sprachgeschichte -- 3. Laut und Schrift -- 4. Wortformen -- 5. Satzbau -- 6. Wortschatz -- 7. Anhang
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  • 28
    Online Resource
    Online Resource
    Stuttgart : J.B. Metzler Verlag
    ISBN: 9783476044945
    Language: German
    Pages: Online-Ressource (XI, 321 S. 39 Abb. in Farbe, online resource)
    Edition: 4., aktualisierte und überarbeitete Auflage
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Jeßing, Benedikt, 1961 - Einführung in die Neuere deutsche Literaturwissenschaft
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    Keywords: Literature ; Literature ; Lehrbuch ; Germanistik ; Literaturwissenschaft ; Deutsch ; Literaturwissenschaft ; Geschichte ; Germanistik ; Literaturwissenschaft ; Deutsch ; Literaturwissenschaft ; Geschichte
    Abstract: Diese Einführung präsentiert alle Teilbereiche der Neueren deutschen Literaturwissenschaft in einem Band. Sie erklärt grundlegende literaturwissenschaftliche Begriffe und stellt die Epochen von der Frühen Neuzeit bis zur Gegenwart vor sowie die drei literarischen Hauptgattungen. Weiterhin liefert sie einen Überblick über Rhetorik und Poetik sowie über literarische Stilistik. Ein weiteres Kapitel vermittelt Einblicke in literaturtheoretische Fragestellungen, Ansätze und Methoden. Schließlich stellt sie auch editionsphilologische Verfahren sowie Arbeitstechniken des literaturwissenschaftlichen Studiums vor. In zweifarbiger Gestaltung mit Definitionen, Zeittafeln und Beispielinterpretationen sowie mit Aufgaben. - Für die vierte Auflage wurde der Band vollständig überarbeitet und aktualisiert; das Kapitel zur Gegenwartsliteratur wurde erweitert. Das Theoriekapitel wurde vollständig neu organisiert, weitere Kapitel gestrafft. - Mit umfangreichem Download-Angebot: „Literatur und anderen Künsten und Medien“, „Literaturtheorie“ sowie Lösungen der Aufgaben
    Abstract: 1. Einleitung -- 2. Literaturgeschichte -- 3. Gattungen -- 4. Rhetorik, Stilistik und Poetik -- 5. Methoden und Theorien -- 6. Praxis -- 7. Anhang
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  • 29
    Online Resource
    Online Resource
    Stuttgart : J.B. Metzler Verlag
    ISBN: 9783476054111
    Language: German
    Pages: Online-Ressource (X, 378 S, online resource)
    Additional Information: Rezensiert in Strohm, Christoph, 1958 - Reformation. Historisch-kulturwissenschaftliches Handbuch 2019
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Reformation
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    Keywords: History ; History ; Aufsatzsammlung ; Reformation ; Kultur ; Geschichte
    Abstract: Das Handbuch will einen raschen und gleichzeitig analytischen Zugang zum Thema Reformation eröffnen, indem es in konsequent europäischer und interdisziplinärer Perspektive nach den Gelingens- bzw. Misslingensbedingungen von Reformation fragt. Es soll das Verständnis dafür schärfen, was Reformation aus historisch-kulturwissenschaftlicher Perspektive ausmacht. Dabei stellt es theologische Lehrstreitigkeiten so dar, dass ihre historisch-kulturellen Auswirkungen klar werden. Die große Bedeutung von Netzwerken einzelner Akteursgruppen wird beleuchtet und die Konstruktion unterschiedlicher reformatorischer Räume analysiert. Auch die politischen Rahmenbedingungen und die Medialität des reformatorischen Prozesses werden herausgearbeitet
    Abstract: Politische Rahmenbedingen von Reformation -- Theologische Diskurse -- Akteure und Netzwerke -- Reformatorische Räume -- Medialität von Reformation -- Veränderungen: Staat-Gesellschaft-Recht-Kultur
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  • 30
    ISBN: 9783476054005
    Language: German
    Pages: Online-Ressource (XII, 445 S, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Handbuch der deutschen Literatur Prags und der Böhmischen Länder
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    Keywords: Ethnology Europe ; European literature ; Literature ; Literature ; Ethnology Europe ; Literature History and criticism ; European literature ; Prag ; Deutsch ; Literatur ; Geschichte ; Böhmische Länder ; Deutsch ; Literatur ; Geschichte
    Abstract: Das Handbuch der deutschen Literatur Prags und der Böhmischen Länder gibt einen umfassenden Überblick über die Literatur einer mitteleuropäischen Region und ihre Entwicklung seit der Aufklärung. Dabei werden bisherige Konzeptualisierungen, die u.a. von einer strikten Trennung der Prager von der sogenannten sudetendeutschen Literatur ausgingen, überwunden. Das Handbuch bietet vielmehr eine transkulturelle und -regionale Neuverortung der deutschsprachigen Literatur der Böhmischen Länder im komplexen Wirkungs- und Spannungsfeld von deutscher, jüdischer, tschechischer und habsburgischer Literatur und Kultur.
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  • 31
    ISBN: 9783476053619
    Language: German
    Pages: Online-Ressource (VII, 300 S. 4 Abb, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Gaier, Ulrich, 1935 - Wozu braucht der Mensch Dichtung?
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    Keywords: Literature ; Literature ; Poetik ; Literatur ; Funktion ; Literaturanthropologie ; Geschichte
    Abstract: I. Einleitung -- II. Gorgias von Leontinoi -- III. Platon: Theorien der Poesie und der Literatur -- IV. Aristoteles: Poetik der Polis -- V. Plotin: Hieroglyphische Poetik -- VI. Proklos: Negative Ästhetik und integrative Poetik -- VII. Figurale Denkform in mittelalterlicher Anthropologie und Poetik -- VIII. Marsilio Ficino: Mikrokosmische Anthropologie und Poetik -- IX. Der Narr Sebastianus Brant: Satirische Anthropologie und Poetik -- X. Emblematik: Befreiende Kunst und Dichtung -- XI. Anthropologien und Poetiken -- XII. Europäischer Roman -- XIII. Europäisches Drama -- XIV. Ausblick
    Abstract: Dieses Buch geht einer anthropologischen Frage nach: „Wozu braucht der Mensch Dichtung?“ Die Antworten von Philosophen und Dichtern von der Antike bis ins 20. Jahrhundert stehen im Mittelpunkt. Theoretiker der Antike wie Gorgias, Platon, Aristoteles, Plotin, Proklos kommen zu Wort. Geistliche und Ritter des Mittelalters geben die immanente Poetik ihrer Dichtungen preis. Dichter-Anthropologen wie Ficino, Brant, die Emblematiker, europäische Anthropologen und Lehrer der Dichtkunst reflektieren über den Sinn und die Notwendigkeit von Dichtung. Mit aufschlussreichen Beispielen aus dem europäischen Roman, dem europäischen Drama und der Ballade des 19. und 20. Jahrhunderts können auch noch die Hauptgattungen poetologisch und anthropologisch in ihrem Ursprung, Sinn und Wirkungspotential erfasst werden
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  • 32
    ISBN: 3593505657 , 9783593505657
    Language: German
    Pages: 381 Seiten , Diagramme , 22 cm
    Edition: [1. Auflage, neue Ausgabe]
    Series Statement: Normative orders Band 15
    Series Statement: Normative orders
    Parallel Title: Erscheint auch als Vom Umgang mit Schuld
    DDC: 152.4401
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    Keywords: Guilt ; Kulturanthropologie ; Kultur ; Geschichte ; Ethik ; Interdisziplinarität ; Religion ; Psychologie ; Soziologie ; Soziokultureller Faktor ; Wert ; Norm ; Kulturstandard ; Verantwortung ; Gerechtigkeit ; Versöhnung ; Nation ; Aufsatzsammlung ; Schuld ; Interdisziplinäre Forschung
    Note: Enthält Literaturangaben
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  • 33
    ISBN: 9783658081201
    Language: German
    Pages: Online-Ressource (XIII, 271 S, online resource)
    Edition: 1. Aufl. 2016
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Angewandte Kindheitswissenschaften
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    Keywords: Education ; Child development ; Learning. ; Instruction. ; Education ; Child development ; Aufsatzsammlung ; Kindheitsforschung ; Pädagogik ; Kind ; Lebenswelt
    Abstract: Dass Kinder in der symbolischen Welt aktiv sind, am gesellschaftlichen Leben teilhaben und soziale Wirklichkeit mitkonstruieren, hat in der Entwicklung des Paradigmas der ‚Kindheitswissenschaften/Childhood Studies‘ die Perspektiven der Wissenschaftler*innen verändert. Nachdem Kindheiten als Position in der Sozialstruktur verstanden wurden, erweitern sich nun multidisziplinäre Perspektiven. Mädchen, Jungen und Transkinder als Akteur*innen zu erkennen bildet den konsequenten Ausgangspunkt der ‚Kindheitswissenschaften/Childhood Studies‘ als Forschungs- und Analysepraxis, was mit dieser Einführung in kompetenter und anschaulicher Weise erläutert wird. Der Inhalt · Strukturen und Rahmenbedingungen von sozialen Praktiken und Praktiken der Ausbildung · Lokale Praktiken, nationale und globale Politik und Transformationen · Transnationale, multilinguale, multimodale, plurizentrische und interkulturelle Strukturen des Aufwachsens Die Zielgruppen · Kindheitswissenschaftler*innen · Kindheitspädagog*innen · Bildungswissenschaftler*innen · Erziehungswissenschaftler*innen · Sozialwissenschaftler*innen · Politikwissenschaftler*innen Die Herausgeberin Dr. Claudia Maier-Höfer ist Professorin an der Evangelischen Hochschule Darmstadt und hat dort den Studiengang ‚Bildung, Erziehung und Kindheitswissenschaften/Childhood Studies‘ entwickelt. .
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  • 34
    ISBN: 9783658121655
    Language: German
    Pages: Online-Ressource (XVI, 352 S, online resource)
    Edition: 1. Aufl. 2016
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Disdorn-Liesen, Varvara Vergleichbarkeit in der Vielfalt
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    Keywords: ducation and state ; Education ; Educational policy ; Education and state. ; Learning. ; Instruction. ; Education ; Educational policy ; ducation and state ; Hochschulschrift ; Nordrhein-Westfalen ; Berufliches Gymnasium ; Zentralabitur ; Deutsch ; Leistungsvergleich
    Abstract: Vorstellung der fachdidaktischen Diskussion zum Zentralabitur -- Einblick in die Aufgabenkultur des Beruflichen Gymnasiums in NRW -- Analyse von Aufgaben mit unterschiedlichen Textgrundlagen -- Untersuchung sowohl der Schülerprodukte als auch der erreichten Bewertungsergebnisse -- Optimierungshinweise für die Aufgabenkonstruktion und den vorgelagerten Unterricht.
    Abstract: Die Autorin untersucht fachspezifische Prüfungsaufgaben im Zentralabitur im Hinblick auf die Vielfalt der Erwartungshorizonte und Bewertungsvorgaben. Dabei steht diese Frage im Mittelpunkt: Welche Faktoren beeinflussen die Vergleichbarkeit der Ergebnisse? Hierfür entwickelt die Autorin ein Konzept zur Analyse von Aufgabenkonstruktion und Bewertungsverfahren und zeigt nicht nur, worauf konkrete Realisierungsprobleme bei der Umsetzung von Prüfungsaufgaben zurückzuführen sind, sondern auch wie die Rahmenbedingungen hinsichtlich Aufgabenkultur und Abiturvorbereitung verändert werden sollten. Der Inhalt Vorstellung der fachdidaktischen Diskussion zum Zentralabitur Einblick in die Aufgabenkultur des Beruflichen Gymnasiums in NRW Analyse von Aufgaben mit unterschiedlichen Textgrundlagen Untersuchung sowohl der Schülerprodukte als auch der erreichten Bewertungsergebnisse Optimierungshinweise für die Aufgabenkonstruktion und den vorgelagerten Unterricht Die Zielgruppen Dozierende und Studierende der Deutschdidaktik LehrerInnen im Fach Deutsch, VertreterInnen der Bildungsadministration Die Autorin Varvara Disdorn-Liesen war zwanzig Jahre lang als Deutschlehrerin an einem Berufskolleg in NRW tätig und moderiert jetzt Fachfortbildungen zur Aufgabenentwicklung.
    Description / Table of Contents: Vorstellung der fachdidaktischen Diskussion zum ZentralabiturEinblick in die Aufgabenkultur des Beruflichen Gymnasiums in NRW -- Analyse von Aufgaben mit unterschiedlichen Textgrundlagen -- Untersuchung sowohl der Schülerprodukte als auch der erreichten Bewertungsergebnisse -- Optimierungshinweise für die Aufgabenkonstruktion und den vorgelagerten Unterricht.
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  • 35
    ISBN: 9783658104368
    Language: German
    Pages: 1 Online-Ressource (XVI, 549 Seiten) , Illustrationen, Diagramme
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Hess, Miriam Kognitive Aktivierung im Leseunterricht der Grundschule
    Dissertation note: Dissertation Universität Kassel 2014
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    Keywords: Education ; Teaching ; Educational psychology ; Learning. ; Instruction. ; Education—Psychology. ; Education ; Educational psychology ; Hochschulschrift ; Lesenlernen ; Kognitives Lernen ; Unterrichtsbeobachtung ; Deutschunterricht ; Schuljahr 1
    Abstract: Das vorliegende Buch zielt darauf ab, kognitive Aktivierung als Merkmal domänenspezifischer Unterrichtsqualität für den Anfangsunterricht im Lesen zu konzeptualisieren, das Konstrukt für die videobasierte Erfassung zu operationalisieren und somit den Leseunterricht beschreibbar zu machen. Welche Aspekte umfasst das Unterrichtsqualitätsmerkmal kognitive Aktivierung im Leseunterricht der Grundschule? Und gelingt es Lehrpersonen, kognitiv aktivierende Leseübungen zu gestalten? Um diese Fragen zu beantworten, wurden 48 videografierte Leseübungen aus dem Forschungsprojekt PERLE („Persönlichkeits- und Lernentwicklung von Grundschulkindern“) mithilfe niedrig bis hoch inferenter Beobachtungssysteme ausgewertet. Die Ergebnisse zeigen, dass den Lehrpersonen das Schaffen lernförderlicher Rahmenbedingungen gut gelingt, während das Potenzial des Unterrichts zur kognitiven Aktivierung der Schüler nicht ausgeschöpft wird. Der Inhalt Merkmale kognitiv aktivierender Leseübungen Operationalisierung und videobasierte Erfassung kognitiv aktivierender Leseübungen Gestaltung von Leseübungen Aspekte kognitiv aktivierenden Leseunterrichts – Strukturen und Zusammenhänge Die Zielgruppen Dozierende und Studierende, Praktizierende sowie Forschende aus den Bereichen Erziehungswissenschaft, Empirische Unterrichtsforschung und Deutschdidaktik Die Autorin Miriam Lotz ist Akademische Rätin auf Zeit im Fachgebiet Empirische Schul- und Unterrichtsforschung an der Universität Kassel.
    Description / Table of Contents: Danksagung; Zusammenfassung; Abstract; Inhaltsverzeichnis; 1. Einleitung; 1.1. Ziele und Vorgehen der Arbeit; 1.2. Aufbau der Arbeit; 2. Grundlagen des Unterrichtens und der Unterrichtsforschung; 2.1. Unterricht als Zusammenspiel von Angebot und Nutzung; 2.2. Konzeptualisierung von Unterrichtsqualität; 2.3. Merkmale guten Unterrichts; 2.3.1. Ableitung von Merkmalen guten Unterrichts aus Modellen des Lernens; 2.3.2. Merkmalssammlungen guten Unterrichts; 2.4. Bedeutsamkeit des Fachbezugs für die Unterrichtsforschung; 2.5. Zusammenfassung und Fazit für die vorliegende Arbeit
    Description / Table of Contents: 3. Kognitive Aktivierung3.1. Begriffsklärung und verwandte Konzepte; 3.1.1. Verschiedene Konzepte von Aktivität; 3.1.2. Verwandte Konstrukte; 3.2. Theoretische Bezüge: Konstruktivistische Lehr-Lern-Theorien; 3.2.1. Die kognitiv-konstruktivistische Perspektive; 3.2.2. Die sozial-konstruktivistische Perspektive; 3.2.3. Konstruktivistische Unterrichtsgestaltung; 3.2.4. Das Verhältnis von Instruktion und Konstruktion; 3.3. Ausgewählte empirische Studien zur kognitiven Aktivierung; 3.3.1. Erfassung kognitiv aktivierenden Unterrichts; 3.3.2. Wirksamkeit kognitiv aktivierenden Unterrichts
    Description / Table of Contents: 3.4. Zusammenfassung und Fazit für die vorliegende Arbeit4. Lernförderliche Übungsphasen; 4.1. Begriffsklärung und Grundlagen; 4.2. Bedeutsamkeit und Häufigkeit von Übungen im Unterricht; 4.3. Merkmale lernförderlicher Übungssituationen; 4.4. Zusammenfassung und Fazit für die vorliegende Arbeit; 5. Merkmale guten Leseunterrichts; 5.1. Lesekompetenz und deren Determinanten; 5.1.1. Begriffsklärungen; 5.1.2. Modelle des Leseprozesses und der Leseentwicklung; 5.1.3. Determinanten der Lesekompetenz auf Individualebene; 5.2. Gestaltung und Qualität des Leseunterrichts
    Description / Table of Contents: 5.2.1. Didaktische Empfehlungen zur Gestaltung des Leseunterrichts5.2.2. Ableitung von Merkmalen kognitiv aktivierenden Leseunterrichts aus empirischen Studien; 5.3. Zusammenfassung und Fazit für die vorliegende Arbeit; 6. Merkmale kognitiv aktivierender Leseübungen - Modell als Basis für die Videoanalyse; 6.1. Überblick über das Modell; 6.2. Aspekte kognitiv aktivierender Leseübungen; 6.2.1. Rahmenbedingungen zur Ermöglichung eines hohen Ausmaßes an aktiver Lernzeit; 6.2.2. Aufgabenstellungen; 6.2.3. Lehrerfragen und -impulse; 6.2.4. Anregungen zum Einsatz von Lesestrategien
    Description / Table of Contents: 6.2.5. Individuelle Lernunterstützung in Schülerarbeitsphasen6.2.6. Feedback; 6.2.7. Reflexionsphasen; 6.3. Zusammenfassung und Fazit für die vorliegende Arbeit; 7. Beschreibung und Beurteilung von Unterricht durch Videoanalysen; 7.1. Vorteile von Videoanalysen im Vergleich zu anderen Erhebungsmethoden; 7.2. Methodische Herausforderungen bei der Videoanalyse; 7.2.1. Vergleichbarkeit, Selektivität und Repräsentativität von Videoaufnahmen; 7.2.2. Die Wahl der Beobachtungsmethode: Niedrig und hoch inferente Methoden der Unterrichtsbeobachtung
    Description / Table of Contents: 7.3. Zusammenfassung und Fazit für die vorliegende Arbeit
    Note: Description based upon print version of record
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  • 36
    Online Resource
    Online Resource
    Wiesbaden : Springer VS
    ISBN: 9783658023423
    Language: German
    Pages: 1 Online-Ressource (XIV, 332 Seiten) , Illustrationen, Diagramme
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Behrens, Melanie, 1977 - Zur Bedeutung der Bewegung für die kindliche Gesundheit
    Dissertation note: Dissertation Universität zu Köln 2010
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    Keywords: Education ; Teaching ; Learning. ; Instruction. ; Education ; Teaching ; Hochschulschrift ; Kind ; Körperliche Aktivität ; Psychomotorik ; Körperliche Entwicklung
    Abstract: Entwicklungs- und gesundheitstheoretische Grundlagen der psychomotorischen Arbeit mit Kindern -- Zur Bedeutung der Bewegung für den Aufbau kindlicher Ressourcen (Schätze) -- Praktische Implikationen für die „Schatzsuche“ -- Leitfaden für den Transfer in die Praxis -- Reflexion und Ausblick.
    Abstract: Melanie Behrens untersucht, welchen Stellenwert die Bewegung (Psychomotorik) für den Entwicklungsprozess eines Kindes hat. Anhand von konkreten Beispielen zeigt sie in einem praktisch-empirischen Teil am Beispiel des Zirkusprojektes „Selbst Artist sein“, wie die Stärken der Kinder gefördert und vorhandene Ressourcen (Schätze) weiter aufgebaut werden können. Die fallbezogenen Forschungsergebnisse weisen auf einen engen Zusammenhang zwischen kindlicher Bewegung (Resilienz) und Gesundheit (Salutogenese) hin. Ein handlungsbezogener Leitfaden bietet Praktikern die Orientierung für einen schrittweisen Transfer der Überlegungen in die Praxis. Der Inhalt · Entwicklung und Gesundheit in der Lebensspanne Kindheit · Kindliche Entwicklungskontexte zwischen Risiko und Protektion · Gesundheit als Entwicklungsaufgabe in der Lebensspanne Kindheit · Der Kohärenzsinn in der kindlichen Entwicklung · Forschungsmethodische Überlegungen · Fallbeispiel Oliver in einem methodenübergreifenden Design · Konsequenzen für die pr aktische Arbeit mit Kindern Die Zielgruppen · Dozierende und Studierende von (sonder-, heil-, früh-, sozial-)pädagogischen Studiengängen und Gesundheitsberufen · Pädagogische Fachkräfte, Zirkuspädagogen, Motologen, Motopäden, Sozialpädagogen, Therapeuten, Psychomotoriker Die Autorin Dr. Melanie Behrens ist Akademische Rätin am Lehrstuhl Bewegungserziehung der Humanwissenschaftlichen Fakultät der Universität zu Köln.
    Description / Table of Contents: Entwicklungs- und gesundheitstheoretische Grundlagen der psychomotorischen Arbeit mit KindernZur Bedeutung der Bewegung für den Aufbau kindlicher Ressourcen (Schätze) -- Praktische Implikationen für die „Schatzsuche“ -- Leitfaden für den Transfer in die Praxis -- Reflexion und Ausblick.
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  • 37
    ISBN: 9783658113162
    Language: German
    Pages: 1 Online-Ressource (X, 497 Seiten)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Diers, Manuela Resilienzförderung durch soziale Unterstützung von Lehrkräften
    Dissertation note: Dissertation Universität Hildesheim 2014
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    Keywords: Education ; Teaching ; Educational psychology ; Instruction. ; Learning. ; Education—Psychology. ; Education ; Teaching ; Educational psychology ; Education Psychology ; Hochschulschrift ; Schüler ; Risikokind ; Resilienz ; Soziale Unterstützung ; Lehrer ; Pädagogische Handlung
    Abstract: Manuela Diers arbeitet heraus, inwiefern die soziale Unterstützung von Lehrkräften Einfluss auf resiliente Entwicklungsverläufe von SchülerInnen hat. Auf Grundlage des Rahmenmodells von Resilienz und einer salutogenetischen Perspektive setzt die Autorin die Entwicklungsverläufe von risikobelasteten jungen Erwachsenen mit der von ihnen wahrgenommenen sozialen Unterstützung durch Lehrpersonen zueinander in Beziehung. Sie stellt Möglichkeiten dar, wie Lehrkräfte einem pathologischen Entwicklungsverlauf präventiv begegnen können – ohne dabei die Grenzen von Pädagogik zu überschreiten. Die dabei leitende Frage ist, welche Ressourcen in der Schule aktiviert werden können, um risikobelastete Kinder und Jugendliche zu unterstützen und in ihrer Resilienz zu fördern. Denn Kinder, die psychosozialen Risiken ausgesetzt sind, haben in der Schule schwierige Ausgangsbedingungen. Der Inhalt Entwicklungspsycholog ische Grundlagen Resilienz Soziale Unterstützung Lehrer-Schüler-Beziehung Biographieanalyse Fallanalysen Die Zielgruppen Dozierende und Studierende der Schulpädagogik, allgemeinen Pädagogik sowie Psychologie Lehrkräfte im Primar- und Sekundarschulbereich Die Autorin Manuela Diers arbeitet an einer integrierten Gesamtschule in Niedersachsen.
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  • 38
    Online Resource
    Online Resource
    Wiesbaden : Springer
    ISBN: 9783658117610
    Language: German
    Pages: Online-Ressource (X, 244 S. 14 Abb, online resource)
    Edition: 1. Aufl. 2016
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Lindart, Marc, 1972 - Was Coaching wirksam macht
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    Keywords: Education ; School management and organization ; School administration ; Lifelong learning ; Adult education ; Learning. ; Instruction. ; Education ; School management and organization ; School administration ; Lifelong learning ; Adult education ; Hochschulschrift ; Coaching ; Systemische Therapie ; Hypnotherapie ; Wirkung
    Abstract: · Terminologische Klärung des Coachingbegriffs.- Theoretische Hintergründe zu Wirkfaktoren im Coaching -- Systematische Übersicht zum Forschungsstand.- Der hypnosystemische Ansatz in Beratung und Coaching -- Empirische Erhebung, Ergebnisse und Gestaltungsempfehlungen.
    Abstract: Marc Lindart liefert Einblicke in die Wirkungsmechanismen von Coachingprozessen, auf deren Grundlage wissensbasierte und wirksamkeitsorientierte Entscheidungen für ein qualitativ hochwertiges Coaching getroffen werden können. Auf Basis einer systematischen Übersicht wird am Beispiel des hypnosystemischen Ansatzes mittels einer qualitativen Studie untersucht, worauf es ankommt, wenn ein Coaching wirksam sein soll. Dabei werden Fragen behandelt wie: Was macht Coaching wirksam? Wie werden Wirkfaktoren in der Praxis umgesetzt? Was ist wichtig für ein erfolgreiches Coaching? Der Inhalt Terminologische Klärung des Coachingbegriffs Theoretische Hintergründe zu Wirkfaktoren im Coaching Systematische Übersicht zum Forschungsstand Der hypnosystemische Ansatz in Beratung und Coaching Empirische Erhebung, Ergebnisse und Gestaltungsempfehlungen Die Zielgruppen Forschende, Dozierende und Studierende der Pädagogik, Psychologie, Soziologie und Betriebswirtschaft Coachs Berufsorientierte BeraterInnen PersonalentwicklerInnen OrganisationsentwicklerInnen Der Autor Marc Lindart ist Personal- und Organisationsentwickler, Berater und Coach. Er beschäftigt sich seit 2006 wissenschaftlich, theoretisch und praktisch intensiv mit Wirkfaktoren von Coaching und Beratung sowie mit den Charakteristika von erfolgreichen Entwicklungs- und Veränderungsprozessen. .
    Description / Table of Contents: ·      Terminologische Klärung des Coachingbegriffs.- Theoretische Hintergründe zu Wirkfaktoren im CoachingSystematische Übersicht zum Forschungsstand.- Der hypnosystemische Ansatz in Beratung und Coaching -- Empirische Erhebung, Ergebnisse und Gestaltungsempfehlungen.
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  • 39
    Online Resource
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    Wiesbaden : Springer VS
    ISBN: 9783658121990
    Language: German
    Pages: Online-Ressource (IX, 57 S. 1 Abb, online resource)
    Edition: 2. Aufl. 2016
    Series Statement: essentials
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
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    Keywords: Education ; Child development ; Instruction. ; Learning. ; Education—Philosophy. ; Education ; Child development ; Education Philosophy
    Abstract: Gesellschaft, Identität und Erziehung -- Natur des Menschen -- Überwältigungspädagogik und Instruktionspädagogik -- Wachstumspädagogik -- Pädagogik und Politik der Zuwendung.
    Abstract: In diesem »Erziehungs-Manifest« sollen einige Argumentationslinien Erich Fromms nachvollzogen und für die Pädagogik als Wissenschaft und Praxis erschlossen werden. Eine gelungene Erziehung im Sinne von Fromm hilft dem Menschen, eine authentische Identität zu entwickeln. Ziel ist der freie Mensch, der gegenüber Manipulation und Einschüchterung immun ist und sich mit Liebe und Vernunft der Welt zuwendet. Die Beschäftigung mit Fromm bietet für ein solches Erziehungskonzept viele produktive Anregungen. Der Inhalt Gesellschaft, Identität und Erziehung Natur des Menschen Überwältigungspädagogik und Instruktionspädagogik Wachstumspädagogik Pädagogik und Politik der Zuwendung Die Zielgruppen Studierende und Lehrende der Pädagogik, Psychologie und Sozialen Arbeit Alle, die Erziehung überdenken und neu ausrichten wollen Der Autor Burkhard Bierhoff, Prof. Dr. paed., Erziehungssoziologe, lehrt im Studiengang Soziale Arbeit an der Brandenburgischen Technischen Universität Cottbus-Senftenberg; Forschungsschwerpunkte: Erziehungstheorie, Subjekttheorie, Lebensstile, Konsum und Nachhaltigkeit.
    Description / Table of Contents: Gesellschaft, Identität und ErziehungNatur des Menschen -- Überwältigungspädagogik und Instruktionspädagogik -- Wachstumspädagogik -- Pädagogik und Politik der Zuwendung.
    Note: 1. Auflage: Centaurus Verlag & Media 2013
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  • 40
    ISBN: 9783658116217
    Language: German
    Pages: 1 Online-Ressource (XIII, 324 Seiten)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Forschendes Lernen 2.0
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    Keywords: Education ; Higher education ; Instruction. ; Learning. ; Education ; Higher education ; Konferenzschrift 2013 ; Entdeckendes Lernen ; Neue Medien ; Hochschuldidaktik ; Medienpädagogik ; Lernforschung
    Abstract: Perspektivierung – Forschendes Lernen zwischen Globalisierung und medialem Wandel -- Epistemologische Fundierung – Erkenntnistheoretische Figurationen des forschenden Lernens -- Forschendes Lernen – zwischen Wissenschaftstheorie und Methodendiskussion -- Forschendes Lernen im Einsatz – Praxisüberlegungen zum forschendem Lernen.
    Abstract: Im Zentrum dieses Buches steht die Fragestellung, wie forschendes Lernen angesichts eines sich beschleunigenden medialen Wandels und dem Phänomen der Globalisierung angemessen verstanden und eingesetzt werden kann. Es werden erkenntnistheoretische Thesen entfaltet, bildungs- sowie medientheoretische Positionen in Bezug auf das forschende Lernen diskutiert, methodische Fragestellungen anwendungsorientiert erörtert sowie Good Practice-Beispiele vorgestellt. Der Inhalt · Perspektivierung – Forschendes Lernen zwischen Globalisierung und medialem Wandel · Epistemologische Fundierung – Erkenntnistheoretische Figurationen des forschenden Lernens · Forschendes Lernen zwischen Wissenschaftstheorie und Methodendiskussion · Forschendes Lernen im Einsatz – Praxisüberlegungen zum forschenden Lernen Die Zielgruppen Das Buch richtet sich an alle, die sich mit pädagogischer Praxis auseinandersetzen und diese unter Perspektiven des forschenden Lernens thematisieren möchten – von Studierenden und Hochschuldozent_innen über Didaktiker_innen und Lehrer_innen bis hin zu interessierten Laien. Die Herausgeber Dr. David Kergel ist wissenschaftlicher Mitarbeiter am Institut für Pädagogik der Carl-von-Ossietzky-Universität Oldenburg. Birte Heidkamp, M.A., ist wissenschaftliche Mitarbeiterin am Institut für Pädagogik der Carl-von-Ossietzky-Universität Oldenburg.
    Description / Table of Contents: Perspektivierung - Forschendes Lernen zwischen Globalisierung und medialem Wandel -- Epistemologische Fundierung - Erkenntnistheoretische Figurationen des forschenden Lernens -- Forschendes Lernen - zwischen Wissenschaftstheorie und Methodendiskussion -- Forschendes Lernen im Einsatz - Praxisüberlegungen zum forschendem Lernen.
    Note: Description based upon print version of record
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  • 41
    ISBN: 9783658111342
    Language: German
    Pages: 1 Online-Ressource (VII, 40 Seiten)
    Series Statement: essentials
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Wafi, Sammy Visualisierungskompetenz in didaktischen Kontexten
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    Keywords: Education ; Teaching ; Instruction. ; Learning. ; Education ; Lernen ; Visualisierung
    Abstract: Sammy Wafi und Markus Wirtz klären die Bedeutung von Visualisierungskompetenz von Lehrenden und Lernenden für Lernprozesse in (multi-)medialen Lernumwelten sowie multimedial geprägten Lebens- und Arbeitswelten. In diesem Essential ordnen sie Visualisierungskompetenz unter Einbeziehung des internationalen Diskurses zu Visual Literacy theoriebasiert ein. Dies schafft die Basis für die (Weiter-)Entwicklung empirisch validierter Modelle, didaktischer Materialien und Lehr-/Lernstrategien zur gezielten Förderung von Visualisierungskompetenz. Der enge Zusammenhang zur Kompetenzorientierung und Evidenzbasierung des deutschen Bildungssystems sowie Konsequenzen für didaktische Lehr- und Lernumgebungen werden verdeutlicht. Der Inhalt Kognitionspsychologischer Hintergrund Visualisierungskompetenz Didaktische Konsequenzen für die Praxis Die Zielgruppen Dozierende & Studierende der Erziehungs-/Bildungswissenschaften, Pädagogischen Psychologie und Medienpädagogik Lehrpersonen und Lehramtsstudierende Schulbuchautorinnen und -autoren Die Autoren Sammy Wafi, M.A., ist wissenschaftlicher Mitarbeiter an der Pädagogischen Hochschule Freiburg. Prof. Dr. Markus Antonius Wirtz ist Leiter der Abteilung für Forschungsmethoden des Instituts für Psychologie der Pädagogischen Hochschule Freiburg und leitet das interdisziplinäre Promotionskolleg „Visualisierungen im Deutsch- und Mathematikunterricht (VisDeM)“.
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  • 42
    ISBN: 9783658108106
    Language: German
    Pages: 1 Online-Ressource (XVI, 272 Seiten) , Illustrationen
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Bildung und Gewalt
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    Keywords: Geschichte ; Education ; Education—Philosophy. ; Pädagogik ; Bildung ; Bildungstheorie ; Erziehungsphilosophie ; Aufsatzsammlung ; Bildungseinrichtung ; Gewalt ; Emotionaler Missbrauch
    Abstract: Binnenstrukturen – Innensteuerungen -- Ordnungen und Strukturen -- Institutionen.
    Abstract: Im Zentrum des Bandes steht der Diskurs über Gewalt und Gewaltverhältnisse in der Erziehungswissenschaft und die Feststellung, dass es sich hier um ein konstantes pädagogisches Problem handelt. Die erziehungswissenschaftlichen Diskussionen haben sich in den vergangenen Jahrzehnten immer wieder mit den unterschiedlichen Phänomenen und Strukturen von Gewalt auseinandergesetzt und dabei einerseits Differenzierungen zwischen körperlichen und nicht-körperlichen Gewaltformen herausgearbeitet, andererseits unterschiedlichste – teils auch konzeptionell widersprüchliche – Theorien und Modelle der Gewaltprävention entwickelt. Der Verlauf dieser erziehungswissenschaftlichen Gewalt-Diskurse zeigt dabei, dass es sich um ein grundsätzliches Problem handelt, das gerade auf der Diskussionsebene der Allgemeinen Erziehungswissenschaft von hoher und struktureller Relevanz ist. Der Inhalt · Binnenstrukturen – Innensteuerungen · Ordnungen und Strukturen · Institutionen Die Zielgruppe Dozierende und Studierende erziehungswissenschaftlicher Studiengänge Die Herausgebenden Dr. Johannes Bilstein ist Professor an der Kunstakademie Düsseldorf. Dr. Jutta Ecarius ist Professorin an der Universität zu Köln. Dr. Ursula Stenger ist Professorin an der Universität zu Köln. Dr. Norbert Ricken ist Professor an der Universität Bremen.
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  • 43
    Online Resource
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    Wiesbaden : Springer VS
    Show associated volumes/articles
    ISBN: 9783658059538
    Language: German
    Pages: 1 Online-Ressource (45 Abb. eReference, online resource)
    Series Statement: Springer Reference Sozialwissenschaften
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Handbuch Informelles Lernen
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    Keywords: Education ; Learning. ; Instruction. ; Education ; Aufsatzsammlung ; Informelles Lernen ; Informelles Lernen ; Handbuch ; Informelles Lernen ; Lernen ; Lernverhalten
    Abstract: Genese, Begriff und Beteiligung -- Pädagogische Handlungsfelder -- Andere disziplinäre Zugänge -- Informelles Lernen in verschiedenen Lebensphasen -- Kontexte informellen Lernens -- Inhalte informellen Lernens -- Förderung informellen Lernens -- Informelles Lernen mit digitalen Medien -- Anerkennung informell erworbener Kompetenzen -- Forschungsmethodische Zugänge. .
    Abstract: Informelles Lernen ist in den letzten Jahren von einer vermeintlichen ‚Restkategorie’ zu einem etablierten Bestandteil der Diskussion in vielen pädagogischen Handlungsfeldern geworden. Das Handbuch Informelles Lernen führt in diese Diskussion ein, indem es einen systematischen Überblick über die historische Genese, die theoretischen Grundlagen, empirische Erkenntnisse und forschungsmethodische Ansätze dieses Feldes gibt. Renommierte Expertinnen und Experten stellen den Diskussionsstand aus dem Blickwinkel verschiedener pädagogischer Teildisziplinen, Lebensphasen, Kontexte und Inhalte vor. Den digitalen Medien kommt dabei eine besondere Bedeutung zu, da sie für das informelle Lernen in allen pädagogischen Handlungsfelder relevant sind. Das Handbuch unterstützt damit eine breite Wahrnehmung des Diskurses und bietet Anregungen für eine tiefergehende Auseinandersetzung in Studium, Forschung und Praxis. Der Inhalt Genese, Begriff und Beteiligung • Pädagogische Handlungsfelder • Andere disziplinäre Zugänge • Informelles Lernen in verschiedenen Lebensphasen • Kontexte informellen Lernens • Inhalte informellen Lernens • Förderung informellen Lernens • Informelles Lernen mit digitalen Medien • Anerkennung informell erworbener Kompetenzen • Forschungsmethodische Zugänge Die Zielgruppen Studierende, Lehrende sowie Wissenschaftlerinnen und Wissenschaftler der Erziehungs- und Sozialwissenschaften Der Herausgeber Dr. Matthias Rohs ist Juniorprofessor am Fachbereich Sozialwissenschaften an der TU Kaiserslautern. .
    Note: Literaturangaben
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  • 44
    ISBN: 9783658108106
    Language: German
    Pages: 1 Online-Ressource (288 Seiten) , Illustrationen
    Edition: 1. Auflage
    Edition: Springer eBook Collection. Social Science and Law
    DDC: 370.1
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    Keywords: Education ; Education Philosophy ; Bildungseinrichtung ; Gewalt ; Emotionaler Missbrauch
    Abstract: Im Zentrum des Bandes steht der Diskurs über Gewalt und Gewaltverhältnisse in der Erziehungswissenschaft und die Feststellung, dass es sich hier um ein konstantes pädagogisches Problem handelt. Die erziehungswissenschaftlichen Diskussionen haben sich in den vergangenen Jahrzehnten immer wieder mit den unterschiedlichen Phänomenen und Strukturen von Gewalt auseinandergesetzt und dabei einerseits Differenzierungen zwischen körperlichen und nicht-körperlichen Gewaltformen herausgearbeitet, andererseits unterschiedlichste - teils auch konzeptionell widersprüchliche - Theorien und Modelle der Gewaltprävention entwickelt. Der Verlauf dieser erziehungswissenschaftlichen Gewalt-Diskurse zeigt dabei, dass es sich um ein grundsätzliches Problem handelt, das gerade auf der Diskussionsebene der Allgemeinen Erziehungswissenschaft von hoher und struktureller Relevanz ist. Der Inhalt · Binnenstrukturen - Innensteuerungen · Ordnungen und Strukturen · Institutionen Die Zielgruppe Dozierende und Studierende erziehungswissenschaftlicher Studiengänge Die Herausgebenden Dr. Johannes Bilstein ist Professor an der Kunstakademie Düsseldorf. Dr. Jutta Ecarius ist Professorin an der Universität zu Köln. Dr. Ursula Stenger ist Professorin an der Universität zu Köln. Dr. Norbert Ricken ist Professor an der Universität Bremen
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  • 45
    Online Resource
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    Cham : Springer International Publishing
    ISBN: 9783319255361
    Language: English
    Pages: Online-Ressource (XXII, 245 p. 37 illus., 10 illus. in color, online resource)
    Edition: 1st ed. 2015
    Series Statement: Cultural Psychology of Education 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
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    Keywords: Educational psychology ; Psychology ; Education ; Education ; Educational psychology ; Education Psychology ; Psychology
    Abstract: 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
    Description / Table of Contents: 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.
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  • 46
    ISBN: 9780198745532
    Language: English
    Pages: XII, 351 Seiten
    Edition: First edition
    Series Statement: Emotions in history
    DDC: 152.409
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    Keywords: Civilization History 19th century ; Personality and culture ; Personality and culture ; Emotions Social aspects ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Asien ; Europa ; Gefühl ; Zivilisation ; Zivilisationsprozess ; Begriffsgeschichte ; Geschichte
    Abstract: The nature of civilization: the semantics of civilization and civility in Scandinavia / Helge Jordheim -- Great Britain: the creation of an imperial global order / Margrit Pernau -- France: sociability in the imperial republic / Emmanuelle Saada -- Germany: redrawing of civilizational trajectories / Christian Bailey -- The education of Ottoman man and the practives of orderliness / Einar Wigen -- Journeys between civility and wilderness: debates on civilization and emotions in the Arab Middle East, 1861-1939 / Orit Bashkin -- Moral refinement and manhood in Persian / Mana Kia -- The virtuous individual and social reform: debates amon North Indian Urdu speakers / Margrit Pernau -- Spectres of the West: negotiating a civilizational figure in Hindi / Mohinder Singh -- From civilizational heroism to an ethic of universal humanity: Bengali discussions of civility / Rochona Majumdar -- Transforming Chinese hearts, minds, and bodies in the name of progress, civility, and civilization / Angelika C. Messner -- patriotism, virtue, and the clash of civilities in Japanese / Oleg Benesch -- From shame to sympathy: civilization and emotion in Korea, 1860-1920 / Myoungkyu Park -- Afterword: reflections on some challenges / Jan Ifversen
    Note: Literaturverz. S. [301] - 340 , The nature of civilization: the semantics of civilization and civility in Scandinavia , France: sociability in the imperial republic , Germany: redrawing of civilizational trajectories , The education of Ottoman man and the practives of orderliness , Journeys between civility and wilderness: debates on civilization and emotions in the Arab Middle East, 1861-1939 , Moral refinement and manhood in Persian , The virtuous individual and social reform: debates amon North Indian Urdu speakers , Spectres of the West: negotiating a civilizational figure in Hindi , From civilizational heroism to an ethic of universal humanity: Bengali discussions of civility , Transforming Chinese hearts, minds, and bodies in the name of progress, civility, and civilization , patriotism, virtue, and the clash of civilities in Japanese , From shame to sympathy: civilization and emotion in Korea, 1860-1920 , Afterword: reflections on some challenges
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  • 47
    Online Resource
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    Dordrecht : Springer
    ISBN: 9789401795050
    Language: English
    Pages: Online-Ressource (VIII, 390 p. 15 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Research in early childhood science education
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    Keywords: Science Study and teaching ; Early childhood education ; Education ; Early childhood education ; Education ; Science Study and teaching ; Naturwissenschaftlicher Unterricht ; Vorschulerziehung ; Grundschulunterricht
    Abstract: This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation, and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed, and methodological and theoretical advances are suggested
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  • 48
    ISBN: 9783837626704 , 3837626709
    Language: German
    Pages: 212 Seiten
    Series Statement: Mainzer Historische Kulturwissenschaften Band 21
    Series Statement: Mainzer Historische Kulturwissenschaften
    Parallel Title: Erscheint auch als
    DDC: 303.3709
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    Keywords: Geschichte ; Kultur ; Tabu ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Konferenzschrift 2012 ; Tabu ; Kultur ; Geschichte
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  • 49
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    Singapore : Springer Singapore
    ISBN: 9789812870896
    Language: English
    Pages: Online-Ressource (VII, 120 p. 20 illus, online resource)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Hew, Khe Foon Using blended learning
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    Keywords: Education ; Education ; Lernpsychologie ; Instruktionspsychologie
    Abstract: This book discusses evidence-based practices related to the use of blended learning in both K-12 and higher education settings. Specifically, this book features evidence-based practices in relation to the following five learning goals: (a) Fostering students’ attitude change toward country, (b) Helping students’ solve ill-structured design task problems, (c) Improving students’ critical thinking in assessing sources of information, (d) Improving students’ narrative and argumentative writing abilities and (e) Enhancing students’ knowledge retention and understanding. To achieve this aim, the authors draw upon their own research studies as well as some other relevant studies to reveal the pedagogical approaches, the specific instructional/learning activities, the technologies utilized and the overall framework for developing blended learning experiences
    Description / Table of Contents: IntroductionPromoting attitude change toward country: A theoretical framework and blended learning approach -- Solving design problems: A blended learning approach based on design thinking features -- Improving Social Studies students' critical thinking -- Improving students' argumentative writing and oral proficiencies -- Enhancing students' learning of factual and conceptual knowledge -- Future research directions for blended learning research: A programmatic construct.
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  • 50
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    Dordrecht : Springer Netherlands
    ISBN: 9789400768574
    Language: English
    Pages: Online-Ressource (XVI, 482 p. 189 illus., 24 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Boone, William J. Rasch analysis in the human sciences
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    Keywords: Science Study and teaching ; Educational tests and measurements ; Educational psychology ; Statistics ; Education ; Education ; Science Study and teaching ; Educational tests and measurements ; Educational psychology ; Statistics ; Education ; Educational psychology ; Educational tests and measurements ; Science Study and teaching ; Statistics
    Abstract: Rasch Analysis in the Human Sciences helps individuals, both students and teachers, master the key concepts and resources needed to use Rasch techniques for analyzing data from assessments to measure variables such as abilities, attitudes, and personality traits. Upon completion of the text, readers will be able to confidently evaluate the strengths and weaknesses of existing instrumentation, compute linear person measures and item measures, interpret Wright Maps, utilize Rasch software, and understand what it means to measure in the Human Sciences. Each of the 24 chapters presents a key concept using a mix of theory and application of user-friendly Rasch software. Chapters also include a beginning and ending dialogue between two typical researchers learning Rasch, formative assessment check points, sample data fi les, an extensive set of application activities with answers, a one paragraph sample research article text integrating the chapter topic, quick-tips, and suggested readings. Rasch Analysis in the Human Sciences will be an essential resource for anyone wishing to begin or expand their learning of Rasch measurement techniques, be it in the Health Sciences, Market Research, Education, or Cognitive Sciences. “Rasch Analysis in the Human Sciences represents a much needed, practical, and approachable guide to the use of Rasch methods and models within the field of education in general and in STEM fields most particularly. With a future ever more guided by data-driven decision-making, it is essential that our educators become more familiar with fundamental measurement concepts. Dr. Boone’s new text provides readers with a powerful set of new skills, set within an accessible, easy to read framework.” Gregory Ethan Stone, Professor of Educational Foundations and Leadership, University of Toledo, Ohio, USA “Bill Boone’s book leads educators as well as doctoral students to using Rasch as a model for measurement and profound interpretation of data and provides a profound and understandable introduction into a difficult topic.” Hans E. Fischer, Professor of Physics Education, University of Duisburg-Essen, Germany “This book will be invaluable to those in the social sciences who want to improve the quality of our science through improved measurement.” Cynthia W. Kelly, Professor of Nursing, The University of Alabama, Tuscaloosa, Alabama, USA
    Description / Table of Contents: What is Rasch Measurement & How Can Rasch Measurement Help Me?Rating Scale Surveys, A Rasch Rating Scale Analysis (Step I)-Reading Data and Running an Analysis -- Understanding Person Measures -- Item Measures -- Wright Maps - First Steps -- Wright Maps - Second Steps Fit -- How Well Does That Rating Scale Work? How Do You Know, Too? -- Person Reliability, Item Reliability and More -- What is an Ogive? How do I Use It? -- Some Wright Map Nuance, How To Set the Probability of Success at 65% (or whichever percentage you wish to choose) -- Differential Item Functioning -- Linking Surveys and Tests -- Setting Pass/Fail Points and Competency Levels -- Expressing Competency Levels -- Quality of Measurement and Sample Size -- Missing Data:  What should I do? -- Combining Scales -- Multifaceted Rasch Measurement -- The Rasch Model and Item Response Theory Models:  Identical, Similar, or Unique? -- What Tables to Use? -- Key Resources for Continued Expansion of Your Understanding of Rasch Measurement -- Where Have We Been & What’s Next?.
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  • 51
    Language: German
    Pages: 1 Online-Ressource (216 S.) , Ill.
    Series Statement: Germanistische Linguistik 228
    Parallel Title: Erscheint auch als Fremd- und Lehnwortschatz im sprachhistorischen Wörterbuch
    DDC: 432.4
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    Keywords: German language Congresses Lexicology, Historical ; Dictionaries ; German language Congresses Lexicology, Historical ; German language Congresses Foreign words and phrases ; Lexicography Congresses History ; German language Congresses Foreign words and phrases ; Research ; History ; German language Congresses Lexicography ; Research ; History ; Konferenzschrift 2012 ; Aufsatzsammlung ; Deutsch ; Fremdwort ; Lehnwort ; Geschichte ; Lexikografie ; Deutsch ; Einsprachiges Wörterbuch ; Fremdwort ; Lehnwort ; Geschichte
    Note: Literaturangaben , Heft geht zurück auf ein Kolloquium vom 7. - 8. Mai 2012 in der Göttinger Akad. der Wiss
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  • 52
    ISBN: 9780199655731
    Language: English
    Pages: x, 288 Seiten
    Edition: First edition
    Series Statement: Emotions in history
    Parallel Title: Erscheint auch als Frevert, Ute Emotional lexicons
    DDC: 152.40722
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    Keywords: Geschichte ; Language and emotions History ; Emotions History ; Lexikon ; Gefühl ; Wortschatz ; Englisch ; Deutsch ; Französisch ; Aufsatzsammlung ; Lexikon ; Gefühl ; Wortschatz ; Englisch ; Deutsch ; Französisch ; Geschichte 1700-2000
    Note: Defining Emotions: Concepts and Debates over Three Centuries , Topographies of Emotion , Showing Emotions, Reading Emotions , The 'Origin' of Emotions: Sensitive Humans, Sensitive Animals , Healing Emotions , Age(ing) with Feeling , Felt Distances , Social Emotions , Civility and Barbarism: Emotions as Criteria of Difference , Emotional Knowledge: Modern Developments
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  • 53
    ISBN: 9783319028682
    Language: English
    Pages: Online-Ressource (XIV, 345 p. 99 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Current trends in eye tracking research
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    Keywords: Psycholinguistics ; Consciousness ; Education ; Education ; Psycholinguistics ; Consciousness ; Aufsatzsammlung ; Elektrookulographie ; Augenfolgebewegung ; Blickregistrierung ; Blickverhalten ; Visuelle Wahrnehmung ; Interdisziplinäre Forschung
    Abstract: 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
    Description / Table of Contents: 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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  • 54
    ISBN: 9789400759022
    Language: English
    Pages: Online-Ressource (XXVII, 398 p. 23 illus, online resource)
    Series Statement: The Enabling Power of Assessment 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Designing assessment for quality learning
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    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Lernen ; Beurteilung ; Evaluation ; Lernerfolg
    Abstract: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book's structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers' responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book's structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education
    Abstract: This book brings together internationally recognised scholars with an interest in how to use the power of assessment to improve student learning and to engage with accountability priorities at both national and global levels. It includes distinguished writers who have worked together for some two decades to shift the assessment paradigm from a dominant focus on assessment as measurement towards assessment as central to efforts to improve learning. These writers have worked with the teaching profession and, in so doing, have researched and generated key insights into different ways of understanding assessment and its relationship to learning. The volume contributes to the theorising of assessment in contexts characterised by heightened accountability requirements and constant change. The book’s structure and content reflect already significant and growing international interest in assessment as contextualised practice, as well as theories of learning and teaching that underpin and drive particular assessment approaches. Learning theories and practices, assessment literacies, teachers’ responsibilities in assessment, the role of leadership, and assessment futures are the organisers within the book’s structure and content. The contributors to this book have in common the view that quality assessment, and quality learning and teaching are integrally related. Another shared view is that the alignment of assessment with curriculum, teaching and learning is linchpin to efforts to improve both learning opportunities and outcomes for all. Essentially, the book presents new perspectives on the enabling power of assessment. In so doing, the writers recognise that validity and reliability - the traditional canons of assessment - remain foundational and therefore necessary. However, they are not of themselves sufficient for quality education. The book argues that assessment needs to be radically reconsidered in the context of unprecedented societal change. Increasingly, communities are segregating more by wealth, with clear signs of social, political, economic and environmental instability. These changes raise important issues relating to ethics and equity, taken to be core dimensions in enabling the power of assessment to contribute to quality learning for all. This book offers readers new knowledge about how assessment can be used to re/engage learners across all phases of education
    Description / Table of Contents: 1. Introduction: Assessment understood as enabling: A time to rebalance improvement and accountability goalsPART 1: Assessment Quality -- 2. Assessment as a generative dance: Connecting teaching, learning and curriculum -- 3. Student involvement in assessment of their learning -- 4. Large-scale testing and its contribution to learning -- 5. The role of assessment in improving learning in a context of high accountability -- PART 2: Becoming Assessment Literate -- 6. Assessment literacy -- 7. The power of learning-centered task design: An exercise in the application of the variation principle -- 8. Developing assessment tasks -- 9. Using assessment information for professional learning -- 10. Teachers’ professional judgment in the context of collaborative assessment practice -- 11. Developing assessment for productive learning in Confucian-influenced settings: Potentials and challenges -- PART 3: Teachers’ Responsibilities in Assessment -- 12. Looking at assessment through learning-colored lenses -- 13. Elements of better assessment for the improvement of learning: A focus on quality, professional judgment and social moderation -- 14. Enabling all students to learn through assessment: A case study of equitable outcomes achieved through the use of criteria and standards -- 15. Assessment and the reform of education systems: From good news to policy technology -- 16. Authentic assessment, teacher judgment and moderation in a context of high accountability -- 17. Formative assessment as a process of interaction through language: A framework for the inclusion of English language learners -- PART 4: Leading Learning and the Enabling Power of Assessment -- 18. Conceptualizing assessment culture in school -- 19. Preparing teachers to use the enabling power of assessment -- 20. Challenging conceptions of assessment -- 21. The place of assessment to improve learning in a context of high accountability -- PART 5: Digital Assessment -- 22. Designing next-generation assessment: Priorities and enablers -- 23. Seeds of change: The potential of the digital revolution to promote enabling assessment -- Index.
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  • 55
    Online Resource
    Online Resource
    Paris : OECD Publishing
    ISBN: 9789264203488
    Language: English
    Pages: Online-Ressource (219 p.) , ill.
    Series Statement: Educational Research and Innovation
    Parallel Title: Erscheint auch als Innovative learning environments
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    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)
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  • 56
    ISBN: 9789264180772
    Language: English
    Pages: 266 S.
    Edition: Online-Ausg. Online-Ressource
    Series Statement: Educational research and innovation
    Parallel Title: Parallelausg. L'art pour l'art ? ; L'impact de l'éducation artistique
    Parallel Title: Parallelausg. ¿El arte por el arte? ; La influencia de la educacíon artística
    Parallel Title: Erscheint auch als Winner, Ellen, 1947 - Art for art's sake?
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    Keywords: Kunst ; Bildung ; Education ; Kunsterziehung ; Kreativität ; Kognitive Entwicklung ; Sozialkompetenz ; Ästhetische Erziehung ; Musische Erziehung
    Abstract: 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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  • 57
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400750388
    Language: English
    Pages: Online-Ressource (VIII, 184 p, digital)
    Series Statement: Educational Research 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Educational research: the attraction of psychology
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    Keywords: Educational psychology ; Education ; Education ; Education Philosophy ; Educational psychology ; Psychologie ; Empirische Forschung
    Abstract: The closely argued and provocative contributions to this volume challenge psychology's hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour
    Abstract: The closely argued and provocative contributions to this volume challenge psychology’s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship. Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology’s self-image as a ‘scientific’ discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ‘emotion’, ‘feeling’ and ‘relationship’, so that they are now ’blind spots’ in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education? This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
    Description / Table of Contents: Educational Research:The Attraction of Psychology; Copyright Page; Earlier Volumes in this Series; Contents; Chapter 1: Making Sense of the Attraction of Psychology: On the Strengths and Weaknesses for Education and Educational Research; References; Chapter 2: Struggling with the Historical Attractiveness of Psychology for Educational Research Illustrated by the Case of Nazi Germany; 2.1 Far Too Easy Hypotheses?; 2.2 Far Too Easy Phrasing of the Questions?; 2.3 Far Too Super fi cial Conclusions?; 2.4 Far Too Broad Generalisations: The Case of Educational Psychology in Nazi Germany
    Description / Table of Contents: 2.4.1 The Discursive Surface Layer of National Socialism2.4.2 "Uniform Fascist Rule Dissolved into a Chaos of Rival Responsibilities?" (Geuter, 1992 , p. 18); 2.5 The Continuing Need for Biographical Research; 2.6 Some Concluding Remarks; Sources; References; Chapter 3: On the Fatal Attractiveness of Psychology: Racism of Intelligence in Education; 3.1 The Problem: Intelligence and Social Status; 3.2 Education in a Nation of Morons; 3.3 Intelligence Testing in the Court; 3.4 On the Neutrality of Academic Psychology; 3.5 The Pseudo Neutrality of Testing Situations
    Description / Table of Contents: 3.6 Towards the Racism of Intelligence3.7 Conclusion; References; Chapter 4: Psychology in Teacher Education: Ef fi cacy, Professionalization, Management, and Habit; 4.1 Ef fi cacy; 4.2 Professionalization; 4.2.1 Learning Sciences; 4.2.2 Political Trends; 4.3 Policy and Management; 4.4 Habit; 4.5 Wrapping Up: Implications for Research in Teacher Education; References; Chapter 5: The Fatal Attraction of the Language of Developmental Psychology in Child-Rearing; 5.1 Introduction; 5.2 The Language of Developmental Psychology in Child-Rearing
    Description / Table of Contents: 5.3 The Language of Developmental Psychology in Relation to Child-Rearing and the Parent-Child Relationship: Normative Assumptions5.4 Parenting in an Age of Anxiety; 5.5 Conclusion; References; Chapter 6: Mirror Neuron, Mirror Neuron in the Brain, Who's the Cleverest in Your Reign? From the Attraction of Psychology to the Discovery of the Social; 6.1 Introduction; 6.1.1 How the Philosophy of Science Embraced the Social (and Also the Psychological); 6.1.2 How the Philosophy of Mathematics Is Reluctant to Embrace Anything; 6.1.3 Education: How to Vygotsky and Piaget?
    Description / Table of Contents: 6.2 The Special and Curious Case of Mathematics Education6.2.1 How Psychology Became Attractive for the Study of the Learning of Mathematics; 6.2.2 Beyond the Psychological; 6.3 Conclusion: Mirror Neurons at Last; References; Chapter 7: The Vocabulary of Acts: Neuroscience, Phenomenology, and the Mirror Neuron; 7.1 Rizzolatti and the Mirror Neuron; 7.2 Depsychologising Psychology: The Architecture of Research and Understanding; 7.3 Samuel Todes and the Umbilical Cord of Bodily Movement; 7.4 Objects and Things, Habitats, and Worlds; References
    Description / Table of Contents: Chapter 8: The Attraction of Neuropsychological Findings in Contemporary Educational Thinking, or Feeling, Emotion and Relationship as Blind Spots in Educational Theory
    Description / Table of Contents: 1. Making sense of the attraction of psychology: On the strengths and weaknesses for education and educational research -- 2. Struggling with the historical attractiveness of psychology for educational research illustrated by the case of Nazi-Germany -- 3. On the fatal attractiveness of psychology: Racism of intelligence in education -- 4. Psychology in teacher education: Efficacy, professionalization, management, and habit -- 5. The fatal attraction of the language of developmental psychology in child rearing -- 6. Mirror neuron, mirror neuron in the brain, who’s the cleverest in your reign? From the attraction of psychology to the discovery of the social -- 7. The vocabulary of acts: Neuroscience, phenomenology, and the mirror-neuron -- 8. The attraction of neuropsychological findings in contemporary educational thinking, or: Feeling, emotion and relationship as blind spots in educational theory -- 9. In defence of the humanities against the exaggerated pretensions of ‘scientific’ psychology -- 10. The theology of education to come -- 11. Learning is not education -- 12. Attention, commitment and imagination in educational research. Open the universe a little more! -- About the Authors -- Author Index -- Subject index..
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  • 58
    ISBN: 9781461433293 , 1283933543 , 9781283933544
    Language: English
    Pages: Online-Ressource (XXXIII, 294 p. 69 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Computer science ; Social sciences Data processing ; Education ; Education ; Computer science ; Social sciences Data processing
    Abstract: This edited volume includes the most up to date, expanded, and peer reviewed papers from the 2011 CELDA Conference, focusing on the conference theme: Ubiquitous and Mobile Informal and Formal Learning in thr Digital Age. The contributions are aggressively interdisciplinary and cover such timely topics as social web technologies, virtual worlds and games, and location-based and context-aware learning environments. Informal and formal learning settings are explored and a myriad of concrete examples provided to assit the reader in developing curricula, programs, and courses on the topic.
    Description / Table of Contents: Ubiquitous and mobile formal and informal learning in the digital age -- Challenges and new perspectives -- Social web technologies for new knowledge representations -- Social web technologies for knowledge retrieval, creation, and sharing in formal and informal educational settings -- Virtual worlds and formal learning -- Virtual worlds and informal learning -- Game-based learning and assessment -- Location-based environments for learning -- Context-aware environments for learning -- Formal and informal learning integration -- Conclusions and future directions.
    Note: Includes bibliographical references and index
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  • 59
    Online Resource
    Online Resource
    New York, NY : Springer New York
    ISBN: 9781461462743
    Language: English
    Pages: Online-Ressource (XIV, 88 p. 18 illus., 17 illus. in color, digital)
    Series Statement: SpringerBriefs in Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Adult education ; Education ; Education ; Adult education
    Abstract: Over the last years, increasing attention has been paid to Personal Learning Environments (PLEs) as an effective framework for lifelong learners, and to the need for a smooth integration of formal and informal learning. A wider and wider range of open source and free learning applications on the web are offering lifelong learners powerful tools to construct and characterise their own PLEs. Technologically speaking, this change of perspective manifests in a learning web where information is distributed across sites. However, knowledge management becomes an issue, and personalisation requires the support of semantics applied to social components. This work focuses on the characterisation of adult lifelong learners' PLEs by implicit and explicit tools of personalisation. The synergy of formal and informal learning in the dynamic construction of a lifelong learner's PLE has been explored. The SSW4LL (Social Semantic Web for Lifelong Learners) format has been devised, and the SSW4LL system, built on Moodle 2.0 integrated with an adaptive mechanism (conditional activities) and some tools of Social Semantic Web (Semantic MediaWiki, Diigo and Google+), has been designed, implemented and successfully validated as a device suitable to provide a dynamically personalised learning environment to the lifelong learner. Specifically, this volume thoroughly illustrates the implementation of the whole SSW4LL format in its validation course SSW4LL 2011, and discusses the results of a comprehensive literature review and the outcomes obtained from SSW4LL 2011. The integration of social software into formal learning environments can make a qualitative difference to giving adult lifelong learners a sense of ownership and control over their own learning and career planning, and can aid them to be effectively self-directed and self-regulated
    Abstract: This work focuses on the characterization of adult lifelong learners Personal Learning Environments (PLEs) by implicit and explicit tools of personalization. It aims aims toward creating a system for the development of a learning path for the characterisation of PLE for adult life learners. The synergy of formal and informal learning in the dynamic construction of a lifelong learners PLE is fully explored, with the recognition that the majority of learning, especially for life long learners, occurs outside traditional learning formats.Specifically, this volume discusses the design, implementation, and validation of the SSW4LL (Social Semantic Web for Lifelong Learners) format, and the the SSW4LL system, built on Moodle 2.0 integrated with an adaptive mechanism (conditional activities) and some tools of Social Semantic Web (Semantic MediaWiki, Diigo and Google+). With thoroughly grounded cases studies, this volume makes the case that these systems are suitable to provide a dynamically personalized learning environment to the lifelong learner. All of these environments are fully discussed and cases made for each as a tool for constructing adult learners' PLEs.?
    Description / Table of Contents: 1. From Formal to Informal Learning: Scenario, Conditioning Elements and Evolutionary Steps -- 1.1. Lifelong Learning: Definitions and Main Policies in Europe -- 1.1.1. Lifelong Learning: Definitions and European Union Benchmarks -- 1.1.2. European Policy Progress and Future Prospects -- 1.2. The Lifelong Learner: Characteristics, Needs Analysis and Expectations -- 1.2.1. Lifelong Learners' Features -- 1.2.2. Lifelong Learners' Needs Analysis and Expectations -- 1.3. Personalising Lifelong Learning: Approaches, Methodologies and Tools -- 1.3.1. Personalising Learning: A Common Understanding -- 1.3.2. PLE and Related Concepts -- 1.3.3. The Shift from Organisation-Centred to Learner-Centred Learning Environments. A Learning Theory for Adult Lifelong Learners -- 1.3.4. Implicit and Explicit Personalisation of Learning: Adaptive Mechanisms and Social Semantic Web -- 1.3.5. From the Social Web to the Social Semantic Web -- 1.4. Summary -- 2. The SSW4LL Format -- 2.1. Overview -- 2.2. Needs Analysis -- 2.3. Learning Paradigm and Strategies -- 2.3.1. Learning Strategies -- 2.3.2. Evaluation and Assessment -- 2.4. Technological Architecture: The SSW4LL System -- 2.4.1. Formal Learning Environment: Moodle 2.0 -- 2.5. Organisation -- 2.5.1. Technical Competences Required -- 2.5.2. Devices -- 2.5.3. Recommendations for an Optimal Implementation of the Format -- 2.5.4. Workflow and Procedures -- 2.5.5. Use Case Scenario -- 2.6. SWOT Analysis -- 2.7. Summary -- 3. Case Study: SSW4LL 2011 -- 3.1. Design -- 3.2. Implementation -- 3.2.1. Implementation of the SSW4LL System -- 3.2.2. Implementation of the Course SSW4LL 2011 -- 3.3. Evaluation and Discussion -- 3.4. Summary -- 4. Concluding Remarks -- 4.1. Conclusions -- 4.2. Future Directions -- Appendix: Glossary.
    Note: Includes bibliographical references
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  • 60
    Online Resource
    Online Resource
    New York, NY : Springer New York
    ISBN: 9781461419549
    Language: English
    Pages: Online-Ressource (XVII, 235 p. 73 illus., 28 illus. in color, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Landriscina, Franco Simulation and learning
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    Keywords: Computer simulation ; Consciousness ; Education ; Education ; Computer simulation ; Consciousness ; Learning ; Educational technology ; Computer simulation ; Lernpsychologie ; Simulation
    Abstract: The main idea of this book is that to comprehend the instructional potential of simulation and to design effective simulation-based learning environments, one has to consider both what happens inside the computer and inside the students' minds. The framework adopted to do this is model-centered learning, in which simulation is seen as particularly effective when learning requires a restructuring of the individual mental models of the students, as in conceptual change. Mental models are by themeselves simulations, and thus simulation models can extend our biological capacity to carry out simulative reasoning. For this reason, recent approaches in cognitive science like embodied cognition and the extended mind hypothesis are also considered in the book.. A conceptual model called the "epistemic simulation cycle is proposed as a blueprint for the comprehension of the cognitive activies involved in simulation-based learning and for instructional design.
    Description / Table of Contents: Foreword; Preface; Acknowledgments; Contents; 1 An Introduction to Simulation for Learning; 1.1…The Simulation Paradox; 1.2…The Epistemic Status of Simulation; 1.3…Not All Simulations are Created Equal; 1.4…Differences Between Simulation and Games; 1.5…What is Simulation?; 1.6…The Need for a Multidisciplinary Approach; 1.6.1 Simulation Paradigm; 1.6.2 Learning Goals; 1.6.3 Curricular Development; 1.6.4 Cognitive Processes; 1.6.5 Epistemic Beliefs; 1.6.6 Activities and Outputs; 1.6.7 Instructional Strategies; 2 Simulation and Cognition; 2.1…Mental Models; 2.2…Mental Models as Simulations
    Description / Table of Contents: 2.3…Simulating Other Minds2.4…Grounding Cognition in Simulation; 2.5…Simulation and Metaphor; 3 Models Everywhere; 3.1…A Concept at the Crossroads of Different Disciplines; 3.2…From Logic to Representation; 3.3…Models and Problem Solving; 3.4…Types of Models; 3.5…The Pragmatic Perspective; 3.6…The Cybernetic Perspective; 3.7…A General Theory of Models; 4 Simulation Modeling; 4.1…From Models to Simulation; 4.2…Computational Models; 4.3…The Modeling and Simulation Process; 4.3.1 Project Description; 4.3.2 Conceptual Model; 4.3.3 Computational Model; 4.3.4 Simulation Program
    Description / Table of Contents: 4.4…Modeling and Simulation Paradigms4.5…Dynamical Systems Modeling; 4.6…From Mechanics to Everything Else; 4.7…Continuum Physics Modeling; 4.8…Molecular Dynamics; 4.9…Compartmental Models; 4.10…Agent-Based Modeling; 4.11…System Dynamics; 4.12…Cellular Modeling and Simulation; 4.13…Comparing Paradigms; 5 Simulation-Based Learning; 5.1…Simulation-Building Versus Simulation-Using; 5.2…The Cognitive Processes Involved in Simulation-Based Learning; 5.3…Simulative Reasoning in Science; 5.4…Model-Based Learning and Teaching; 5.5…Learning by System Modeling; 5.5.1 Computational Model Layer
    Description / Table of Contents: 5.5.2 User Interface Layer5.5.3 Instructional Support; 5.5.4 Complementary Activities; 5.6…A Cognitive Load Perspective; 5.6.1 Pre-Training; 5.6.2 Segmentation; 5.6.3 Sequencing; 5.6.4 Pacing; 5.7…Choosing the Right Mix; 6 Simulations for Thinking; 6.1…Cognitive Partnering; 6.2…Thinking (and Computing) Analogically; 6.3…Simulation and Language; 7 Simulation-Based Instruction; 7.1…Content and Process; 7.2…Crosscutting Concepts; 7.2.1 Patterns; 7.2.2 Cause and Effect: Mechanism and Explanation; 7.2.3 Scale, Proportion, and Quantity; 7.2.4 Systems and System Models
    Description / Table of Contents: 7.2.5 Energy and Matter: Flows, Cycles, and Conservation7.2.6 Structure and Function; 7.2.7 Stability and Change; 7.3…A Grounded Cognition Perspective on Simulation; 7.4…The Epistemic Cycle; AppendixSimulation Resources; References; Index
    Note: Includes bibliographical references and index
    URL: Cover
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  • 61
    ISBN: 9781441955463
    Language: English
    Pages: Online-Ressource
    Series Statement: Springer International Handbooks of Education 26
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. International handbook of metacognition and learning technologies
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    Keywords: Artificial intelligence ; Education ; Metakognition ; Lerntechnik ; Metakognition ; Lerntechnik
    Abstract: Education in today's technologically advanced environments makes complex cognitive demands on students pre-learning, during, and post-learning. Not surprisingly, these analytical learning processes--metacognitive processes--have become an important focus of study as new learning technologies are assessed for effectiveness in this area.Rich in theoretical models and empirical data, the International Handbook of Metacognition and Learning Technologies synthesizes current research on this critical topic. This interdisciplinary reference delves deeply into component processes of self-regulated learning (SRL), examining theories and models of metacognition, empirical issues in the study of SRL, and the expanding role of educational technologies in helping students learn. Innovations in multimedia, hypermedia, microworlds, and other platforms are detailed across the domains, so that readers in diverse fields can evaluate the theories, data collection methods, and conclusions. And for the frontline instructor, contributors offer proven strategies for using technologies to benefit students at all levels. For each technology covered, the Handbook: Explains how the technology fosters students' metacognitive or self-regulated learning.Identifies features designed to study or support metacognitve/SRL behaviors.Reviews how its specific theory or model addresses learners' metacognitive/SRL processes.Provides detailed findings on its effectiveness toward learning.Discusses its implications for the design of metacognitive tools.Examines any theoretical, instructional, or other challenges.These leading-edge perspectives make the International Handbook of Metacognition and Learning Technologies a resource of great interest to professionals and researchers in science and math education, classroom teachers, human resource researchers, and industrial and other instructors
    Note: Includes bibliographical references and index
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 62
    ISBN: 9781782380191
    Language: English
    Pages: 188 S.
    Edition: 1. publ.
    Parallel Title: Erscheint auch als
    DDC: 155.8/2094309034
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    Keywords: Geschichte 1900-2000 ; Geschichte 1800-1900 ; Geschichte 1851-1955 ; Geschichte ; Ethnopsychology History ; National characteristics, German History 19th century ; National characteristics, German History 20th century ; Germany Intellectual life 19th century ; Germany Intellectual life 20th century ; Ethnopsychologie ; Deutschland ; Deutschland ; Deutschland ; Ethnopsychologie ; Geschichte 1851-1955
    Note: Incl. bibliogr. references and index
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  • 63
    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
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    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.
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  • 64
    ISBN: 9789400728462
    Language: English
    Pages: Online-Ressource (VIII, 247p. 29 illus, digital)
    Series Statement: Advances in Business Education and Training 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Curriculum planning ; Education, Higher ; Education ; Education ; Curriculum planning ; Education, Higher ; Lerntechnik
    Abstract: Richard G. Milter
    Abstract: Core concepts in education are changing. For example, professional performance or expertise is not uniquely the fruit of specialist knowledge acquired at professional schools, but the sum of influences exerted by a complex web of continuous learning opportunities for which an individual is well (or ill) prepared by their schools and their workplace. The key contributory factors to professional expertise are how professional schools connect to professional practice, how schools prepare graduates for continuous learning, and how the workplace endorses continuous development. Thus, the question this volume addresses - how to design learning and working environments that facilitate the integration of these three elements - is at the heart of contemporary pedagogical theory. The authors also ask a second vital question: how do we educate learners that go on to maximize their life's learning opportunities by regulating their own ongoing learning? Learning at the Crossroads of Theory and Practice argues that with the theory of learning at a crossroads, this is an unprecedented opportunity for learning about learning. The book sheds light on different elements of this challenge: integrating theory and practice in business education, generating and fully exploiting workplace learning opportunities, and enriching our classrooms by coupling theoretical knowledge with the richness of real-life experience.
    Description / Table of Contents: Preface; Contents; Chapter1 Learning at the Crossroads of Theory and Practice: An Overview; Chapter Overview; Part 1. Integrating Theory and Practice in Business Education; Part 2. Workplace Learning; Part 3. Classroom Enrichment; Part 4. Bridging the Gap; References; Part I Integrating Theory and Practice inBusiness Education; Chapter 2Enhancing the Academic Internship LearningExperience for Business Education-A CriticalReview and Future Directions; Introduction; A Literature Review: The Functions of an Internshipfor Students, Companies, and Business Schools
    Description / Table of Contents: Academic Internships Prepare Business Studentsfor the Labor MarketCompanies are Looking for Future Employees; Business Schools Improve Their Curriculum; A Need for Integration of Expectations and Supportfor Internship Supervision at a Distance; Method; Results; Students Ask for High-Quality Internships; Companies Receive First Choice of Best Students; Business Schools Want to Facilitate the AcademicInternship Experience; Collaboration Between the Three Stakeholders; Discussion; Limitations and Future Research; References
    Description / Table of Contents: Chapter 3Combining Formal and Non-formal Learningfor Undergraduate Management StudentsBased in LondonPurpose and Background; The Module Structure and Theoretical Underpinning; The Process of Evaluation and Redesign; Issues Identified; Implications for Innovation and Practice; References; Chapter 4Work-Based Learning VersusWork-RelatedLearning-An Exploration of the PossibilitiesofWork-Related Learning Through a Reviewof the Venture Matrix at Sheffield HallamUniversity, UK; Introduction; Work-Related and Work-Based Learning; The Venture Matrix
    Description / Table of Contents: Evaluation of the Student Experience of Venture MatrixDiscussion; Conclusion; Appendix; References; Part II Workplace Learning; Chapter 5What Keeps Low- and High-QualifiedWorkersCompetitive: Exploring the Influence of JobCharacteristics and Self-Directed LearningOrientation onWork-Related Learning; Introduction; Job Characteristics and Work-Related Learning; A Self-directed Learning Orientation and Work-Related Learning; Present Lacunae Regarding the Active Learning Hypothesis; Research Questions; Method; Measures; Analyses; Results; Respondents; Descriptives
    Description / Table of Contents: Predictors of Work-Related LearningRespondents; Descriptives; Predictors of Work-Related Learning; Conclusions; Discussion Results; Limitations; Implications for the Practice of Workplace Learning both in Education and at Work; References; Chapter 6The Use of Personal Development Plans(PDPs) in Organizations and the Roleof Its Perceived Purpose; Introduction; Theoretical Background; What is a PDP?; An Example from Practice; Striving for Various Purposes; Supporting Conditions; Supporting Conditions Related to the Employee; Supporting Conditions Related to the Assessment Context
    Description / Table of Contents: Research Question
    Note: Description based upon print version of record
    URL: Cover
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  • 65
    ISBN: 9783506771339 , 3506771337
    Language: German
    Pages: 290 Seiten
    Series Statement: Beiträge zur komparativen Theologie 4
    Series Statement: Beiträge zur komparativen Theologie
    DDC: 290
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    Keywords: Literatur ; Inhaltsanalyse ; Wahrnehmung ; Islam ; Muslim ; Beispiel ; Autor ; Deutschland Türkei ; Literatur ; Inhaltsanalyse ; Perzeption ; Islam ; Muslime ; Rezeption ; Jahrhundert 18 ; Jahrhundert 19 ; Jahrhundert 20 ; Jahrhundert 21 ; Beispielhafte Fälle ; Autoren/Schriftsteller ; Germany Turkey ; Literature ; Content analysis ; Perceptions ; Muslims ; reception ; Century 18th ; Century 19th ; Century 20th ; Century 21st ; Exemplary cases ; Authors/writers ; Migranten Lessing, Gotthold Ephraim ; Goethe, Johann Wolfgang von ; Heine, Heinrich ; Orientalismus ; Kosmopolitismus ; Şenocak, Zafer ; Pamuk, Orhan ; Gürsel, Nedim ; Kermani, Navid ; Migrants orientalism ; cosmopolitisme ; Deutschland ; Türkei ; Konferenzschrift Zentrum für komparative Theologie und Kulturwissenschaften der Universität Paderborn 06.2010 ; Aufsatzsammlung ; Konferenzschrift ; Deutsch ; Türkisch ; Literatur ; Islam ; Islambild ; Geschichte ; Islambild
    Note: Basiert auf einer Tagung, die ... im Juni 2010 am Zentrum für Komparative Theologie und Kulturwissenschaften der Universität Paderborn stattfand (Einleitung Seite15/16)
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  • 66
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400727182
    Language: English
    Pages: Online-Ressource (XVIII, 180p. 1 illus, digital)
    Series Statement: International perspectives on early childhood education and development 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Early childhood grows up
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    Keywords: Early childhood education ; Education ; Education ; Early childhood education ; Kleinkinderziehung ; Vorschulerziehung ; Kleinkinderziehung ; Aufsatzsammlung ; Vorschulerziehung ; Aufsatzsammlung
    Abstract: Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opene
    Abstract: Once the Cinderella of the education system, early years education has evolved into a much more substantially funded sector with staff experiencing greater opportunities for higher-level training and education as well as increasing demands. This book reflects practitioner debates about fundamental questions such as whether or not their field of work is a profession at all. Two key arguments are presented. The first is that early years education has matured to the point that pedagogical and regulatory frameworks have been introduced and linked to a terminology of professionalism. This has opene
    Description / Table of Contents: Foreword; References; Acknowledgements; Contents; About the Editors; About the Authors; List of Acronyms; Part I Professionalism in Local and Cross-National Contexts: Towards a Critical Ecology of the Profession; 1 Early Childhood Grows Up: Towards a Critical Ecology of the Profession; 1.1 Introduction; 1.2 Our First Argument: Early Childhood Education Has Grown Up; 1.3 Our Second Argument: Towards a Critical Ecology of the Early Childhood Profession; 1.4 The Framework of the Day in the Life Project; 1.4.1 Who Is the Early Years Professional?
    Description / Table of Contents: 1.4.2 Getting Organised: What We Did and How We Did It1.4.3 Choosing Case Study Research; 1.4.4 Working as a Learning Community; 1.4.5 Capturing the Practitioner's Day; 1.4.6 Presenting the Case Studies: Singularities Versus Generalisations; 1.5 Concluding Thoughts; References; 2 Relationships, Reflexivity and Renewal: Professional Practice in Action in an Australian Children's Centre; 2.1 Introduction; 2.2 Understanding and Defining the Field of Early Childhood in Australia; 2.2.1 Purposes of Early Childhood Provision: Care and/or Education?; 2.2.2 Regulating Quality; 2.2.3 Curriculum
    Description / Table of Contents: 2.3 The Case Study Site2.3.1 Overview; 2.3.2 Setting the Scene: Context and Staffing; 2.3.3 Profiling the Practitioner; 2.3.4 The Structure of Josie's Day; 2.3.5 Curriculum and Pedagogical Approaches; 2.3.6 Stepping Up to the Role of the Educator; 2.3.7 Being Professional -- Critical Self-Reflection and Ongoing Professional Learning; 2.4 Relationships, Reflexivity and Renewal; 2.4.1 Professionalism in Context; 2.5 Concluding Comments; References; 3 Leading and Managing in an Early Years Setting in England; 3.1 Recent Developments: An Overview; 3.1.1 Background; 3.1.2 Early Years Provision
    Description / Table of Contents: 3.1.3 The Early Years Curriculum3.1.4 The Early Years Workforce; 3.2 The Day in the Life Project in England; 3.2.1 The Setting; 3.2.2 The Practitioner: Julie; 3.2.3 Julie's Day; 3.2.4 Narrative Account of Julie's Day; 3.2.4.1 Situation 1: In the Office; 3.2.4.2 Situation 2: Group Story Reading; 3.2.4.3 Situation 3: Meeting with the Pre-school Teacher; 3.2.4.4 Situation 5: Meeting with the Senior Management Team; 3.2.4.5 Situation 9: Meeting with a Parent; 3.2.4.6 Situation 13: Discussion with a Key Worker; 3.2.4.7 Situation 14: Outdoor Play
    Description / Table of Contents: 3.2.4.8 Situation 15: Meeting with the Financial Director3.3 Discussion; 3.3.1 Managing and Leading; 3.3.2 Acting as a Professional; 3.3.3 Perspectives on Professionalism; 3.4 Summary; References; 4 Acting as a Professional in a Finnish Early Childhood Education Context; 4.1 The Finnish Macro-level Context for Professionalism in Early Childhood Education; 4.1.1 Organisation and Funding of Services; 4.1.2 Professional Development; 4.1.3 Multi-professional Working; 4.1.4 Curriculum Guidelines; 4.1.5 The Micro-level Context of the Practitioner
    Description / Table of Contents: 4.1.6 What Is Happening During the Typical Day of the Practitioner?
    Note: Description based upon print version of record
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 67
    ISBN: 9781461435464
    Language: English
    Pages: Online-Ressource (XXVII, 461 p. 78 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Developmental psychology ; Education ; Education ; Developmental psychology ; Lerntechnik ; Schulleistungsmessung ; Aufsatzsammlung
    Abstract: The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that is taking place in the virtual worlds or informal settings. accordingly, aligning learning and assessment is the core for creating a favorable and effective learning environment. The edited volume will cover the current state of research, methodology, assessment, and technology of game-based learning. There will be contributions from international distinguished researchers which will present innovative work in the areas of educational psychology, educational diagnostics, educational technology, and learning sciences. The edited volume will be divided into four major parts.
    Description / Table of Contents: Assessment in Game-Based Learning; Preface; Contents; About the Authors; Reviewers; Chapter 1: Assessment for Game-Based Learning; 1.1 Games: A Historical Synopsis; 1.2 Games and Learning; 1.3 Implementation of Assessment into Games; References; Part I: Foundations of Game-Based Assessment; Chapter 2: Are All Games the Same?; 2.1 Introduction; 2.2 Paradigms of Serious Games Research; 2.2.1 Games as Interventions; 2.2.2 Games as Interactive Tools; 2.2.3 Immersive Games; 2.3 Assessing Learning from Brainage 2; 2.4 Assessing Learning with Spore; 2.5 Assessing Learning in the World of Warcraft
    Description / Table of Contents: 2.6 Discussion and ConclusionReferences; Chapter 3: The Role of Construct De fi nition in the Creation of Formative Assessments in Game-Based Learning; 3.1 Introduction; 3.2 Formative Assessment; 3.2.1 The Role of Feedback in Formative Assessment; 3.2.2 The Role of Student Mindfulness; 3.3 Existing Work on Formative Assessment in Games; 3.4 Speci fi cation of Learning Goals; 3.4.1 The Role of Constructs; 3.4.2 Construct Validity; 3.4.2.1 Threats to Construct Validity; 3.4.2.2 Sources of Evidence for Construct Validity; 3.4.3 Reliability; 3.5 The Process of Construct De fi nition
    Description / Table of Contents: 3.5.1 Theory Speci fi cation3.5.2 Construct Generation; 3.5.3 Develop Test Items; 3.5.4 Construct Re fi nement; 3.6 The Role of Norming in the Avoidance of Arbitrariness of Scale; 3.7 Conclusion and Future Directions; 3.7.1 Format of Formative Assessments; 3.7.2 Student Response to Feedback; References; Chapter 4: Games, Learning, and Assessment; 4.1 Introduction; 4.2 Games; 4.2.1 Core Elements of Good Games; 4.2.2 Good Games as Transformative Learning Tools; 4.3 Evidence of Learning from Games; 4.3.1 Deep Learning in Civilization; 4.3.2 Gamestar Mechanic and Systems Thinking
    Description / Table of Contents: 4.3.3 Epistemic Games4.3.4 Taiga Park and Science Content Learning; 4.4 Assessment in Games; 4.4.1 Evidence-Centered Design; 4.4.2 Stealth Assessment; 4.5 Conclusion; References; Chapter 5: Three Things Game Designers Need to Know About Assessment; 5.1 Introduction; 5.2 Assessment Design Is Compatible with Game Design; 5.2.1 Principles of Learning; 5.2.2 Interaction Cycles; 5.2.3 The Bottom Line; 5.3 Assessment Is Not Really About Numbers; It Is About the Structure of Reasoning; 5.3.1 Evidence-Centered Assessment Design; 5.3.2 Reliability and Validity
    Description / Table of Contents: 5.3.3 Implications of Assessment Principles for Design5.3.4 The Bottom Line; 5.4 Address Key Assessment Constraints from the Beginning; 5.4.1 The Site Design Study; 5.4.2 Implications for the Design Process; 5.4.3 The Bottom Line; 5.5 Discussion; References; Part II: Technological and Methodological Innovations for Assessing Game-Based Learning; Chapter 6: Patterns of Game Playing Behavior as Indicators of Mastery; 6.1 There Is No Digital Games Science; 6.2 The Serious Games Confusion; 6.3 The Art of Context; 6.4 Patterns of Experience Exempli fi ed; 6.5 Patterns of Game Playing Experience
    Description / Table of Contents: 6.6 Fundamentals of a Playing Science
    Note: Description based upon print version of record , pt. 1.Foundations of game-based assessment.Are All Games the Same? , The Role of Construct Definition in the Creation of Formative Assessments in Game-Based Learning , Games, Learning, and Assessment , Three Things Game Designers Need to Know About Assessment , Assessment for Game-Based Learning , pt. 2.Technological and methodological innovations for assessing game-based learning.Patterns of Game Playing Behavior as Indicators of Mastery , Taking Activity-Goal Alignment into Open-Ended Environments: Assessment and Automation in Game-Based Learning , Information Trails: In-Process Assessment of Game-Based Learning , Timed Report Measures Learning: Game-Based Embedded Assessment , Driving Assessment of Students' Explanations in Game Dialog Using Computer-Adaptive Testing and Hidden Markov Modeling , Assessing Learning Games for School Content: The TPACK-PCaRD Framework and Methodology , Implementing Game-Based Learning: The MAPLET Framework as a Guide to Learner-Centred Design and Assessment , Innovative Assessment Technologies in Educational Games Designed for Young Students , pt. 3.Realizing Assessment in Game-Based Learning.Interactivity3 Design and Assessment Framework for Educational Games to Promote Motivation and Complex Problem-Solving Skills , Measurement Principles for Gaming , Using Institutional Data to Evaluate Game-Based Instructional Designs: Challenges and Recommendations , Examining Students' Cultural Identity and Player Styles Through Avatar Drawings in a Game-Based Classroom , Measurement and Analysis of Learner's Motivation in Game-Based E-Learning , Assessment of Student's Emotions in Game-Based Learning , Designing for Participation in Educational Video Games , Computer Games as Preparation for Future Learning
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    URL: Cover
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  • 68
    ISBN: 9789460919398
    Language: English
    Pages: Online-Ressource (VIII, 256 p, digital)
    Series Statement: Advances in Learning Environments Research 3
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Interpersonal Relationships in Education: An Overview of Contemporary Research
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    Keywords: Teacher-student relationships ; Interpersonal relations ; School personnel management ; Education ; Education ; Lehrer ; Verhalten ; Schüler ; Zwischenmenschliche Beziehung
    Abstract: Preliminary Material /Theo Wubbels , Perry den Brok , Jan van Tartwijk and Jack Levy -- Introduction to: Interpersonal relationships in education /Theo Wubbels , Perry den Brok , Jan van Tartwijk and Jack Levy -- Teacher-student relationships and adolescent competence at school /Kathryn R. Wentzel -- Understanding discordant relationships between teachers and disruptive kindergarten children /Jantine L. Spilt and Helma M.Y. Koomen -- An observational study of teachers’ affilliation and control behaviours towards kindergarten children /Debora L. Roorda , Helma M. Y. Koomen and Frans J. Oort -- Elementary teachers need to recognize bullying before it peaks at the middle school /Janet M. McGee -- Exploring patterns of interpersonal relationships among teachers /Nienke M. Moolenaar , Alan J. Daly and Peter J.C. Sleegers -- School principal-staff relationship effects on school climate /Heather E. Price -- The impact of teacher and principal interpersonal behaviour on student learning outcomes /Maria Georgiou and Leonidas Kyriakides -- The ecology of curriculum enactment /Walter Doyle and Dennis Rosemartin -- Relations among beginning teachers’ self-reported aggression, unconscious motives, personality, role stress, self-efficacy and burnout /Philip Riley , Helen M.G. Watt , Paul. W. Richardson and Nilusha de Alwis -- Students’ perceptions of their teachers’ classroom management in elementary and secondary science lessons and the impact on student achievement /Katharina Fricke , Isabell van Ackeren , Alexander Kauertz and Hans E. Fischer -- Teacher-student interpersonal behaviour in the turkish primary to higher education context /Sibel Telli and Perry den Brok -- Teacher-student interpersonal relationships during the first year of secondary education /Ridwan Maulana , Marie-Christine Opdenakker , Perry den Brok and Roel J. Bosker -- Let’s make things better /Theo Wubbels , Mieke Brekelmans , Perry den Brok , Jack Levy , Tim Mainhard and Jan van Tartwijk -- Notes on Contributors /Theo Wubbels , Perry den Brok , Jan van Tartwijk and Jack Levy.
    Abstract: This book brings together recent research on interpersonal relationships in education. Clearly, positive teacher-student relationships strongly contribute to student learning. Problematic relationships on the other hand can be detrimental to student outcomes and development. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, teacher learning thrives when principals facilitate accommodating and safe school cultures. The contributions to this book are based on presentations at the first International Conference on Interpersonal Relationships in Education: ICIRE 2010 held in Boulder, Colorado, the United States and include among others keynote addresses by Kathryn Wentzel, Walter Doyle and Theo Wubbels. The chapters help explain how constructive learning environment relationships can be developed and sustained. Contributions come from among others educational and social psychology, teacher and school effectiveness research, and communication and language studies, among other fields. They cover relationships of teachers with individual students and among peers, and relationships between teachers and teachers and principals
    Description / Table of Contents: Interpersonal Relationships in Education; TABLE OF CONTENTS; ACKNOWLEDGEMENTS; 1. INTRODUCTION TO: INTERPERSONAL RELATIONSHIPS IN EDUCATION; CONTENTS OF THE BOOK; THEORETICAL PERSPECTIVES; Developmental Psychological Theory; Interpersonal Theory; Dynamic Systems Theory; Social Network Theory; School Effectiveness Theory and School and Class Climate; Classroom Management Theories; INSTRUMENTS; Student-Teacher Relationship Scale; Questionnaire on Teacher Interaction (QTI); Students' Perceptions of Classroom Management; Observational Measures; CONCLUSION; REFERENCES; STUDENT ORIENTED
    Description / Table of Contents: 2. TEACHER-STUDENT RELATIONSHIPS AND ADOLESCENT COMPETENCE AT SCHOOLINTRODUCTION; DEFINITIONS AND CONCEPTUAL MODELS; Defining Teacher-Student Relationships; Defining Motivation at School; Explanatory Models; INTEGRATION AND EXTENSION OF THEORETICAL PERSPECTIVES; Evidence of the Interactive Influence of Emotional Support and Expectations fromTeachers on Motivation; Methodological Challenges; Theoretical Challenges; REFERENCES; 3. UNDERSTANDING DISCORDANT RELATIONSHIPS BETWEEN TEACHERS AND DISRUPTIVE KINDERGARTEN CHILDREN: An Observational Study of Teachers' Pedagogical Practices; INTRODUCTION
    Description / Table of Contents: PERSPECTIVES ON GENDER DIFFERENCESPRESENT RESEARCH; METHOD; Sample and Selection; Measures and Procedures; Analyses; RESULTS; DISCUSSION; REFERENCES; 4. AN OBSERVATIONAL STUDY OF TEACHERS' AFFILLIATION AND CONTROL BEHAVIOURS TOWARDS KINDERGARTEN CHILDREN: Associations with Teacher-Child Relationship Quality; INTRODUCTION; Interpersonal Theory; Developmental Systems Model of Teacher Child Relationships; Child Characteristics and Teachers' Interactive Behaviours; PRESENT STUDY; METHOD; Sample and Selection; Instruments; Analyses; RESULTS; DISCUSSION; Qualifications; NOTES; REFERENCES
    Description / Table of Contents: 5. ELEMENTARY TEACHERS NEED TO RECOGNIZE BULLYING BEFORE IT PEAKS AT THE MIDDLE SCHOOLINTRODUCTION; Bullying is Developmental; Perceptions of Students; STATEMENT OF THE PROBLEM; Research Question; METHODS; Background Information; Population; Sample Size; Instrumentation; Description of Instrument by Sections; Instrument Reliability and Validity; Data Collection; Data Analysis; LIMITATIONS OF STUDY; RESULTS; Teacher Demographic Variables; Where, What Grade, and How Often Teachers Intervene?; What Students, Parents and Teachers Should Do to Prevent Bullying; DISCUSSION
    Description / Table of Contents: Significance of the StudyFuture Studies; Final Comments; REFERENCES; SCHOOL ORIENTED; 6. EXPLORING PATTERNS OF INTERPERSONAL RELATIONSHIPS AMONG TEACHERS: A Social Network Theory Perspective; INTRODUCTION; SOCIAL CAPITAL THEORY; SOCIAL NETWORK THEORY; SOCIAL NETWORK MECHANISMS; THE CONTENT OF NETWORKS IN SCHOOLS; The Content of Resources Affects the Structure of a Social Network; NETWORK FORMATION IN SCHOOLS; Characteristics of Individuals, Relationships, and Context Shape Social Networks; Individual Behaviour Shapes Social Networks; NETWORK EFFECTS IN SCHOOLS
    Description / Table of Contents: Network Structure Affects Teacher and School Outcomes
    Note: Includes bibliographical references
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  • 69
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400721173 , 1283456184 , 9781283456180
    Language: English
    Pages: Online-Ressource (XVIII, 206p, digital)
    Series Statement: Explorations of Educational Purpose 20
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Science History ; Phenomenology ; Education ; Education ; Science History ; Phenomenology ; Education Philosophy ; Lernpsychologie ; Neugier
    Abstract: The desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, a
    Abstract: The desire for knowledge is an abiding facet of human experience and cultural development. This work documents curiosity as a sociohistorical force initiating research across the disciplines. Projects generated by theoretical curiosity are presented as historical and material practices emerging as expressions of embodied knowledge and experience. The shifting cultural, philosophical and practical relations between theory and curiosity are situated within classical, medieval, early modern and contemporary communities of practice. The Practice of Theoretical Curiosity advocates for a critical, a
    Description / Table of Contents: Preface; A Just Curious Introduction; Contents; 1 First Questions; Curiosity in Classical Inquiry; The Fall of Theory; Attending Medieval Minds; Notes; 2 A Taming of the Passions; Reading Republics; Passions, Affects, and Social Space; Powers of the Curious; The Encyclopedie and the Philosophes; Notes; 3 Pedagogies of Curiosity; On American Utility; Habits of Embodiment; Social Science as Accomplice; Calculating Reason; Critical Interventions; 4 The Sphinx; The Everyday; Striking the Matches; Experiments in the Aleatory; Inaugural Events; Notes; 5 Curiosity and the Question; Embodying Thought
    Description / Table of Contents: EnworldingChiasms; Sense and Sight; A New Materialism; 6 Thinking Life; Genetic Capital; Technics and Culture; Zoographics; Genomic Sovereignty; Notes; 7 Minds, Limits, and Spaces; Figuring Futures; Martian Interlude; Does Technology Think; Limit Forms; Notes; References; Index;
    Note: Description based upon print version of record
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  • 70
    ISBN: 9789460917875
    Language: English
    Pages: Online-Ressource (X, 130 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
    Parallel Title: Erscheint auch als Speaking of Teaching …: Inclinations, Inspirations, and Innerworkings
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    Keywords: Teaching ; Teachers ; Education ; Education ; Schimpfwort ; Selbstverteidigung
    Abstract: Preliminary Material -- Invitation to the Inner World of Educators /Avraham Cohen -- Foreword /Gary Poole -- Becoming a Daoist Educator /Avraham Cohen -- The Artistry of Teaching /Marion Porath -- Attending to the World Differently /Anthony Clarke -- Education for Enlightenment /Heesoon Bai -- Poetic Inquiry /Carl Leggoeggo -- Living Inquiry /Karen Meyer -- Having Spoken of Teaching /Avraham Cohen -- About the Authors of Speaking of Teaching.
    Description / Table of Contents: Speaking of Teaching . . .; TO THE PEOPLE WHO MATTER TO USAS TEACHERS; INVOCATION; TABLE OF CONTENTS; INVITATION TO THE INNER WORLD OFEDUCATORS; MUSINGS AND REFLECTIONS ON THE GROUP MEMBERS; REFERENCES; FOREWORD; REFERENCES; BECOMING A DAOIST EDUCATOR; AND, JUST WHAT DID I LEARN INSCHOOL TODAY?; REFERENCES; BECOMING A DAOIST EDUCATOR:THE PEDAGOGY OF WU-WEI: Inner Life within the Dao-Field; WE ARE ALL THE PROBLEM; TEACHERS, GREAT AND ALL; WHAT IS DAOISM? WHAT IS ZEN? WHAT IS INNER WORK?; GOING BEYOND; DAOISM; ZEN; INNER WORK; FIRST REIFICATION, THEN DISINTEGRATION, THEN NEW GROUND
    Description / Table of Contents: SUMMING UP NOWIN THE WORLD; A DREAM FROM MY INNER AND UNCONSCIOUS WORLD; REFERENCES; THE ARTISTRY OF TEACHING; THE ARTISTRY OF TEACHING; REFERENCES; DEVELOPING THE ARTISTRY OF TEACHING; A DEVELOPMENTAL ROAD MAP TO ARTISTRY IN TEACHING; REFERENCES; ATTENDING TO THE WORLD DIFFERENTLY; DISTRACTIONS; BURGEO AND BACK! OR:Living Pedagogically: Catching Oneself in the Act of Being Attentive toPedagogy; BURGEO; BURGEO AND BACK!; LIVING PEDAGOGICALLY; INNER WORK?; A RENDERING OF THE OTHER IS ALWAYS AT SOME LEVELA RENDERING OF SELF; A CONSCIOUSNESS OF BEING IN THE WORLD; REFERENCES
    Description / Table of Contents: EDUCATION FOR ENLIGHTENMENTACADEMIC SANGHA:Experiment in Being Here-and-Now; REFERENCES; ENTERING THE FIELD OF BEING: Inner Work and Education for Enlightenment; INNER WORK; Reminder One: Look for the Original Face; THE ORIGINAL FACE BEFORE I WAS BORN; Reminder Two: Affirm the primacy of being over having/doing; PLEASE LEAD ME TO THE FIELD OF BEING; Reminder Three: Awaken and Nurture the Soul; BOOTSTRAPPING MY SOUL; Reminder Four: Play not Panic; LEARNING TO PLAY; REFERENCES; POETIC INQUIRY; POETIC INQUIRY; REFERENCES; LIVING POETICALLY: A Teacher's Credo; REFERENCES; LIVING INQUIRY
    Description / Table of Contents: LIVING INQUIRY: A Splinter and a BookFIELD NOTE: AS THE CROW FLIES; REFERENCES; A CLOSER LOOK; REFERENCES; HAVING SPOKEN OF TEACH: Life, Death, Pedagogy, and the Fine Art of Being Human; REFERENCES; ABOUT THE AUTHORS OF SPEAKING OFTEACH
    Note: Includes bibliographical references
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  • 71
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789048139415
    Language: English
    Pages: Online-Ressource (XIII, 265p. 32 illus, digital)
    Series Statement: Professional and Practice-based Learning 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Human fallibility
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    Keywords: Applied psychology ; Education ; Education ; Applied psychology ; Errors ; Fallibility ; Fehler ; Lernpsychologie
    Abstract: Christian Harteis
    Abstract: A curious ambiguity surrounds errors in professional working contexts: they must be avoided in case they lead to adverse (and potentially disastrous) results, yet they also hold the key to improving our knowledge and procedures. In a further irony, it seems that a prerequisite for circumventing errors is our remaining open to their potential occurrence and learning from them when they do happen. This volume, the first to integrate interdisciplinary perspectives on learning from errors at work, presents theoretical concepts and empirical evidence in an attempt to establish under what conditions professionals deal with errors at work productively in other words, learn the lessons they contain. By drawing upon and combining cognitive and action-oriented approaches to human error with theories of adult, professional, and workplace learning this book provides valuable insights which can be applied by workers and professionals. It includes systematic theoretical frameworks for explaining learning from errors in daily working life, methodologies and research instruments that facilitate the measurement of that learning, and empirical studies that investigate relevant determinants of learning from errors in different professions. Written by an international group of distinguished researchers from various disciplines, the chapters paint a comprehensive picture of the current state of the art in research on human fallibility and (learning from) errors at work.
    Description / Table of Contents: Human Fallibility; Series Editors' Foreword; Contents; Contributors; Chapter 1: The Ambiguity of Errors for Work and Learning: Introduction to the Volume; Perspectives on Errors at Work and Learning from Them; Overview of the Book; Scope and Audience; Organisation and Content; Part A: Errors, Their Learning Potential, and the Processes of Learning from Errors; Part B: Methodological Strategies; Part C: Learning from Errors in the Professions; Part D: Enabling Learning from Errors; References; Part I: Errors, Their Learning Potential, and the Processes of Learning from Errors
    Description / Table of Contents: Chapter 2: Errors and Learning from Errors at WorkErrors, Learning and Work; Performance and Errors at Work: The Social Dimension; Performance and Errors at Work: The Personal Dimension; Relational Basis for Understanding What Constitutes Errors at Work and Human Fallibility; Situational; Cultural; Personal; Learning from and Through Errors at Work; Workplaces Affordances; Personal Bases; References; Chapter 3: Tracing Outcomes of Learning from Errors on the Level of Knowledge; Introduction; Processes, Prerequisites and Outcomes of Learning from Errors
    Description / Table of Contents: What Can Be Learnt from Errors? Existing Results and Open QuestionsKnowledge-Based Error Anticipation; Transfer of Lessons Learned from Errors; Counter-Productivity of the Results of Learning from Errors; Negative Knowledge as an Outcome of Learning from Errors; Theoretical Conception; Acquisition of Negative Knowledge; Representation of Negative Knowledge; Application of Negative Knowledge; Challenges for Research on Negative Knowledge; Researching Employees' Error-Related Knowledge: Conceptual and Methodological Conclusions
    Description / Table of Contents: Consider the Embeddedness of Negative Knowledge in Structures of Experiential KnowledgeConsider the Embeddedness of Error-Related Knowledge in a Particular Sociocultural Context; Comparatively Focus on Two Ways to Externalise Knowledge: Verbalisation and Application in Practical Tasks; References; Chapter 4: Towards a Theory of Negative Knowledge (NK): Almost-Mistakes as Drivers of Episodic Memory Amplification; Negative Knowledge: To Know What Is Wrong Helps in Understanding What Is Right; Almost-Mistakes/Nearby-Mistakes/Near-Misses: A New Learning Framework; Previous Research
    Description / Table of Contents: Negative Knowledge: A Remembering TaskNegativity in Itself: Some Anthropological Considerations; Applauding Mistakes or Almost-Mistakes: On the Necessity of Demythologizing the "Right" Mistake; Fostering the Error Culture Through Near-Miss in Firms; Discussion; References; Chapter 5: Professional Knowledge Is (Also) Knowledge About Errors; Knowledge Is Power; Complex Professional Activities Are Not Free from Errors; How Knowledge Is (Undesirably) Affected: Inert Knowledge - Problems of Knowledge Application; Using Errors and Ambiguities as Starting Point to Reconsider the Concept of Knowledge
    Description / Table of Contents: Implications for the Practice of Knowledge-Intensive Professions
    Note: Description based upon print version of record
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  • 72
    Book
    Book
    Berlin : Suhrkamp
    ISBN: 9783518296011
    Language: German
    Pages: 235 S. , Ill. , 18 cm
    Edition: 1. Aufl., Orig.-Ausg.
    Series Statement: Suhrkamp Taschenbücher Wissenschaft 2001
    DDC: 400
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    Keywords: Narration (Rhetoric) ; Storytelling ; Literature History and criticism ; Ausrede ; Erzählen ; Literatur ; Geschichte ; Täuschung ; Erzähltheorie
    Note: Bibliogr. S. 221 - 234 , Hier auch später erschienene, unveränderte Nachdrucke
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  • 73
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400702714
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Innovation and Change in Professional Education 6
    DDC: 658.3124
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    Keywords: Education ; Curriculum planning
    Abstract: The contributing authors of this multidisciplinary text agree that workplace learning truly is extraordinary when it is marked by structural congruence and a positive synergy among the intended and formal preparation of professionals, that tacit learning occurs within the hidden curriculum, and that the subsequent demands, both formal and tacit, are embedded in subsequent workplace settings. Thus, for this text, these authors explore research and practice literature related to curriculum, instruction and assessment of professionals' learning in the workplace and the implications for best practices. But what makes this book truly unique is that the authors examine that literature in the context of four professions - education, nursing, medicine and clergy - at the point of those professions wherein students are learning during the degree program stages of their education. Extraordinary Learning in the Workplace is broken into four main sections. Part I explores curriculum, both formal and hidden. Part II focuses on conceptions and theories of learning and instruction and is intended to inform the work of educators with regard to components of professional education that occur in the practice settings of the workplace. Part III covers assessment, using medicine as its example to argue that assessment has remained largely unchanged for years, thus making the multiple choice questions tests introduced in the 1950s the de facto gold standard for 'quality' assessment. And Part IV focuses on the training of the instructors, visiting the three key themes of relationships, activities or tasks, and work practices.
    Description / Table of Contents: Overview: The Reasons for Writing This Book; Contents; From the Series Editors; Contributors; Part I Curriculum; 1 Conceptual Perspectives and the Formal Curriculum; 2 The Hidden Curriculum, Structural Disconnects, and the Socialization of New Professionals; Part II Learning and Instruction; 3 Conceptions and Theories of Learning for Workplace Education; 4 Coaching, Mentoring, and Supervision for Workplace Learning; Part III Assessment; 5 Conceptual Perspectives: Emerging Changes in the Assessment Paradigm; 6 Assessment: Practical Strategies Applied to the Professions; Part IV Implementation
    Description / Table of Contents: 7 Faculty Development for Workplace Instructors8 Envisioning the Future; Author Index; Subject Index
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
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  • 74
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 1283117754 , 9789400706309 , 9781283117753
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Explorations of Educational Purpose 15
    DDC: 370.11/5
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    Keywords: Education ; Educational psychology ; Education Psychology ; Pädagogische Psychologie ; Kritische Pädagogik
    Abstract: This book simultaneously contributes to the fields of critical pedagogy and educational psychology in new and innovative ways by demonstrating how critical pedagogy, postformal psychology, and Enlightenment science, seemingly separate and distinct disciplines, are actually part of the same larger, contextualized, complex whole from the inner most developmentally-fixed biological context of human faculties to the perpetually shifting, socially and politically constructed context of individual schema and human civilization. The texts uniqueness stems from its bold attempt to connect the postformal critical constructivist/pedagogy work of Joe Kincheloe and others to Western science through a shared, although previously misunderstood, critique and rejection of crude forms of social control, which the psychologists call behaviorism and Western scientists identify as mechanical philosophy. This book therefore argues that critical pedagogy which includes, among others, anarchist, Marxist, feminist, Indigenous (globally conceived), Afro-Caribbean/American, and postmodern traditionsand critical/constructivist educational psychology have much to gain by engaging previously rejected work in critical solidarity, that is, without compromising ones values or democratic commitments. The goal of this book is therefore to contribute to this vision of developing a more transgressive and transformational educational psychology.
    Description / Table of Contents: Preface; Contents; 1 Introduction; Part I Psychological and Critical Foundations; 2 Paradigms and Knowledge: Understanding the Field of Cognitive Studies and Educational Psychology; From Ancient Greece to Ancient Egypt: Introducing the Evolving Western Concept of Mind; The Emergence of Western Science: Reason as Revolution Against Divine-Right Tyranny; From Descartes to Newton and Beyond: The Destruction of Mechanical Philosophy; The Emergence of Psychology as a Discipline: Competing Hegemonies and the Recovery of Mechanical Philosophy; Mentalism and Wundt
    Description / Table of Contents: Introducing Behaviorism: Basic Assumptions and the Contemporary Context Behaviorism and US Education Policy: A Brief Contextualization; A Closer Look at Behaviorism: Foundational Figures in Neo-mechanical Educational Psychology; E. Thorndike; B.F. Skinner; A. Maslow; H. Gardner; R. Nisbett; Piaget and the Constructivist Revolution; Beyond Piaget: An Introduction to Postformal Psychology; Subjugated Contributions to Postformal Psychological Knowledge; S. Freud: The Complexity of Consciousness; C.G. Jung: Collective Conscious and the Emerging Individual
    Description / Table of Contents: L. Vygotsky: Challenging the Determinism of Mechanical Philosophy Paulo Freire; Critical Pedagogy and Educational Psychology: The Re-emergence of Postformalism; Old School Paths from Behaviorism: Noam Chomsky and the Anarchist Challenge of Science; A Unified Reading of Chomsky's Work; The Limitations of Chomsky's Western Science; Buddhist Psychology; Conclusion; 3 The Social Construction of the Dominant Psychological Paradigm: Columbus, Slavery, and the Discourses of Domination; The Colonial Legacy of Psychological Concepts; The Social Construction of Psychological Concepts
    Description / Table of Contents: 4 The Social Construction of Educational Psychology (Continued): Implications for Teacher Education What Have Been the Implications of This Context?; Beyond Obama: Right, White, Wing Resurgence; Teacher Candidates and Their Social Construction of Educational Psychology; Behaviorism and Learning; The Question of Student Growth; The Mind and Critical Pedagogy: Looking at Kincheloe; Conclusion; Part II Postformal Psychology and Critical Pedagogy; 5 What Is Postformal Psychology? Toward a Theory of Critical Complexity; Postformalism: A Critical Pedagogy for Educational Psychology
    Description / Table of Contents: A Critique of Dominant Society Basic Principles; The Bricoluer: Postformal Research Methods; Conclusion: What Does It All Mean?; 6 What Is Critical Pedagogy? The Historical and Philosophical Roots of Criticality; Columbus, Saint-Domingue, and the Emergence of Revolutionary Critical Pedagogy: An Historical Introduction and Analysis; Conclusion: The Emergence of Academic Critical Pedagogy; 7 Academic Critical Pedagogy: Critical Pedagogy in the Contemporary Context; Gramsci; Frankfurt School; Freire; Academic Critical Pedagogy at the End of the Twentieth Century
    Description / Table of Contents: Psychology, Mind, and the Emergence of Critical Constructivist Critical Pedagogy
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 75
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048195695 , 1283085739 , 9781283085731
    Language: English
    Pages: Online-Ressource (X, 200p, digital)
    Series Statement: Educational Linguistics 12
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Education Psychology ; Fremdsprachenunterricht ; Selbstgesteuertes Lernen
    Abstract: This book contributes to our growing understanding of the nature and development of language learner self-concept. It assesses the relevant literature in the disciplines of psychology and applied linguistics and describes in-depth, qualitative research examining the self-concepts of tertiary-level EFL learners. Although researchers in applied linguistics and SLA have recognized the importance of self-constructs, there remains little empirical work in the context of foreign language learning that focuses exclusively and at length on this central psychological construct. The content of this monograph draws on interdisciplinary sources, with input from psychology and applied linguistics. It will appeal to students and researchers interested in language-learner psychology as well as self-related constructs in general. The text provides insights into how learners view themselves, and how these self-beliefs can develop and affect the progress of an individual's language learning.
    Description / Table of Contents: Acknowledgements; Contents; List of Appendices; List of Figures; List of Tables; 1 Introduction; 1.1 Introduction; 2 What Is Self-Concept?; 2.1 Understanding Self-Concept; 3 Understanding Self-Concept in the FLL Context; 3.1 Introduction; 4 How Do Learners Form Their Self-Concepts?; 4.1 Introduction; 5 Internal Frames of Reference in FL Self-Concept Formation; 5.1 Defining Internal Factors; 6 External Frames of Reference in FL Self-Concept Formation; 6.1 Defining External Factors; 7 Implications for Educators and Researchers; 7.1 Introduction; References; Appendix A Example Consent Form
    Description / Table of Contents: Appendix B Bio-data of Interview ParticipantsAppendix C Open-Ended Interview Guidelines; General Background About Self; About Self as Language Learner; General About Language Learning; Any Questions for Me?; Appendix D Written Narrative Descriptions: Guidelines; You as a Language Learner Guidelines; Appendix E Autobiographies: Guidelines; Your Language Learning Life History; Appendix F Referencing Conventions for Data Extracts; Glossary and Abbreviations; Terminology; Expressions Used in the Data Transcripts; Index
    Note: Includes bibliographical references and index
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  • 76
    Online Resource
    Online Resource
    New York, NY : Springer Science+Business Media, LLC
    ISBN: 9781441975829
    Language: English
    Pages: Online-Ressource
    Series Statement: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.: Theories of Learning and Studies of Instructional Practice
    DDC: 371.102
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    Keywords: Education
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  • 77
    Online Resource
    Online Resource
    New York, NY : Springer Science+Business Media, LLC
    ISBN: 9781441981264
    Language: English
    Pages: Online-Ressource
    Edition: 1
    Series Statement: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.: Sweller, John: Cognitive Load Theory
    DDC: 153
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    Keywords: Consciousness ; Education ; Educational psychology
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  • 78
    ISBN: 0387098119 , 9780387098128
    Language: English
    Pages: Online-Ressource (IX, 327p, digital)
    Series Statement: Mathematics Teacher Education 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.: Constructing knowledge for teaching secondary mathematics
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    Keywords: Mathematics ; Education ; Education ; Mathematics ; Mathematics Study and teaching (Secondary) ; Motivationspsychologie
    Abstract: Teacher education seeks to transform prospective and/or practicing teachers from neophyte possibly uncritical perspectives on teaching and learning to more knowledgeable, adaptable, analytic, insightful, observant, resourceful, reflective and confident professionals ready to address whatever challenges teaching secondary mathematics presents. This transformation occurs optimally through constructive engagement in tasks that foster knowledge for teaching secondary mathematics. Ideally such tasks provide a bridge between theory and practice, and challenge, surprise, disturb, confront, extend, or provoke examination of alternatives, drawn from the context of teaching. We define tasks as the problems or activities that, having been developed, evaluated and refined over time, are posed to teacher education participants. Such participants are expected to engage in these tasks collaboratively, energetically, and intellectually with an open mind and an orientation to future practice. The tasks might be similar to those used by classroom teachers (e.g., the analysis of a graphing problem) or idiosyncratic to teacher education (e.g., critique of videotaped practice). This edited volume includes chapters based around unifying themes of tasks used in secondary mathematics teacher education. These themes reflect goals for mathematics teacher education, and are closely related to various aspects of knowledge required for teaching secondary mathematics. They are not based on the conventional content topics of teacher education (e.g., decimals, grouping practices), but on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and study of practice. This approach is innovative and appeals both to prominent authors and to our target audiences.This book may inspire researchers who engage in the study of design principles and characteristics of productive tasks for secondary mathematics teacher education.
    Description / Table of Contents: Contents; Contributors; Setting the Stage: A Conceptual Framework for Examining and Developing Tasks for Mathematics Teacher Education; References; Part I; Instructional Alternatives via a Virtual Setting: Rich Media Supports for Teacher Development; Introduction; Using Animations in Teacher Preparation; The "Stories" in the Animated Alternatives; The Alternative "A Correct Solution Method" and Questions for Teacher Discussion; The Alternative "Reasonableness of Answers" and Questions for Teacher Discussion; Comparing the Two Alternatives
    Description / Table of Contents: Mentor/Prospective Teacher Discussion of the AnimationsDiscussion of the Alternative "Reasonableness of Answers"; Discussion of the Alternative "A Correct Solution Method"; Concluding Remarks; References; Classifying and Characterising: Provoking Awareness of the Use of a Natural Power in Mathematics and in Mathematical Pedagogy; Introduction; Classifying and Characterising Manifested in Natural Language; Classifying and Characterising in Mathematics; Classifying and Definitions; Methods as Classification of Tasks; Exploiting Classifying and Characterising in the Classroom
    Description / Table of Contents: Sorting and Matching TasksOrdering Tasks; Classifying and Characterising Pedagogically; Dangers of Classifying and Characterising; Conclusion; References; Designing Tasks that Challenge Values, Beliefs and Practices: A Model for the Professional Development of Practising Teachers; Introduction; Four Stages in Professional Development; Recognising Existing Values, Beliefs and Practices; Analyse Discussion-Based Practices; Classifying Mathematical Objects; Evaluating Mathematical Statements; Interpreting Multiple Representations; Creating Problems for Others to Solve
    Description / Table of Contents: Comparing Solution Strategies on Unstructured ProblemsListening to Students; A New Classroom Culture; Suspending Disbelief and Adopting New Practices; Reflecting on Experience; Concluding Remarks; References; Pedagogical, Mathematical, and Epistemological Goals in Designing Cognitive Conflict Tasks for Teacher Education; Introduction; The Emergence of Cognitive Conflict as an Instructional Strategy; Cognitive Conflict in Mathematics and Science Teacher Education; Three Examples of Cognitive Conflict Goals; A Pedagogical Goal: Trading Places; Background and Design; Task Implementation
    Description / Table of Contents: A Mathematical (and Pedagogical) Goal: Father and SonBackground and Task Design; Task Implementation; The Country Fair Problem:; An Epistemological Goal: The Lemonade Stand; Background and Task Design; Task Implementation; The Lemonade Stand Problem:; The Nature of Examples: A Comparison; Concluding Remarks; References; Working Mathematically on Teaching Mathematics: Preparing Graduates to Teach Secondary Mathematics; Introduction; Some Theoretical Background on Using Tasks to Learn to Teach Mathematics; Working with a Line Segment to Think About Shifts of Understanding
    Description / Table of Contents: Working with Mental Calculations to Explore Links Between Algebra and Arithmetic
    Note: Includes bibliographical references and index
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  • 79
    ISBN: 9783837615845 , 3837615847
    Language: German
    Pages: 367 S. , zahlr. Ill. , 23 cm
    Series Statement: Kultur- und Medientheorie
    DDC: 306.6
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    Keywords: Geschichte ; Fetisch ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
    Note: Literaturangaben
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  • 80
    ISBN: 3496028394 , 9783496028390
    Language: German
    Pages: 258 S. , Ill., graph. Darst. , 24 cm
    Dissertation note: Zugl.: Leipzig, Univ., Diss., 2009 u.d.T.: Wolfradt, Uwe: Strukturgedanke und Kultur
    DDC: 155.890711
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    Keywords: Ethnologists - Germany - Leipzig - Biography ; Ethnopsychology - Study and teaching - Germany - Leipzig ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Hochschulschrift ; Universität Leipzig ; Ethnopsychologie ; Geschichte
    Abstract: Ethnologie und Psychologie entstanden um 1900 in Leipzig. Am Beispiel prägender Wissenschaftler wie Adolf Bastian, Wilhelm Wundt, Friedrich Ratzel, Karl Weule, Alfred Vierkandt, Richard Thurnwald und Willy Hellpach legt der Autor das Verhältnis beider Wissenschaften dar. Er erörtert, wie der Strukturgedanke von der Völkerpsychologie Wilhelm Wundts und der Ganzheitspsychologie Felix Kruegers Eingang in die Strukturlehre des Ethnologen Fritz Krause fand und zeigt, wie dieser Einfluss auf die Ethnologie und Psychologie in der ersten Hälfte des 20. Jahrhunderts in Deutschland nachwirkte.
    Note: Literaturverz. S. 228 - 257
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  • 81
    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
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    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
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  • 82
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    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
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    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
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  • 83
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9781441963215
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 370.1523
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    Keywords: Education ; Lernumwelt
    Abstract: In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors` such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars` intentions and Engeström`s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.
    Description / Table of Contents: Activity Systems Analysis Methods; Preface; Why Discuss CHAT Methodologies?; Why Activity Systems Analysis?; Who is this Book for?; Contents; Chapter 1: Activity Systems Analysis and Its Value; Chapter 2: Understanding Cultural Historical Activity Theory; Chapter 3: Activity Systems Analysis Critics; Chapter 4: Examples of Activity Systems Analysis Used in Research for Various Purposes; Chapter 5: Qualitative Research in Activity Systems Analysis; Chapter 6: In-Depth Examples of Activity Systems Analysis Research; Chapter 7: Concluding Remarks; References; Glossary; Index;
    Note: Includes bibliographical references (p. 133-138) and index , Electronic reproduction; Available via World Wide Web
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  • 84
    ISBN: 9783518295168
    Language: German
    Pages: 479 S.
    Edition: Orig.-Ausg., 1. Aufl.
    Additional Information: Rezensiert in Oelschläger, Ulrich Über die Seele 2011
    Series Statement: Suhrkamp-Taschenbuch Wissenschaft 1916
    DDC: 128.1
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    Keywords: Soul History of doctrines ; Philosophy of mind ; Consciousness ; Aufsatzsammlung ; Seele ; Begriff ; Philosophische Psychologie ; Leib-Seele-Problem ; Geschichte
    Note: Hier auch später erschienene, unveränderte Nachdrucke , Literaturangaben
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  • 85
    Online Resource
    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789048139392
    Language: English
    Pages: Online-Ressource (XX, 288p, digital)
    Series Statement: Professional and Practice-based Learning 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Learning through practice
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    Keywords: Education, Higher ; Adult education ; Education ; Education ; Education, Higher ; Adult education ; Lerntechnik ; Praxisbezug
    Abstract: Practice-based learning the kind of education that comes from experiencing real work in real situations has always been a prerequisite to qualification in professions such as medicine. However, there is growing interest in how practice-based models of learning can assist the initial preparation for and further development of skills for a wider range of occupations. Rather than being seen as a tool of first-time training, it is now viewed as a potentially important facet of professional development and life-long learning. This book provides perspectives on practice-based learning from a range of disciplines and fields of work. The collection here draws on a wide spectrum of perspectives to illustrate as well as to critically appraise approaches to practice-based learning. The book's two sections first explore the conceptual foundations of learning through practice, and then provide detailed examples of its implementation. Long-standing practice-based approaches to learning have been used in many professions and trades. Indeed, admission to the trades and major professions (e.g. medicine, law, accountancy) can only be realised after completing extended periods of practice in authentic practice settings. However, the growing contemporary interest in using practice-based learning in more extensive contexts has arisen from concerns about the direct employability of graduates and the increasing focus on occupation-specific courses in both vocations and higher education. It is an especially urgent issue in an era of critical skill shortages, rapidly transforming work requirements and an aging workforce combined with a looming shortage of new workforce entrants. We must better understand how existing models of practice-based learning are enacted in order to identify how they can be applied to different kinds of employment and workplaces. The contributions to this volume explore ways in which learning through practice can be conceptualised, enacted, and appraised through an analysis of the traditions, purposes, and processes that support this learning including curriculum models and pedagogic practices.
    Note: Includes bibliographical references and index
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  • 86
    ISBN: 9789048132157
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The unified learning model
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    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
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  • 87
    ISBN: 9783518585498
    Language: German
    Pages: 380 S. , Ill.
    Series Statement: Werke und Nachlaß : kritische Gesamtausgabe / Walter Benjamin. Hrsg. von Christoph Gödde und Henri Lonitz in Zsarb. mit dem Walter-Benjamin-Archiv Bd. 19
    Series Statement: Benjamin, Walter 1892-1940 Werke und Nachlaß
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    Keywords: Benjamin, Walter 1892-1940 ; Geschichte ; Begriff ; Benjamin, Walter 1892-1940 Über den Begriff der Geschichte
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  • 88
    ISBN: 9781441956620
    Language: English
    Pages: Online-Ressource (XXI, 363p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Computer-based diagnostics and systematic analysis of knowledge
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    Keywords: Educational tests and measurements ; Education ; Wissen ; Diagnostik ; Computerunterstütztes Verfahren
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  • 89
    Online Resource
    Online Resource
    Boston, MA : Springer US
    ISBN: 9781441912503
    Language: English
    Pages: Online-Ressource (XIX, 345p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Keller, John M. Motivational design for learning and performance
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    Keywords: Educational psychology ; Education ; Instructional systems ; Design ; Motivation (Psychology) ; Motivation in education ; Learning, Psychology of ; Lernpsychologie ; Motivation
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    URL: Cover
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  • 90
    Book
    Book
    Bielefeld : transcript-Verl.
    ISBN: 9783837615784
    Language: German
    Pages: 90 S. , Ill.
    Series Statement: Zeitschrift für Kulturwissenschaften 2010,2
    Series Statement: Zeitschrift für Kulturwissenschaften
    DDC: 152.4
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    Keywords: Geschichte ; Gefühl ; Kultur ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
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  • 91
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9781402061615
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. 2009 Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Print version International Handbook on Giftedness
    DDC: 371.95
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    Keywords: Consciousness ; Developmental psychology ; Early childhood education ; Education ; Entrepreneurship ; Psychology, clinical ; Aufsatzsammlung ; Hochbegabung
    Abstract: This Handbook is the most comprehensive and authoritative account available on what giftedness is, how it is measured, how it develops, and how it affects individuals and societies. Leading specialists from around the world analyze the multifaceted nature of giftedness, its types, its specificity in various domains and contexts, societal demands on it, its relationship to economy, recent advances and innovations in gifted education, and future trends. The Handbook goes beyond the existing handbooks: it analyzes, integrates, and presents research on giftedness that has not been considered elsewhere (e.g., neuropsychology of giftedness, talent in cinema, managerial talent). It discusses the latest advances in the fast-developing areas of giftedness research and practice (e.g., gifted education and policy implications). It presents fresh ideas (e.g., polymathy and entrepreneurial giftedness), which will galvanize and guide the study of giftedness for the future. 'This definitive handbook has collected an assemblage of the best scholars and practitioners in the field. It will be a necessary reference for all in the gifted field.' Robert J. Sternberg, Tufts University, USA 'This is an ambitious book. Complex theoretical pieces as well as straightforward discussions of educational practices are evident. The International Handbook on Giftedness belongs in one’s personal library.' Laurence J. Coleman, Daso Herb Chair in Gifted Studies, University of Toledo, USA 'This new and comprehensive International Handbook provides a valuable complement to the existing literature in several ways. It updates research summaries with new material of the current decade, particularly welcome in those few areas in which the field has perceptibly moved forward, such as neuropsychology and the provision of on-line resources. It re-examines conceptions of giftedness, with an emphasis on lifespan development. It provides fresh looks at a variety of domains.
    Description / Table of Contents: Preface; Contents; About the Authors; Part I Introduction; Chapter 1 Understanding Giftedness: Introduction or on the Importance of Seeing Differently; Part II The Nature of Giftedness; Chapter 2 The History of Giftedness Research; Chapter 3 Essential Tensions Surrounding the Concept of Giftedness; Chapter 4 Contemporary Models of Giftedness; Chapter 5 A Feminine Perspective of Giftedness; Chapter 6 An Expert Performance Approach to the Study of Giftedness; Chapter 7 Debating Giftedness: Pronat vs. Antinat; Rejoinder to Ericsson et al.'s Postscript
    Description / Table of Contents: Chapter 8 The Arbitrary Nature of GiftednessChapter 9 Gifted and Thriving: A Deeper Understanding of Meaning of GT; Chapter 10 A Unique Type of Representation Is the Essence of Giftedness: Towards a Cognitive-Developmental Theory; Part III The Neuropsychology of Giftedness; Chapter 11 Neuropsychological Characteristics of Academic and Creative Giftedness; Chapter 12 The Neural Plasticity of Giftedness; Chapter 13 Working Memory, the Cognitive Functions of the Cerebellum and the Child Prodigy; Part IV Developmental and Cognitive Foundations of Giftedness
    Description / Table of Contents: Chapter 14 Developmental Trajectories of Giftedness in ChildrenChapter 15 Highly Gifted Young People: Development from Childhood to Adulthood; Chapter 16 Talent Development Across the Lifespan; Chapter 17 Creative Cognition in Gifted Youth; Chapter 18 A Metacognitive Portrait of Gifted Learners; Part V Personality of the Gifted, Individual Differences, and Gender-Related Issues; Chapter 19 Personality Qualities That Help or Hinder Gifted and Talented Individuals; Chapter 20 Emotional Life and Psychotherapy of the Gifted in Light of Dabrowski's Theory
    Description / Table of Contents: Chapter 21 On Individual Differences in GiftednessChapter 22 A Theory of Talent Development in Women of Accomplishment; Part VI Twice-Exceptional Gifted Individuals and Suicide-Related Issues; Chapter 23 Twice Exceptional: Multiple Pathways to Success; Chapter 24 Gifted Learners Who Drop Out: Prevalence and Prevention; Chapter 25 Understanding Suicidal Behavior of Gifted Students: Theory, Factors, and Cultural Expectations; Part VII Types of Giftedness; Chapter 26 In Search of Emotional-Social Giftedness: A Potentially Viable and Valuable Concept
    Description / Table of Contents: Chapter 27 The Two Pioneers of Research on Creative Giftedness: Calvin W. Taylor and E. Paul TorranceChapter 28 Creative Giftedness: Beginnings, Developments, and Future Promises; Chapter 29 Imaginary Worldplay as an Indicator of Creative Giftedness; Chapter 30 Development of Gifted Motivation: Longitudinal Research and Applications; Chapter 31 Leadership Giftedness: Is It Innate or Can It Be Developed?; Part VIII Domain-Specific and Multiple Giftedness; Chapter 32 Scientific Talent: The Case of Nobel Laureates
    Description / Table of Contents: Chapter 33 Understanding Mathematical Giftedness: Integrating Self, Action Repertoires and the Environment
    Note: Description based upon print version of record
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  • 92
    ISBN: 9780387096698
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Mathematics Teacher Education 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Tasks in Primary Mathematics Teacher Education
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    Keywords: Mathematics ; Teachers Training of ; Education ; Wissenschaftsphilosophie ; Wissenschaftstheorie
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    URL: Cover
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  • 93
    ISBN: 9780691137537 , 0691137528 , 0691137536 , 9780691137520
    Language: English
    Pages: XII, 305 S.
    Series Statement: Anthropology, sociology
    DDC: 616.85/21
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    Keywords: Geschichte ; Psychisches Trauma ; Viktimologie ; Posttraumatisches Stresssyndrom ; Krankheitsbegriff ; Politisches Bewusstsein ; Transkulturelle Psychiatrie ; Terrorismus ; Katastrophenreaktion
    Note: Literaturverz. S. [285] - 298
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  • 94
    ISBN: 9780387895123
    Language: English
    Pages: Online-Ressource (viii, 80 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Explorations in learning and the brain
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    Keywords: Neurosciences ; Education ; Education ; Neurosciences ; Lernen ; Kognitive Lerntheorie ; Pädagogische Psychologie ; Lernpsychologie ; Kognitionswissenschaft ; Neurowissenschaft ; Cognitive neuroscience ; Learning, Psychology of ; Kognitionswissenschaft ; Neurowissenschaften ; Pädagogische Psychologie ; Kognitionswissenschaft ; Neurowissenschaften ; Pädagogische Psychologie
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 95
    Online Resource
    Online Resource
    Boston, MA : Springer-Verlag US
    ISBN: 9780387893686
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Morality, ethics, and gifted minds
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    Keywords: Social sciences Philosophy ; Education ; Education ; Education Philosophy ; Social sciences Philosophy ; Aufsatzsammlung ; Hochbegabter ; Ethik
    Abstract: Morality, Ethics and Gifted Minds explores much of the current wisdom on ethics and morality while developing new perspectives on the ethical dimensions of high ability. Prominent authors from diverse disciplines are brought together, recognizing that no single discipline can capture the essence and entirety of nettlesome, complex, multidimensional moral issues. More specifically, the book explores new dimensions of ethics and morality, magnifies the importance of applying highly intelligent minds to ethical issues while developing ways to strengthen the ethical awareness of the creative and gifted, and brings diverse, interdisciplinary perspectives to bear on these issues.
    Description / Table of Contents: CONTENTS; Author Bios; Part I Launching the Exploration; 1 Connecting Ethics with High Ability: An Interdisciplinary Approach; Part II Ethical Leadership; 2 Reflections on Ethical Leadership; 3 Moral Leadership, Effective Leadership, and IntellectualGiftedness: Problems, Parallels, and Possibilities; Part III Interdisciplinary Perspectives on Ethics; 4 Morality and High Ability: Navigating a Landscape of Altruism and Malevolence; 5 Identity, Moral Choice, and the Moral Imagination:Is There a Neuroscientific Foundation for Altruism?
    Description / Table of Contents: 6 The Efficient Drowning of a Nation: Is EconomicsEducation Warping Gifted Minds and Eroding HumanProspects?7 The Continuous Nature of Moral Creativity; 8 Critical Thinking, Creativity, Ethical Reasoning: A Unityof Opposites; 9 Quantum Creativity in Business; 10 What Cognitive Science Brings to Ethics; 11 Constructing Selves; 12 Reflections on the Philosophy of Nonviolenceand Peace Studies; Part IV Emotion, Affect, and the Inner Journey; 13 Moral Sensitivity in Young Gifted Children; 14 The Inner World of the Young and Bright; 15 Depth Psychology and Integrity
    Description / Table of Contents: Part V Recognizing and Guiding Ethical High Ability16 Morality, Ethics and Good Work: Young People's Respectful and Ethical Minds; 17 Gifted Minds and Cultural Differences: Facts vs. Values; 18 Eastern Perspectives: Moral and Volitional Educationof Gifted Students; 19 Giftedness and Moral Promise; 20 Self-Actualization and Morality of the Gifted:Environmental, Familial, and Personal Factors; 21 Teaching for Intellectual and Emotional Learning(TIEL): Bringing Thinking and Moral-Ethical Learninginto Classrooms; 22 Moral Development in Preparing Gifted Studentsfor Global Citizenship
    Description / Table of Contents: 23 Growing Up Smart and Criminal24 Character Problems: Justifications of Character EducationPrograms, Compulsory Schooling, and Gifted Education; Part VI Where We've Been and Where We're Going; 25 Capitalizing on Cognitive Diversity in Explorations of Ethical High Ability; Author Index; Subject Index
    Note: Includes bibliographical references and index
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  • 96
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9780387733371
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. 2008 Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Parallel Title: Print version Understanding Multimedia Documents
    DDC: 006.786
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    Keywords: Education ; Multimedia systems ; Aufsatzsammlung ; Lehrmittel ; Unterrichtstechnologie ; Evaluation
    Abstract: Currently not available, will follow before Dec 30.
    Abstract: Understanding Multimedia Documents deals with issues of great interest to an expanding community of multimedia designers and professional users, such as teachers and information workers. Multimedia documents are increasingly used to communicate knowledge in the mass media and educational contexts. In order to improve their practice, designers, teachers, and other professionals interested in the use of multimedia documents must be aware of how multimedia documents impact students' perception, comprehension and use of information. Yet knowledge of multimedia quality and its optimal conditions of
    Description / Table of Contents: Understanding Multimedia Documents: An Introduction; Why Multimedia Learning is not Always Helpful; Text and Picture Integration in Comprehending and Memorizing Spatial Descriptions; Display of Key Pictures from Animation: Effects on Learning; Levels of Verbal Redundancy, Note-Taking and Multimedia Learning; Learning from a Multimedia Explanation: A Comparison of Static Pictures and Animation; Search and Comprehension Processes in Learning from Text; Searching User-Controllable Animations During Learning; Studying Eye Movements in Multimedia Learning
    Description / Table of Contents: The Interaction of Verbal and Pictorial Information in Comprehension and MemoryHypertext Was Born Around 1200; From Film and Television to Multimedia Cognitive Effects; How Should We Evaluate Multimedia Learning Environments?; Memory Processes in Text and Multimedia Comprehension: Some Reflections and Perspectives
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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  • 97
    Online Resource
    Online Resource
    Boston, MA : Springer Science+Business Media, LLC
    ISBN: 9780387745251
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: Educating the Young Child 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Enduring bonds
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    Keywords: Educational tests and measurements ; Early childhood education ; Education ; Education ; Early childhood education ; Education Philosophy ; Educational tests and measurements ; Interpersonal relations in children ; Child development ; Kleinkind ; Bindungstheorie ; Kleinkind ; Bindungstheorie
    Abstract: Young children are social beings. They grow and develop in diverse social and environmental contexts that profoundly affect who they are and what they will become. In this, the first volume of Springer's Educating the Young Child: Advances in Theory and Research, Implications for Practice, a group of distinguished authors examine an array of interpersonal relationships that are formative in shaping childhood: bonds with adult family members, ties with siblings, interaction with peer groups, and connections with caregivers, teachers, administrators, and service providers. The socio-emotional development of young children has been a significant area of study for decades and early childhood is widely recognized not only as the period during which affective development originates but also as the phase in which the future course of life is set into motion. As life's pace and complexity continues to increase, expectations for children's abilities to control themselves and interact effectively with diverse individuals and groups continue to grow. This, the first volume in a series of edited books designed to synthesize research, theory, and practice, focuses on key interpersonal relationships affecting the young child. A distinguished group of authors examines a wide array of relationships that affect the child today and influence the adult tomorrow-important bonds such as those between caregivers and infants, among siblings, between literate adults and the language-learning child, between the homeless and those providing support services, between principals and young students, and between recently immigrated preschoolers, teachers, and families, to name a few.
    Description / Table of Contents: Front Matter; The Young Child and Social Relationships in Developing Countries; Parental and Educator Perspectives on Young Children's Acquisition of Self-Regulatory Skills; Early Language Development and Adult/Child Relationships; Challenging the Stereotypes of Mexican American Fathers; Brothers and Sisters; How Attention to Family Stress Dynamics can Prevent Homelessness Among Very Young Families; Fostering Emergent Literacy through Parent/Child Reading Relationships; Grandparents in the Lives of Young Children
    Description / Table of Contents: Building Positive Relationships in the Lives of Infants and Toddlers in Child CareFostering Relationships Between Infants, Toddlers and Their Primary Caregivers in Child Care Centres in Australia; Working With Recently Immigrated Young Children; Young Children's Perceptions of School Administrators; Back Matter
    Note: Includes bibliographical references and index
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    URL: Cover
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  • 98
    Book
    Book
    New York, NY [u.a.] : Columbia Univ. Press
    ISBN: 9780231134361 , 9780231134378
    Language: English
    Pages: VIII, 290 S.
    DDC: 306.7
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    Keywords: Geschichte ; Liebe ; Kultur ; Sexualität ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
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  • 99
    Online Resource
    Online Resource
    Dordrecht : Springer | [Berlin : Springer
    ISBN: 9781402055799
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Lifelong Learning Book Series 8
    DDC: 374
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    Keywords: Education ; Curriculum planning ; Education and state ; Education Philosophy ; Lebenslanges Lernen ; Lernpsychologie ; Aufsatzsammlung
    Abstract: This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education.
    Abstract: This text explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education. The text explores the different ways in which learning conveys meaning and is given meaning. Given this, lifelong learning therefore is a way, and a significant way, in which learning is fashioned. The text then explores the notion that, if learning is lifelong and lifewide, what precisely is learning as distinct from other social practices and how those practices are given meaning as learning.
    Note: Includes bibliographical references (p. 173-180) and index , Electronic reproduction; Available via World Wide Web
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  • 100
    ISBN: 9781402057427
    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: 378.125
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    Keywords: Education ; Education, Higher ; Education Psychology ; Hochschulbildung ; College ; Collegeunterricht
    Abstract: Pivotal to the transformation of higher education in the 21stCentury is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars to critically assess teaching and learning issues that cut across most disciplines. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students.
    Abstract: Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars from Australia, Canada, Europe, the Middle East, and the USA to critically assess teaching and learning issues that cut across most disciplines. In addressing long-standing and newly emerging issues, the researchers examine the scientific evidence on what constitutes effective teaching in college classrooms, on the psychometric integrity of measures of teaching effectiveness, and on the use of such measures for tenure, promotion, and salary decisions. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students. In so doing, the book deals with the nexus between knowledge production by researchers and knowledge utility for end-users made up of classroom instructors, department heads, deans, directors, and policymakers. The book will appeal to researchers interested in teaching and learning, faculty members developing evidence-based pedagogical practices, academic administrators and policymakers responsible for instituting teaching and learning protocols, and faculty development officers promoting the effective teaching practices.
    Description / Table of Contents: 978-1-4020-5742-7_5_OnlinePDF.pdf; 978-1-4020-5742-7_1_Part_OnlinePDF.pdf; 978-1-4020-5742-7_2_OnlinePDF.pdf; 978-1-4020-5742-7_3_OnlinePDF.pdf; 978-1-4020-5742-7_4_OnlinePDF.pdf; 978-1-4020-5742-7_1_OnlinePDF.pdf; 978-1-4020-5742-7_6_OnlinePDF.pdf; 978-1-4020-5742-7_2_Part_OnlinePDF.pdf; 978-1-4020-5742-7_7_OnlinePDF.pdf; 978-1-4020-5742-7_8_OnlinePDF.pdf; 978-1-4020-5742-7_9_OnlinePDF.pdf; 978-1-4020-5742-7_10_OnlinePDF.pdf; 978-1-4020-5742-7_11_OnlinePDF.pdf; 978-1-4020-5742-7_3_Part_OnlinePDF.pdf; 978-1-4020-5742-7_12_OnlinePDF.pdf; 978-1-4020-5742-7_13_OnlinePDF.pdf
    Description / Table of Contents: 978-1-4020-5742-7_14_OnlinePDF.pdf978-1-4020-5742-7_15_OnlinePDF.pdf; 978-1-4020-5742-7_16_OnlinePDF.pdf; 978-1-4020-5742-7_BookFrontMatter_OnlinePDF.pdf
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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