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  • Dordrecht : Springer Science+Business Media B.V  (143)
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  • 101
    Online Resource
    Online Resource
    Technological Developments in Education and Automation (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048136568
    Language: English
    Pages: Online-Ressource (XIV, 537p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Software engineering ; Electronics ; Education ; Education ; Software engineering ; Electronics
    Abstract: Technological Developments in Education and Automation includes set of rigorously reviewed world-class manuscripts dealing with the increasing role of technology in daily lives including education and industrial automation Technological Developments in Education and Automation contains papers presented at the International Conference on Industrial Electronics, Technology & Automation and the International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning which were part of the International Joint Conferences on Computer, Information and Systems Sciences
    Description / Table of Contents: CONTENTS; Acknowledgements; Technical Committees; 1. Performance-Based Measurement for Thai Educational Organization: A DEA Management Model; 2. E-learning and Blended Learning in the Gulf Region; 3. Scene Change Detection for Uncompressed Video; 4. ZigBee Performance in 400 KV Air Insulated Power Substation; 5. Content Management System Effort Estimation Using Bagging Predictors; 6. Weighted Gaussian Kernel with Multiple Widths and Network Kernel Pattern; 7. New Advanced Graduate Course Designed to Provide Students Exposure to Today'sDeveloping and Challenging World
    Description / Table of Contents: 8. Dynamic Fire 3D Modeling Using a Real-time Stereovision System9. Obtaining Initial Controller Parameters for Approximate Pole Placement IterativeFeedback Tuning; 10. Organizational Learning and Knowledge Management; 11. System to Produce Mechanical Inertial Force and/or Torque; 12. Active Groups in Complex Mechanisms Structures; 13. Dimensions of Online Behavior: Implications for Engineering E-Learning; 14. Concept Classification Model for Digital Divide
    Description / Table of Contents: 15. A Virtual Explosion or SNAFU is Always Better Than a Real One: Exploring the Use ofVirtual Worlds for Simulation and Training…and Developing the Leaders of Tomorrow16. Active-based Key-skills Learning in Engineering Curriculum to Improve Student Engagement; 17. Assessment & Efficacy of an M-Learning Course in Industrial Hygiene andOccupational Safety; 18. A Simplified Array Configuration based GSC-SSF Method; 19. "UniTeSys" - High School Student Knowledge Assessment Tool; 20. On the Percolation Behavior of the Thin Films of the PEDT/PSS Complex: aMesoscale Simulation Study
    Description / Table of Contents: 21. Online Learning Barriers22. Good and Bad in Information Retrieval: Information Literacy and Ethics; 23. Formative Research for Enhancing Instructional and Design Methods: A Focus onVirtual Reality (VR)-Based Learning Environment; 24. Results on H-Infinity Static Output-Feedback Control of an Electro-Mechanical System; 25. Design of Nonlinear Frequency Controller for Isolated Thermal Power System with GenerationRate Constraint; 26. Designing a Virtual Reality (VR) Storytelling System for Educational Purposes; 27. Automated Marking of Transfer Function Problems
    Description / Table of Contents: 28. Predicting Persistence of College Freshmen Using Neural Networks29. Euro-QLIO a New Educational Tool for Specialist Training at European Level; 30. Design, Development and Implemementation of a Steering Controller Box for an AutomaticAgricultural Tractor Guidance system, Using Fuzzy Logic; 31. A Screen Sharing Broadcast Scheme in Distance Learning; 32. Robotics-based Curriculum Development for An Immigration Course into Computer SystemsEngineering; 33. Bridging the Emotional Divide in Instructional Design: A Kansei Perspective
    Description / Table of Contents: 34. Fuzzy Knowledge Processing for Unveiling Correlations between PreliminaryKnowledge and the Outcome of Learning New Knowledge
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3656-8
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  • 102
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    The Changing Dynamics of Higher Education Middle Management (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191635
    Language: English
    Pages: Online-Ressource (XIV, 252p, digital)
    Series Statement: Higher Education Dynamics 33
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Education, Higher ; Education ; Education ; Education, Higher
    Abstract: Known as either `soft` or `hard` `managerialism`, `new managerialism` or `new public management`, this new narrative has, irrespective of moniker, permeated the institutions of higher education almost everywhere. Taking this as its context, this volume is founded on a comprehensive international comparative analysis of the evolving role of middle-level academic managers-deans, heads of department and their equivalents. The chapters address key questions that will determine the future of academe: have the imperatives of management theory caused a realignment of the values and expectations of middle-level academic managers? In what way do the new expectations placed on this group shape the academic profession as a whole? And, whose interests do middle-level academic managers represent? Based on material presented at one of the high-level Douro Seminars on research into tertiary education, this volume systematically combines theoretical views with empirical analysis. It argues that `managerialist` pressure has resulted in changes in the way academic performance is measured. There has been a shift in criteria away from research reputation, teaching and scholarship to the measurement of performance based upon management capacities. This has given middle-level academic managers a pivotal role halfway between the predilections of high-level decision makers and the maintenance of academic values and control. The enhanced expectations and more defined functions of middle-level academic managers are in clear contrast to earlier times, when the position was considered a public-spirited rite of passage for career-minded academics. Despite this, the contributors to this book believe that the middle-level managers in the ten countries examined are neither corporate lackeys nor champions of academe. It is becoming increasingly clear that the ability of organisations to achieve their aims is largely dependent on the skill and dedication of middle managers. Past studies of organisational dynamics have been preoccupied with the executive level of management. This text, which will be of great interest to researchers and policy makers alike, attempts to redress the balance. TOC:Chapter 1: Introduction: V. Lynn Meek et al .- Chapter 2: The role of academic middle managers in Austria: Hans Pechar.- Chapter 3: The Changing Role of Academic Leadership in Australia and the Netherlands: Who is the Modern Dean?: V. , Leo Goedegebuure and Harry de Boer.- Chapter 4: Academic middle managers and management in university colleges and universities in Belgium: Jef Verhoeven.- Chapter 5:The Roles and Responsibilities of Middle Management (Chairs and Deans) in Canadian Universities: Lydia M. Boyko and Glen A. Jones.- Chapter 6: Middle level university managers in Italy: An ambiguous transition: Stefano Boffo.- Chapter 7: Variations of Leadership Styles among Academic Leaders in French Universities: The Impact of Informal Power Relations: Stéphanie Mignot-Gerard.- Chapter 8: The Manager-Academic in Norwegian Higher Education: Ingvild Larsen.- Chapter 9:NPM and `middle management`: How do deans influence institutional policies?: Rui Santiago and Teresa Carvalho.- Chapter 10: UK Higher Education: captured by new managerialist ideology?: Paul Trowler.- Chapter 11 The New University: What it portends for the academic profession and their "managers": Professor Jack H. Schuster.- Chapter 12: Conclusion: V. Lynn Meek et al.
    Description / Table of Contents: Preface; Contents; Contributors; About the Authors; Introduction; Academic Middle Managers Under the New Governance Regime at Austrian Universities; The Changing Role of Academic Leadership in Australia and the Netherlands: Who Is the Modern Dean; Academic Middle Managers and Management in University Colleges and Universities in Belgium; The Roles and Responsibilities of Middle Management (Chairs and Deans) in Canadian Universities; Middle-Level University Managers in Italy: An Ambiguous Transition; Presidents and Deans in French Universities: A Collective Approach to Academic Leadership
    Description / Table of Contents: From Democracy to Management-Oriented Leadership The Manager-Academic in Norwegian Higher EducationNew Public Management and Middle Management: How Do Deans Influence Institutional Policies; UK Higher Education: Captured by New Managerialist Ideology; The New University: What It Portends for the Academic Profession and Their Managers; The Changing Nature of Academic Middle Management: A Framework for Analysis; Name Index; Subject Index;
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9163-5
    URL: Volltext
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  • 103
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    Re/Structuring Science Education : ReUniting Sociological and Psychological Perspectives (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139965
    Language: English
    Pages: Online-Ressource (VIII, 381p, digital)
    Series Statement: Cultural Studies of Science Education 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Science Study and teaching ; Educational psychology ; Education ; Education ; Educational psychology ; Science Study and teaching
    DOI: 10.1007/978-90-481-3996-5
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  • 104
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    Revisiting The Chinese Learner : Changing Contexts, Changing Education (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048138401
    Language: English
    Pages: Online-Ressource (XIX, 360p, digital)
    Series Statement: CERC Studies in Comparative Education 25
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Curriculum planning ; Education ; Curriculum planning ; Education
    Abstract: This book examines teaching and learning in Chinese societies and advances understanding of the Chinese learner in changing global contexts. Key emerging themes emphasize transcending dichotomies and transforming pedagogy
    Description / Table of Contents: Revisiting The Chinese Learner; Contents; List of Tables; List of Figures; Abbreviations; Foreword; Preface; INTRODUCTION; 1 Moving Beyond Paradoxes: Understanding Chinese Learners and Their Teachers; Introduction; Contributions of Earlier Volumes; The Chinese Learner; Teaching the Chinese Learner; Why Revisit the Chinese Learner?; Changing Socioeconomic and Global Contexts; Changing Paradigms Guiding Learning and Instruction; Educational Policy and Reforms; New Understandings about Confucian Beliefs; Conceptual Framework; Where is the Chinese Learner?; Understanding Learning in Context
    Description / Table of Contents: Student Learning and UnderstandingPedagogical Practice; Teacher Learning and Development; Overview of the Book; REFERENCES; Endnotes; STUDENT BELIEFS AND APPROACHES TO LEARNING; 2 Learning to Self-Perfect: Chinese Beliefs about Learning; Introduction; Comparative Research on Western and Chinese Learners; Chinese Learning Beliefs; Culture-Level Beliefs; Culture-Level Learning Beliefs as a Meaning System; Individual-Level Beliefs; Development of Learning Beliefs; Summary; Conclusion; REFERENCES; 3 Motivation and Competition in Hong Kong Secondary Schools: The Students' Perspective; Introduction
    Description / Table of Contents: Motivation in Secondary SchoolsStudy 1 - Motivation; The Nature of Competition in Hong Kong Schools; Study 2 - Competition; Conclusions; REFERENCES; Acknowledgements; 4 New Experiences, New Epistemology, and the Pressures of Change: The Chinese Learner in Transition; Introduction; Learning and Teaching for the Chinese Learner; The Chinese Learner: Historical Analysis andChanging Confucian Heritage; The Chinese Learner: Psychological and Pedagogical Analyses; The Research Setting; Results and Analyses; The Changing Chinese Learner; Preference for Authentic Learning Contexts
    Description / Table of Contents: The Intellectual Challenge of Interacting with Diverse IdeasThe Implicit Role of Technology in Supporting New Learning Experiences; An Emerging Epistemology for the 21st Century; The Changing Chinese Teacher; Changing Expectations of the Students; The Changing Roles and Aspirations of Teachers; Tensions Experienced: To Change or Not to Change; What Counts as Significant Learning?; Tensions in Setting Priorities; An Emerging Epistemology: The Chinese Learner in Transition; The Changing Chinese Learner and Teacher; Tensions and Reforms: Chinese Learners in the 21st Century; REFERENCES; Endnotes
    Description / Table of Contents: AcknowledgementsTEACHER BELIEFS, CHANGING PEDAGOGY AND TEACHER LEARNING; 5 The Chinese Learner of Tomorrow; Introduction; Sociocultural Perspectives on Schema Theory; The Variation Framework and Learning by Reading Argumentative Texts; The Study; Curricular Context of the Study; Participants; Measures; Measuring Text Understanding; Views of the Participants; Teaching Plan; Implementing the Lessons; Teaching in the Comparison Class; Lessons between the Posttest and Delayed Posttest; Results; Test on Text Reading; Views of the Participants; Discussion; Curricular Context
    Description / Table of Contents: Immediate and Long-Term Effects
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-3840-1
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  • 105
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    Globalization, Education and Social Justice (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048132218 , 9789048132201
    Language: English
    Pages: Online-Ressource (XXIII, 193p, digital)
    Series Statement: Globalisation, Comparative Education and Policy Research 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Globalization, education and social justice
    Keywords: Education ; Education
    Abstract: Globalization, Education and Social Justice, which is the tenth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents up-to-date scholarly research on major discourses concerning global trends in education, social justice and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of social justice, globalisation, and policy research. Above all, the book offers the latest findings to the critical issues in education and social justice globally. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation and social justice education reforms around the world. It offers a timely overview of current issues in social justice affecting education policy research in the global culture. It provides directions in education, and policy research, relevant to transformational educational reforms in the 21st century. The book critically examines the overall interplay between globalisation, education reforms, and social justice. It draws upon recent studies in the areas of globalisation, social justice education reforms and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, equity, education, and social justice. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms for social justice and schooling globally. Various book chapters critique the dominant discourses and debates pertaining to the politics of social justice and education globally and the newly constructed and re-invented models of neo-liberal ideology in education and policy reforms. Using a number of diverse paradigms in comparative education research, ranging from critical theory to post-structuralist discourses, the authors, by focusing on globalisation, social justice and democracy, attempt to examine critically both the reasons and outcomes of education reforms and policy change for social justice. The volume offers a more informed critique on the Western-driven models of education reforms and implications for social justice. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. The general intention is to make Globalization, Education and Social Justice available to a broad spectrum of users among policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners in the education and related professions.
    Description / Table of Contents: Zajda_Frontmatter.pdf; Anchor 2; Globalization, Education, and Social Justice; Part I.pdf; Zajda_Ch01.pdf; Chapter 1; Zajda_Ch02.pdf; Chapter 2; Zajda_Ch03.pdf; Chapter 3; Zajda_Ch04.pdf; Chapter 4; Zajda_Ch05.pdf; Chapter 5; Part II.pdf; Zajda_Ch06.pdf; Chapter 6; Zajda_Ch07.pdf; Chapter 7; Zajda_Ch08.pdf; Chapter 8; Zajda_Ch09.pdf; Chapter 9; Zajda_Ch10.pdf; Chapter 10; Zajda_Ch11.pdf; Chapter 11; Zajda_10_Author Index.pdf; Zajda_10_Subject Index.pdf;
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3221-8
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  • 106
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    Child Perspectives and Children¿s Perspectives in Theory and Practice (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048133161
    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: International perspectives on early childhood education and development 2
    DDC: 305.231
    Keywords: Education ; Early childhood education
    Abstract: Recent decades have seen a growing emphasis, in a number of professional contexts, on acknowledging and acting on the views of children. This trend was given added weight by the UN Convention on the Rights of the Child, ratified in 1990. Today, seeking the perspective of the child has become an essential process in all sorts of tasks, from framing new legislation to regulating professions. This book answers the fundamental question of what it is that constitutes a 'child perspective', and how this might differ from the perspectives of children themselves. The answers to such questions have important implications for building progressive and developmental adult-child relationships. However, theoretical and empirical treatments of child perspectives and children's perspectives are very diverse and idiosyncratic, and the standard reference work has yet to be written. Thus, this work is an attempt to fill the gap in the literature by searching for and defining key formulations of potential child perspectives within parts of the so-called 'new child paradigm'. This has been derived from childhood sociology, contextual-relational developmental psychology, interpretative humanistic psychology and developmental pedagogy. The highly experienced authors develop a comprehensive professional child perspective paradigm that integrates recent theory and empirical child research. With its clear presentation of underlying theories and suggested applications, this book illustrates a child-oriented understanding of specific relevance to both child-care and preschool educational practice.
    Note: Includes indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-90-481-3316-1
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  • 107
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    Transforming University Biochemistry Teaching Using Collaborative Learning and Technology : Ready, Set, Action Research! (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402049811
    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: 572
    RVK:
    DP 2140
    Keywords: Education ; Science Study and teaching ; Gruppenunterricht
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-4981-1
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  • 108
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    The Pedagogy of Physical Science (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402052712
    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: Contemporary Trends and Issues in Science Education 38
    DDC: 507.1
    RVK:
    UB 4049
    Keywords: Education ; Science Study and teaching ; Physikunterricht
    Abstract: In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers' responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to 'problematize' subject knowledge, both for learner and teacher. The book's theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.
    Description / Table of Contents: 138516_1_En_BookFrontmatter_OnlinePDF; 138516_1_En_1_Chapter_OnlinePDF; 138516_1_En_2_Chapter_OnlinePDF; 138516_1_En_3_Chapter_OnlinePDF; 138516_1_En_4_Chapter_OnlinePDF; 138516_1_En_5_Chapter_OnlinePDF; 138516_1_En_6_Chapter_OnlinePDF; 138516_1_En_7_Chapter_OnlinePDF; 138516_1_En_BookBackmatter_OnlinePDF;
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-5271-2
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  • 109
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    The Research Mission of Higher Education Institutions outside the University Sector : Striving for Differentiation (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402092442
    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: Higher Education Dynamics 31
    DDC: 378.1543
    Keywords: Education ; Education, Higher
    Abstract: The European Union's Lisbon strategy, which aims to make the region the most competitive and dynamic knowledge economy in the world, has given a much higher profile to tertiary education institutions outside the traditional university sector in a number of member states. With the EU looking to maximize these colleges' contribution to the Union's development, their role is now very much on the political agenda. Yet there is a dearth of information about the extent of research in this sector, on research conditions and research capability, and on the results of this activity. This book sets out to fill this gap. Its purpose is to provide an overview of the state of the art of research in these institutions through focusing on eight selected European countries: Belgium, the Czech Republic, Finland, Germany, Ireland, the Netherlands, Norway and Switzerland. The text shows that while more and more of these 'technical colleges', 'polytechnics' and their equivalents have been given government funding for research, as higher education institutions outside the university sector they are faced with many challenges in their efforts to develop this aspect of their academic brief. Their growing research arms have led to more complex interactions with universities, both in differential terms a specific research mandate oriented towards the regional economy and the quality of teaching and professional practice and convergence, as the research moves towards fulfilling traditional academic standards. The book's four sections introduce the sector in general, along with some of the key issues facing it, set out some of the transnational aspects of the sector's research mission, detail the state of the art in each of the EU countries covered, and assess the challenges and opportunities that these colleges may encounter in the future. Aimed at scholars and policymakers alike, this much-needed addition to the literature provides key information that will aid the development of a group of education institutions seen as full of potential for the future.
    Description / Table of Contents: Preface; Contents; Contributors; Part I Introduction; 1 Research in Higher Education Institutions Outside the University Sector; Introduction; The Countries Included in This Book; Types of Institution; Types of Study Programme; Types of Degree; Size of the UAS Sector; The Development of Research in the UAS Sector An Analytical Framework; Research Drift as the Outcome of Internal Processes in the UAS Sector; The Impact of External Actors on Research Drift in the UAS Sector; The Dynamics of Research Drift in the UAS Sector; The Problematic Notion of Research; National Strategic Measures
    Description / Table of Contents: The Research MandateFunding of Research; Career Structures; Research Strategy at the Institutional Level; Management and Organisation of Research; Allocation of Funds and Work Time for Research; Recruitment and Development of Research Competence; Collaboration with Universities, Research Institutes and Industry; Conclusion; References; Part II Thematic Studies; 2 The Regional Relevance of Research in Universities of Applied Sciences; Introduction; The Regional Mission of the UASs in Europe; The Rise and Decline of the Region: The Triplet of Hardware, Software and Mindware
    Description / Table of Contents: Interactions Between Knowledge Institutions and Their RegionAlignment of Curricula with Demand; Student Internships and Thesis Work; Staff Mobility; Supporting Graduate Entrepreneurs; Contract Research and Consultancy; External Representatives in UAS Governance; Encouraging UASRegional Interaction; The Engaged UAS; Conclusion; References; 3 The Relevance of Research for the Improvement of Education and Professional Practice; Introduction; National Policies; Research-Based Teaching; Research-Based Learning; Research-Based Practice; Research-Based Knowledge Production; Conclusion; References
    Description / Table of Contents: 4 Funding for Which Mission Changes and Ambiguities in the Funding of Universities of Applied Sciences and Their Research ActivitiesIntroduction; Funding Models, Higher Education Steering and Research in the Non-university Sector; Funding and Steering of Higher Education; The Role of the State and the Autonomy of Individual Institutions; Education and Research: Jointly or Separated Funding?; Competing for Project Funding and for Private Sources; How Much Research and How Is It Funded; Low Level of Resources, Mostly from External Sources
    Description / Table of Contents: General Allocation: Different Rules and Limited Research SupportPushing the Development of Research Through Specific Support Measures; Competing for Project Funding; Funding Systems and Role of UASs in Public Research; References; 5 Transforming Academic Practice: Human Resource Challenges; Changes in Academic Work; Comparison of Academic Employment in UASs; The Teaching and Research Environment; Issues and Challenges; Challenges for Staff and Institutions; Challenges for Government; Conclusion; References; Part III National Case Studies; 6 Research in University Colleges in Belgium
    Description / Table of Contents: Introduction
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9244-2
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  • 110
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    Developing successful leadership (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191062
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. 2010 Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Studies in Educational Leadership 11
    DDC: 371.2
    Keywords: Education ; Aufsatzsammlung ; Schulleitung
    Abstract: Research has shown that school leadership is second only to classroom teaching in its effect on pupil learning. As the demands on management teams become ever more complex, this volume offers a fresh and expansive view on the challenges to be met in developing a leadership career. With contributions from some of the most accomplished commentators on school leadership and management from around the world, this book moves away from the simple `how to` of becoming a principal, focusing instead on the wider issues of becoming a successful leader. The central aim has been to assemble powerful statements from international authorities that encapsulate leading-edge thinking on a group of interconnected themes based on the notion of developing successful leadership in, and beyond, schools. In so doing the text examines strategies for existing leaders developing their full capacity as well as enhancing the skills of those new to, or aspiring to, a leadership role. The chapters contributed by a carefully selected group of leading educationalists present insights on a number of central themes, including: developing new skill sets in leadership, the ethical and moral dimensions of leading an organisation, Leadership for instructional and pedagogical success, developing leadership capacity and capability through strategic activity. Rather than taking a technical approach of how to undertake the managerial or administrative tasks, the authors seek instead to develop critical leadership perspectives and skills, with chapters on vitally important topics such as strategies for maximizing the potential of the leadership team as a whole. They draw not only upon the literature in the field of educational leadership but also a wider literature in the field of business and management. This diversity of perspective ensures this book`s appeal to a broad international readership. TOC:1. Introduction, Brent Davies and Mark Brundrett.- Section one.- 2. Developing a strategic leadership perspective, Brent Davies Barbara Davies.- 3. Developing ethical leadership, Jerry Starratt.- Section two.- 4. Developing leadership for learning, Dean Fink.- 5. Developing Instructional leadership, Philip Hallinger.- 6. Developing leadership to improve student outcomes, Ken Leithwood Linda Massey.- Section three.- 7. Developing your leadership team, Mark Brundrett.- 8. Developing entrepreneurial leadership, Guilbert Hentschke.- 9. Developing as a system leader, Rob Higham David Hopkins.- Section four.- 10. Developing leadership capital, Brian Caldwell.- 11. Developing leadership development, Geoff Southworth.- 12. Developing Inner Leadership, David Loader.
    Description / Table of Contents: Developing Successful Leadership; Contents; Contributors; About the Editors; About the Authors; 1 Introduction; Purpose; Context; The Chapters in This Book; Conclusion; References; Part I; 2 Developing a Strategic Leadership Perspective; 3 Developing Ethical Leadership; Part II; 4 Developing and Sustaining Leaders of Learning; 5 Developing Instructional Leadership; 6 Developing Leadership to Improve Student Outcomes; Part III; 7 Developing Your Leadership Team; 8 Developing Entrepreneurial Leaders; 9 Developing as a System Leader; Part IV; 10 Developing Leadership Capital
    Description / Table of Contents: 11 Developing Leadership Development12 Developing Inner Leadership; Author Index; Subject Index
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-90-481-9106-2
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    Authentic professional learning : making a difference through learning at work (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139477
    Language: English
    Pages: Online-Ressource
    Edition: Online-Ausg. 2010 Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Professional and Practice-based Learning 2
    DDC: 361.00715
    RVK:
    DL 4210
    Keywords: Education ; Phenomenology ; Adult education ; Berufliche Fortbildung
    Abstract: This book describes the experiences of professionals as they continue to learn at work. Although its focus is on the learning of health professionals, it draws on research about continuing learning from other "caring" professions such as education and social services. The author argues for a significant paradigm shift in this book, from the usual practice of providing programs to develop professionals, towards a better way of supporting professionals as they learn in their own authentic ways.The construct of "Authentic Professional Learning" developed in this book describes the lived experience of professionals continuing to learn in practice, whilst dealing with contemporary workplace dilemmas. Many of these dilemmas revolve around the need for professionals to demonstrate measurable efficacy and fiscal efficiency whilst wanting to make a difference to the lives of those they care for. Using vignettes of practice, professionals from community-based education and health settings describe authentic ways of being, practising and learning as professionals, drawing meaning from their work whilst accepting their professional responsibilities. Commonalities across diverse experiences of learning are described in terms of four inter-linked constituents (understanding, engagement, interconnection and openness) within a phenomenological conceptual framework that focuses on the meaning of experiences for those professionals.
    Description / Table of Contents: pt. 1. Introduction -- pt. 2. Exploration -- pt. 3. -- Understanding -- pt. 4. Integration -- pt. 5. Conclusion.
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-90-481-3947-7
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    The Unified Learning Model : How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048132157
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The unified learning model
    RVK:
    CP 5100
    RVK:
    CX 3000
    Keywords: Educational psychology ; Education ; Education ; Educational psychology ; Aufsatzsammlung ; Lerntheorie ; Lernpsychologie ; Kognition ; Motivation ; Neurobiologie ; Lehren ; Lerntheorie ; Lernpsychologie ; Kognition ; Motivation ; Neurobiologie ; Lehren
    Abstract: "This cutting-edge synthesis of ideas and concepts from the cognitive, motivation, and neurobiological sciences sets out a unique theory of learning that should be of interest to everyone from education practitioners to neuroscientists. The authors base their Unified Learning Model, or ULM, on three core principles. Firstly, that learning requires working memory allocation (attention). Second, that working memory's capacity for allocation is affected by prior knowledge. And finally, that working memory allocation is directed by motivation. These three principles guide a complete model of learning that synthesizes what is known from research in brain function, cognition, and motivation. This, then, is a book about how humans learn. Its focus is on classroom learning although the principles are, as the name of the book suggests, universal. The text's scope covers learning from pre-school to post-graduate, as well as training in business, industrial and the military. It addresses all learning described by the word ""thought"", as well as anything we might try to teach, or instruct in formal educational settings. The book presents a model of learning that the authors offer as scientists rather than educators. They assert that more than enough is known to sustain a ""scientific"" model of learning. Rather than being a mere review of the literature, this work is a synthesis. Many scholars and teachers will have heard much if not most or even all of the information used to develop the model. What they will not have come across is a model - designed to be both accessible and usable - that puts together the information in just this way."
    Description / Table of Contents: Preface; Contents; 1 The Unified Learning Model; Working Memory; Knowledge; Motivation; Three Principles of Learning; Notes; Part I Developing the Unified Learning Model; 2 Learning; 3 Working Memory; 4 Knowledge; 5 Motivation; 6 How the ULM Fits In; Part II Applying the Unified Learning Model; 7 Classroom Applications Overview; 8 Supporting Motivation; 9 Efficient Instruction; 10 Feedback and Assessment; 11 A Focus on Thinking; 12 Encouraging Self-regulation; 13 Managing the Classroom Environment; 14 Improving as a Teacher; 15 Policy; 16 Frontiers; 17 Epilogue; Index;
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3215-7
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    Gender and Sexual Diversity in Schools : An Introduction (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048185597
    Language: English
    Pages: Online-Ressource (XII, 152p, digital)
    Series Statement: Explorations of Educational Purpose 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DG 4000
    RVK:
    DU 2500
    Keywords: Sexual behavior ; Developmental psychology ; Education ; Developmental psychology ; Education ; Sexual behavior ; Schule ; Geschlechterverhältnis
    Abstract: Issues related to gender and sexual diversity in schools can generate a lot of controversy, with many educators and youth advocates under-prepared to address these topics in their school communities. This text offers an easy-to-read introduction to the subject, providing readers with definitions and research evidence, as well as the historical context for understanding the roots of bias in schools related to sex, gender, and sexuality. Additionally, the book offers tangible resources and advice on how to create more equitable learning environments. Topics such as working with same-sex parented families in elementary schools, integrating gender and sexual diversity topics into the curriculum, addressing homophobic bullying and sexual harassment, advising gay-straight alliances, and supporting a transgender or gender non-conforming student are addressed. The suggestions offered by this book are based on recent research evidence and legal decisions to help educators handle the various situations professionally and from an ethical and legally defensible perspective.
    Description / Table of Contents: pt. 1. Understanding gender and sexual diversity -- pt. 2. Experiencing gender and sexual diversity in schools.
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-8559-7
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    Visualization in Mathematics, Reading and Science Education (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048188161 , 1280002786 , 9781280002786
    Language: English
    Pages: Online-Ressource (XIV, 106 p, digital)
    Series Statement: Models and Modeling in Science Education 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Phillips, Linda M. Visualization in mathematics, reading and science education
    RVK:
    SM 600
    RVK:
    DP 2500
    RVK:
    DP 4000
    RVK:
    DP 4400
    RVK:
    DP 4600
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Visualization ; Mathematics ; Study and teaching ; Reading ; Science ; Study and teaching ; Naturwissenschaftlicher Unterricht ; Visualisierung ; Mathematikunterricht ; Visualisierung ; Leseunterricht ; Visualisierung ; Naturwissenschaftlicher Unterricht ; Visualisierung
    Abstract: Visualizations - either self-created or external visual stimuli used as an aid to learning - are probably as old as learning itself. Yet surprisingly little research has been done either into how precisely they help us learn, or how to produce ones that are effective pedagogical tools. This volume, a comprehensive review of theory and research on the use of visualization in mathematics, science and reading, contrasts the two dominant theoretical paradigms of how people construct and interpret visualizations. However, the authors never lose sight of practical applications, providing frequent, accessible synopses of research findings in addition to succinct summaries of how the research affects practice. Written by a team with decades of experience in research and practice in the three subjects, the chapters show how cognitive psychology can enhance practical pedagogy, place visualizations in their proper historical context, and analyze in detail the effectiveness of paper-, computer- and video-based visualizations, with some surprising results. The book is published at a time when, it seems, there is no limit to the art of creating visualizations, as powerful computers make graphics ever more colorful and realistic and 'interactivity' is firmly established as a buzzword in the educational lexicon. The aim of the volume is to explore some central questions in the field, including how to evaluate visualizations and whether or not they can act as an aid to reading development, and to mathematics and science learning. The authors also point to potentially fruitful subjects for future research, and offer their own conclusions and recommendations. As the debate continues over the value of visualizations, with polarized arguments on the one hand lauding them and on the other dismissing them as gimmicks, this book introduces a voice of reason to the discussion that will be welcomed by psychologists and educationalists alike.
    Description / Table of Contents: Preface; Contents; Overview; Part I An Introduction To Visualization; 1 A Commonsense View and Its Problems; 2 A History of Visualization in Psychology and Science; 3 The Concept of Visualization; 4 Cognitive Theory; Part II Current Educational Research; 5 Visualizations and Mathematics; 6 Visualizations and Reading; 7 Visualizations and Science; Part III Cautions and Recommendations; 8 Research and Guidelines on Computer-Generated Visualizations; 9 Concluding Comments, Recommendations, and Further Considerations; References; Author Index; Subject Index;
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-8816-1
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    Teachers as Learners : Critical Discourse on Challenges and Opportunities (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048196760
    Language: English
    Pages: Online-Ressource (XIV, 350 p, digital)
    Series Statement: CERC Studies in Comparative Education 26
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DN 7000
    Keywords: Education ; Education ; Lehrerbildung
    Abstract: In the worldwide movements of educational reform, educators are forging new roles, identities and relationships. Leadership is vital, but must be rooted in the capacity for learning. This volume responds to the tensions and paradoxes brought by educational reforms, presenting a critical discourse on teachers as learners. The contributions bring an array of cultural settings and methodological orientations, and reveal contextual burdens that teachers should not carry in isolation. Teachers` learning demands collective engagement to turn challenges into opportunities in a sustainable quest for higher goals. The discourse concludes with a vision for a new relationship among educational workers as a joint force of learners in a cross-boundary endeavor for moral commitment to education. TOC:Contents.-List of Abbrevations.-List of Tables.-List of Figures.-Foreword.-Gaalen ERICKSON.-Introduction.-Ora Kwo.-Research Stances on Learning and Teaching.-Research and Teacher Learning: Taking an Inquiry Stance.-Marilyn COCHRAN-SMITH Kelly DEMERS.-Telling Stories: Understanding Teachers` Identity in a Context of Curriculum Innovation.-YING Dan-Jun, Issa, HUANG Ai-Feng ZHENG Zhi-Lian.-Understanding Korean Children`s L2 Dialogue Journals:.-Towards a Model of Creative Apprenticeship for Integrating.-Teachers and Learning .- KIM Mi-Song.-Teaching about Indigenous Forms of Knowledge:.-Insights from Non- Indigenous Teachers of Visual Arts.-Education in New Zealand.-Jill Smith.-Initial Teacher Education.-Mediating Inquiry: Using Videos of Exemplary Teaching in.-Pre-service Teachers Education.- CHENG Man-Wai, WONG SIU-Ling, YUNG Hin-Wai, Benyy Derek HODSON.-Working and Learning Under Pressure: Reflexivity on Teacher Experience and Development.- Alex MOORE.- From SET to STELT: Seeking the Meaning of Learning as a Community for Curriculum Development.-Ora KWO.-Continuing Professional Development.-Lost in Translation: Mentors Learning to Participate in Competing Discourse of Practice.-Lily ORLAND-BARAK.-The Role of the Headteacher in Teachers` Continuing.-Professional Development.-Michael AIELLO Kevin WATSON.-Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education.-Ruth GORINSKI , Cath FRASER Lyn AYO.- Policy Concerns for the Teaching Profession.-Lessons on Reform: A Story of Teaching as Lived Practice.-Warren Mark LIEW.-Professional Standards: A Context for Teachers as Learners.- In Victorian Schools .-Geoff EMMETT.-Professional Education for Teachers: Lessons from Other .-Professions .-Robert J. Yinger .-Conclusion.-Teachers as Learners: A Moral Commitment .-Ora KWO.-Notes on the Authors.-Index.
    Description / Table of Contents: Contents; List of Abbreviations; List of Tables; List of Figures; Foreword; Introduction; Research Stances onLearning and Teaching; 1 Research and Teacher Learning:Taking an Inquiry Stance; 2 Telling Stories:Understanding Teachers' Identity in a Context of Curriculum Innovation; 3 Understanding Korean Children's L2 Dialogue Journals: Towards a Model of Creative Apprenticeship for IntegratingTeaching and Learning; 4 Teaching about Indigenous Forms of Knowledge: Insights fromNon-Indigenous Teachers of Visual Arts Education in New Zealand; Initial Teacher Education
    Description / Table of Contents: 5 Mediating Inquiry:Using Videos of Exemplary Teaching in Pre-Service Teacher Education6 Working and Learning Under Pressure:Reflexivity on Teacher Experience and Development; 7 From SET to STELT:Seeking the Meaning of Learning as a Community for Curriculum Development; Continuing ProfessionalDevelopment; 8 Lost in Translation:Mentors Learning to Participate in Competing Discourses of Practice; 9 The Role of the Headteacher in Teachers' Continuing Professional Development; 10 Mentoring as a Key Strategy in the Development of a Community of Reflective Practitioners in Tertiary Education
    Description / Table of Contents: Policy Concerns for theTeaching Profession11 Lessons on Reform:A Story of Teaching as Lived Practice *; 12 Professional Standards:A Context for Teachers as Learners in Victorian Schools; 13 Professional Education for Teachers:Lessons from Other Professions; Conclusion; 14 Teachers as Learners:A Moral Commitment; Notes on the Authors; Index;
    Note: "This book is a product of the discourse maturing from a meeting in Hong Kong of the World Assembly of the International Council on Education for Teaching (ICET)"--Introd , Includes bibliographical references and index
    DOI: 10.1007/978-90-481-9676-0
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    Academic Units in a Complex, Changing World : Adaptation and Resistance (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048192373
    Language: English
    Pages: Online-Ressource (XXV, 199p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    AL 20000
    RVK:
    AL 24000
    RVK:
    AL 28100
    RVK:
    AL 95500
    RVK:
    QX 850
    Keywords: Education, Higher ; Education ; Education ; Education, Higher
    Abstract: This book uses case studies of academic units from Australian public universities to explore the reasons why those units respond in different ways to similar contemporary challenges. The 'academic units' - departments, schools and faculties - in the world's public universities may be their own administrative fiefdoms, but the wider environment within which they operate is both complex and dynamic. In fact, today's academic landscape is barely recognizable from what it was like two decades ago. The globalization of higher education markets for students, faculty and research funding has expanded the challenges and opportunities for academic units beyond the boundaries of nation states. However, academic units must also deal with the diverse needs and expectations of national and local stakeholders, as well as operate within government regulatory and policy frameworks. In addition, they are required to adhere to policy and operational directives from institutional executives and consider the often-competing needs and expectations of other stakeholders such as faculty, students, employers, funding bodies and professional associations. As public funding slowly evaporates some university faculties have embraced the imperative to be more business-oriented. Others have shrunk from congress with Mammon. The milieu of tertiary education is having to adapt to fresh trends in this domain, such as the advocacy of marketization, entrepreneurialism and corporatization, the three pillars of so-called 'new public management'. With its case studies from different academic disciplines and types of university, this book asks some key questions: Why do some units adapt to environmental challenges and others resist change? How and why do academic units adopt different modes and processes of adaptation or resistance? Along with its new conceptual framework for the wider context, the text makes an important contribution to scholarship on leading and managing change in universities, while at the same time offering those in academic leadership positions relevant advice and practical suggestions to guide their units through these complex challenges. Where other academic studies have examined the university as an institution in its entirety, this focused study compares the decision-making on a lower rung of the administrative ladder.
    Description / Table of Contents: Preface; Acknowledgments; Contents; About the Author; Introduction; Notes; Part I The Framework; 1 Complex, Turbulent Exogenous Environments; 2 Research Design and Methods; 3 Introduction to the Empirical Findings; Part II The Case Studies; 4 Defenders; 5 Prospectors; 6 Analysers; 7 Reactors/Resistants; Part III Conceptual and Practical Reflections; 8 Discussion and Conclusions; 9 Exploring Conceptual and Practical Implications of This Work; 10 Current and Emerging Challenges; Appendix A Details About Interviewees from Academic Units; Appendix B Interview QuestionsAcademic Units
    Description / Table of Contents: Appendix C Interview Questions for University ExecutivesReferences; Author Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9237-3
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    Public Policy for Academic Quality : Analyses of Innovative Policy Instruments (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048137541
    Language: English
    Pages: Online-Ressource (X, 271p, digital)
    Series Statement: Higher Education Dynamics 30
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Public policy for academic quality
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Higher education and state ; Education, Higher ; Standards ; Government policy ; Aufsatzsammlung ; Hochschulbildung ; Hochschulpolitik ; Qualitätssicherung
    Abstract: Over the last decade the structure of higher education in most countries has undergone significant change brought about by social demands for expanded access, technological developments, and market forces. In this period of change the traditional concerns with access and cost have been supplemented by a new concern with academic quality. As a consequence, new public policies on academic quality and new forms of academic quality assurance have rapidly emerged and swiftly migrated across continents and around the globe. The growing public debate about academic quality assurance within and across
    Description / Table of Contents: pt. 1. Professional (self) regulation of academic quality -- pt. 2. Market regulation of academic quality -- pt. 3. State (direct) regulation of academic quality.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3754-1
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    Developmental Relations among Mind, Brain and Education : Essays in Honor of Robbie Case (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048136667
    Language: English
    Pages: Online-Ressource (X, 289p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The developmental relations among mind, brain and education
    RVK:
    DF 3000
    Keywords: Early childhood education ; Education ; Early childhood education ; Education ; Cognition in children ; Cognitive neuroscience ; Developmental neurobiology ; Developmental psychology ; Learning, Psychology of ; Case, Robbie ; Entwicklungspsychologie ; Entwicklungspsychologie
    Description / Table of Contents: pt. 1. Developing mind and brain -- pt. 2. Mind and brain in social and personal development -- pt. 3. Conclusion.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3666-7
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    Changing Educational Landscapes : Educational Policies, Schooling Systems and Higher Education - a comparative perspective (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048185344
    Language: English
    Pages: Online-Ressource (X, 290p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Changing Educational Landscapes
    RVK:
    DI 1000
    Keywords: Educational tests and measurements ; Education, Higher ; Education ; Education ; Education, Higher ; Educational tests and measurements ; Aufsatzsammlung ; Bildungspolitik ; Schule ; Hochschule ; Internationaler Vergleich ; Bildungspolitik ; Schule ; Hochschule ; Internationaler Vergleich
    Abstract: Analyzing educational landscapes - the fundamental values, principles and institutions of the sector - is a highly complex and demanding task for any researcher. Like shifting desert sands, these aspects of education are in a constant state of flux, changing according to the unpredictable economic, social, cultural and geo-political circumstances of late modernity. Key aspects of the intricate, fluid and multifarious contemporary setting can always escape the researcher's necessarily selective observation. The contributors to this book share the view that it is wise, therefore, to take note of
    Description / Table of Contents: Contents; About the Editor; About the Contributors; Changing Educational Landscapes: An Introduction; References; References; Part I Knowledge: Epistemological and Ideological Shifts; 1 The Owl of Athena: Reflective Encounters with the Greeks on Pedagogical Eros and the Paideia of the Soul (Psyche); The Question of This Modern European Symposium and the Comparative-Historical Approach; What Is Education and for What Purpose? The Classical Greek Paradigm of Paideia; The Paideia/Educational Culture of the Athenians; Psychagogia/Paideia of the Soul; The Soul (Psyche)
    Description / Table of Contents: Paideia of the Soul/Psyche and Civic Virtue, an All- Polis Affair (tis olis politeias hypothesis)The Athenian Theatre and the Paideia of the Soul 0 Aristotle0s Katharsis of the Soul; Athenian Paideia -- An Epilogue; The Modern World/ Kosmos We Live in and Education; The Imagined European Knowledge Society; Education and Knowledge for the Knowledge Society; The Imagined Brave New European Knowledge Cosmopolis/Society: A Dehumanized Technopolis? A Nonhumanist Dystopia ? A Philistine Empire? A Modern Virtual Cave?
    Description / Table of Contents: Humanizing the Brave New European Knowledge Cosmopolis/Society Engaging and Learning from the Ancient Greeks, and the Re-enchantment of the Paideia of the Soul/PsycheThe Modernist Course of the Classical Concept of Liberal Humanistic Education and the Contemporary Crisis in the Paideia of the Soul; What Is to Be Done?; Epilogue '' ''Tending to the Soul'': Socrates and Today; References; 2 Implications of the New Social Characteristics of Knowledge Production; Introduction; Towards a Change of Traditions?; A Key Development: Massification in Higher Education
    Description / Table of Contents: Conflicting Modes of Knowledge ProductionReferences; 3 University Reform in Greece: A Shift from Intrinsic to Extrinsic Values; Introduction; The Emphasis on the Extrinsic Values in European Universities; An Account of the University Tradition in Greece; Evaluation and Quality Assurance Policies in Greek Universities in the 2000s: An Interpretation; Conclusions; Notes; References; 4 Universities and Pricing on Higher Education Markets; Marketisation Versus Increased Competition?; How Do Universities Set the Price of a Professor?; Academic Labour Markets as an Economy of Quality
    Description / Table of Contents: Different Mechanisms of PricingUniversities, Academics, Price and Quality; How Do Universities Set the Level of Fees?; The Expansion of the Market for Students: Introduction and Increase of Fees; Fees, a Price of What?; A Political Rationale; Fees to Compensate the Increase in Budget and the Decrease in Public Funding; The Price of Institutions to Which One Wants to Be Compared; Fees According to the Expected Individual Gains for the Students; Fees According to the Costs of Production; Fees According to Marketing Strategies; Fees to Make Profit; Conclusion; References
    Description / Table of Contents: Part II Access and Transitions
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-8534-4
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    Learning Through Teaching Mathematics : Development of Teachers' Knowledge and Expertise in Practice (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139903
    Language: English
    Pages: Online-Ressource (XII, 300p. 63 illus, digital)
    Series Statement: Mathematics Teacher Education 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Learning through teaching mathematics
    RVK:
    SM 620
    Keywords: Mathematics ; Educational psychology ; Education ; Education ; Educational psychology ; Mathematics ; Aufsatzsammlung ; Mathematikunterricht ; Mathematiklehrer ; Fachwissen
    Description / Table of Contents: pt. 1. Theoretical and methodological perspectives on teachers learning through teaching -- pt. 2. Examples of learning through teaching : pedagogical mathematics -- pt. 3. Examples of learning through teaching : mathematical pedagogy.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3990-3
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    Quality and Inequality of Education : Cross-National Perspectives (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139934
    Language: English
    Pages: Online-Ressource (VIII, 336p. 35 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Quality and inequality of education
    RVK:
    DV 3000
    Keywords: Social policy ; Migration ; Education ; Education ; Social policy ; Migration ; Education and state--Asia. ; Education and state--Europe. ; Education--Standards--Asia. ; Education--Standards--Europe. ; Educational equalization--Asia. ; Educational equalization--Europe. ; Education and state ; Europe ; Education and state ; Asia ; Education ; Standards ; Europe ; Education ; Standards ; Asia ; Educational equalization ; Europe ; Educational equalization ; Asia ; Bildungswesen ; Chancengleichheit ; Soziale Ungleichheit ; Vergleichende Erziehungswissenschaft ; Bildungswesen ; Chancengleichheit ; Soziale Ungleichheit ; Vergleichende Erziehungswissenschaft
    Abstract: This cogent analysis of data on education and society from a variety of sources sets out to provide answers to scientific and policy questions on the quality of education and the way it relates to various forms of inequality in modern societies, particularly in Europe. The authors examine not only the well known cross-national PISA datasets, but also the European Social Survey and TIMSS, going further than many researchers by folding into their analyses economic, legal and historical factors. Most research up to now using the PISA data is restricted to educational research. Interesting as that educational question is, the chapters here use the PISA, and other data, to explore more profoundly the relationship between education and the various forms of inequality in European and other modern societies. The work comes from two different perspectives: one that looks at how the different characteristics of societies, their economies, and their educational systems influence the average educational achievements of specific groups of pupils, such as immigrants, in those societies, and a second, which explores how, and in what degree, the characteristics of schools, educational systems and labour-markets either hardens or softens differences in the educational outcomes of various groups of pupils. With a special feature of the book being its emphasis on comparing Asian and European countries, and with the content free of the political constraints that can often attend studies of these datasets, this book will be an vital resource for educationalists and policy-makers alike. TOC:From the contents 1. The Gordian Knot between Quality and Inequality of Education. A Cross-National Attempt to Unravelling. 2. Institutional arrangements and educational outcomes. 3. Migration and educational inequality. 4. Education in Europe Asia: analogies and differences. 5. Features of Educational Systems as Factors in the Creation of Unequal Educational Outcomes.
    Description / Table of Contents: Contents; Contributors; The Gordian Knit Between Quality and Inequality of Education: A Cross-National Attempt to Unraveling; Part I Institutional Arrangements and Educational Outcomes; The Influence of Educational Segregation on Educational Achievement; Institutional Tracking and Achievement Growth: Exploring Difference-in-Differences Approach to PIRLS, TIMSS, and PISA Data; Educational Expansion and Social Class Returns to Tertiary Qualifications in Post-communist Countries; Part II Migration and Educational Inequality
    Description / Table of Contents: Educational Gaps Between Immigrant and Native Students in Europe: The Role of GradeHow Do School Regimes Tackle Ethnic Segregation: Some Insights Supported in PISA 2006; The Educational Attainment of Second Generation Immigrants from Different Countries of Origin in the EU Member-States; Talking the Same Language: How Does Education in the Mother Tongue Affect the Pupils Scholastic Achievement in the Parallel School Systems?; Part III Education in Europe and Asia: Analogies and Differences; The Intergenerational Transmission of Income and Education: A Comparison of Japan and France
    Description / Table of Contents: Japanese and Korean High Schools and Students in Comparative PerspectiveFamily Background, School System and Academic Achievement in Germany and in Japan; Features of Educational Systems as Factors in the Creation of Unequal Educational Outcomes; Author Index; Subject Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3993-4
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    The Collegial Tradition in the Age of Mass Higher Education (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191543
    Language: English
    Pages: Online-Ressource (XIII, 170p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    AL 19200
    RVK:
    AL 28000
    Keywords: Education, Higher ; Education ; Education ; Education, Higher ; Großbritannien ; Hochschulbildung ; Kollegialprinzip
    Abstract: This book will examine the relationship between collegiality and the collegial tradition in the context of the development of mass higher education. The collegial tradition in higher education has been shaped above all by the collegiate universities. In all its various forms (as commensality, as a mode of governance, and as a critical force in shaping the process of teaching, learning and research) the collegial tradition has found sustenance in many sectors of higher education. It may well be that the tradition as expressed in these forms now has more strength and depth in the non-collegiate than in the collegiate universities. This work will give a fuller picture of the present-day character of British (especially English) higher education. Although this is a book that will rely particularly upon the Oxford experience of collegiality, there will be extensive comparative and international reference to the idea of collegiality, the various challenges to it that have emerged within different national systems, and the contrasting patterns of adjustment to those challenges.
    Description / Table of Contents: pt. 1. Collegiality : definitions and challenges -- pt. 2. Collegiality in action -- pt. 3. Cross-national perspectives on collegiality -- pt. 4. Whither Collegiality?
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-9154-3
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    Governance and Performance in the German Public Research Sector : Disciplinary Differences (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048191390 , 128292737X , 9781282927377
    Language: English
    Pages: Online-Ressource (XXVI, 193p, digital)
    Series Statement: Higher Education Dynamics 32
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Governance and performance in the German public research sector
    RVK:
    AK 30000
    RVK:
    AL 20000
    RVK:
    QX 850
    Keywords: Technologiepolitik ; Hochschulpolitik ; Governance-Ansatz ; Deutschland ; Education, Higher ; Economics ; Education ; Education ; Education, Higher ; Economics ; Aufsatzsammlung ; Forschungspolitik ; Hochschulpolitik ; Governance ; Forschungspolitik ; Hochschulpolitik ; Governance
    Abstract: Today, higher education and research institutions are confronted with variable and sometimes contradictory demands from state, industry and society. They have to face growing volatility in education policy, and a research paradigm that sees an accelerating rate of knowledge growth as well as the internationalization of the knowledge process itself. It is vital that academics and policymakers stay abreast of the impact that policy changes have on education and research in tertiary institutions. Based on a sector-specific theory model for the governance of research organizations, this book outlines evidence of the effects of the so-called `new public management reforms` in the German university and public research sector. The volume aims to shed some light on the differences between the disciplines in input, throughput, profiles of output and the typical conditions of knowledge production, disparities that are currently little understood and are thus not reflected in government policy as ministers implement new governance forms in the research system. It analyzes in detail these new forms, and demonstrates how they affect knowledge production and research performance from the level of research group up to that of the system itself. The authors focus on a set of disciplines that represent the breadth of research divisions in major universities: natural science fields oriented to basic research (astrophysics), two application-oriented fields from the natural sciences (nanoscience and biotechnology), a social science field (economics) and a humanity field (medieval history). TOC:Governance in Science Policy.- An Introduction, Jansen, D.Part 1: Effects of Science Law and Science Policy on Performance.1.1 Dimensions and Efficiency of Scientific Activities - Linking Individual and System Performance in a New Public Management Context, Schmoch/Schubert.- 1.2 Disciplinary Differences and their Reflection in Law, Trute/Pilniok.- Part 2: New Governance of Research and Effects on Performance.2.1 Is Nanoscience a "Mode 2" Field? Disciplinary Differences in Modes of Knowledge Production and the Influence of Science Policy, Jansen et al.- 2.2 The Effects of New Governance Approaches on Research in the Humanities.- The Example of Medieval History, Kehm/Leisyte.- Part 3: New Governance of PhD Education and Effects on Performance.3.1 The Performance of German Research Training Groups in Different Disciplinary Fields: An Empirical Assessment, Backes-Gellner U.- et al.- 3.2 Success and Failure of PhD Programs: An Empirical Study of the Interplay between Interests, Resources, and Organisation, Sadowski D.- et al.- 3.3 Conclusion, Jansen, D.- Appendix: Introduction, Görtz, R.et al.- Astrophysics, Görtz, R.et al.- Nano Science Technology, Heinze, T.- Economics, Schubert, T.- Medical Biotechnology, Smoch, U.- et al.- Authors index.- Glossary.- Bibliography.
    Description / Table of Contents: Preface and Acknowledgements; Contents; Contributors; Governance of Research, Inter-disciplinary Differences and Performance An Introduction to the Research Programme and the Contributions; 1 Introduction; 2 Changes of Statehood and Governance of the Research System; 3 An Integrated Model of Governance of Research; 4 Introduction to the Research Programme and the Contributions in This Volume; References; Part I Effects of Science Law and Science Policy on Performance; 1 New Public Management in Science and Incentive-Compatible Resource-Allocation Based on Indicators
    Description / Table of Contents: 2 Disciplinary Differences from a Legal PerspectivePart II New Governance of Research and Effects on Performance; 3 Is Nanoscience a Mode 2 Field? Disciplinary Differences in Modes of Knowledge Production; 4 Effects of New Governance on Research in the HumanitiesThe Example of Medieval History; Part III New Governance of PhD Education and Effects on Performance; 5 The Performance of German Research Training Groups in Different Disciplinary Fields An Empirical Assessment
    Description / Table of Contents: 6 Success and Failure of PhD Programmes: An Empirical Study of the Interplay Between Interests, Resources and OrganisationSummary and Conclusions; Appendix Disciplinary Differences in Four Research Fields: The Cases of Astrophysics, Nanoscience and Nanotechnology, Medical Biotechnology, and Economics; Introduction; Appendix A The Research Field of Astrophysics; Appendix B The Research Field of Nanoscience & Nanotechnology; Appendix C The Research Field of Medical Biotechnology; Appendix D The Research Field of Economics; About the Authors; Author Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9139-0
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    Cultural Studies and Environmentalism : The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139293
    Language: English
    Pages: Online-Ressource (XXVIII, 496 p, digital)
    Series Statement: Cultural Studies of Science Education 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DG 9700
    RVK:
    DP 6300
    Keywords: Science Study and teaching ; Environmental law ; Education ; Education ; Science Study and teaching ; Environmental law
    Abstract: As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors` aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us-and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent "ecological crises" to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth`s ecosystems in the context of ecosociocultural theory and participatory democracy alike. "Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education`s intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth." Glen Aikenhead TOC:Forward David T. Sobel and Paige P. Jackins Prologue Michael P. Mueller and Deborah J. Tippins Poetry Arthur J. Stewart Table of Contents ----------- Chapter 1: The Need for Confluence: Why a "River" Runs Through It Deborah J. Tippins and Michael P. Mueller ----Section 1: EcoJustice---- Section Introduction: Nurturing Morally Defensible Environmentalism Michael P. Mueller and Deborah J. Tippins Chapter 2: EcoJustice Education for Science Educators Rebecca A. Martusewicz, John Lupinacci, and Gary Schakenberg Chapter 2a: Toward Awakening Consciousness: A Response to EcoJustice Education and Science Education Michael L. Bentley Chapter 2b: Invoking the Sacred: Reflections on the Implications of EcoJustice for Science Education Maria S. Rivera Maulucci Chapter 3: Local Matters, EcoJustice, and Community Opportunities of Village Life for Teaching Science Wolff-Michael Roth Chapter 3a: Engaging the Environment: Relationships of Demography, EcoJustice, and Science Teacher Education in Response to Wolff-Michael Roth Kurt Love, Teddie Phillipson Mower, and Peter Veronesi Chapter 4: Moral-Ethical Character and Science Education: EcoJustice Ethics through Socioscientific Issues (SSI) Michael P. Mueller and Dana L. Zeidler Chapter 4a: What`s Wrong with Genetic Engineering? Ethics, Socioscientific Issues, and Education Bradley D. Rowe Chapter 4b: Action-Based Science Instruction: Service Learning, Stewardship, and Civic Involvement Jennifer Ponder and Amy Cox-Peterson Chapter 5: Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practices George E. Glasson Chapter 5a: When Elephants Fight, It is the Grass that Suffers Norman Thomson Chapter 5b: Working for Change: Reflections on the Issue of Sustainability and Social Change Ajay Sharma Section Summary: Questions for Copenhagen: EcoJustice Perspectives and Summary Deborah J. Tippins and Michael P. Mueller ----Section 2: Place-Based (Science) Education---- Section Introduction: Place-Based (Science) Education: Something is Happening Here Michiel van Eijck Chapter 6: Educating-Within-Place: Care, Citizen Science, and EcoJustice Doug Karrow and Xavier Fazio Chapter 6a: Invoking the Ontological Realm of Place: A Dialogic Response Jennifer Adams, Sheliza Ibrahim, and Miyoun Lim Chapter 7: A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Education Pauline W.U. Chinn and David D. Maika`i Hana`ike Chapter 7a: Deconstructing Chinn and Hana`ike: Pedagogy through an Indigenous Lens Suzanne L. Stewart Chapter 7b: Critical Pedagogy of Place: A Framework for Understanding Relationships between People in (Contested) Shared Places Sonya N. Martin Chapter 8: River Advocacy: Valuing Complex Systems as the Groundwork for River Relationships Tina Williams Pagan Chapter 8a: Bringing the Invisible to Light: Art as Places for Advocacy Jamie Calkin Chapter 8b: River Advocacy as a Case of/for Novelizing Discourse in Science Education Michiel van Eijck Chapter 9: Implications of Sense of Place and Place-Based Education for Ecological Integrity and Cultural Sustainability in Diverse Places Steve Semken and Elizabeth Brandt Chapter 9a: Responding to Place David B. Zandvliet Chapter 9b: Envisioning Polysemicity: Generating Insights into the Complexity of Place-Based Research within Contested Spaces Christina A. Siry Section Summary: Place-Based Education as a Call from/to Action Michiel van Eijck ----Section 3: Indigenous Knowledge Systems---- Section Introduction: One Hundred Ways to Use a Coconut Jennifer D. Adams Chapter 10: Traditional Ecological Knowledge (TEK), Border Theory and Justice Lyn Carter and Nicolas Walker Chapter 10a: Considering the Consequences of Hybridity: Protecting Traditional Ecological Knowledge from Predation Deborah J. Tippins, June George, and Stacey Britton Chapter 11: On Critical Thinking, Indigenous Knowledge and Raisins Floating in Soda Water Christopher Darius Stonebanks Chapter 11a: Rethinking Models of Collaboration in Critical Pedagogy: A Response to Stonebanks Cory Buxton and Eugene F. Provenzo, Jr. Chapter 12: `What is Ours and What is Not Ours?`: Inclusive Imaginings of Contextualized Mathematics Teacher Education Bal Chandra Luitel and Peter Charles Taylor Chapter 12a: Responding to Glocalisation and Foundationalism in Science and Math Dawn Sutherland and Denise Henning Chapter 13: Australian Torres Strait Islander Students Negotiate Learning Secondary School Science in Standard Australian English: A Tentative Case for also Teaching and Assessing in Creole Philemon Chigeza and Hilary Whitehouse Chapter 13a: Are We Creating the Achievement Gap? Examining How Deficit Mentalities Influence Indigenous Science Curriculum Choices Jennifer Lance Atkinson Chapter 13b: Indigenous Stories: Knowledge is Sometimes Where You Least Expect to Find It Lauren Waukau-Villagomez and Curry S. Malott Section Summary: Ways to a Waterhole Jennifer D. Adams Chapter 14: EcoDemocracy and School Science: How Projects of Confluence Guide the Development of the Ecosociocultural Michael P. Mueller and Deborah J. Tippins Index.
    Description / Table of Contents: Cultural Studies andEnvironmentalism; Preface; Foreword; Contents; Author Biographies; Prologue; Chapter 1: The Need for Confluence: Why a "River" Runs Through It; Part I:EcoJustice; Part II:Place-Based (Science) Education; Part III:Indigenous Knowledge Systems; Name Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3929-3
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    Learning Through Practice : Models, Traditions, Orientations and Approaches (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    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
    RVK:
    CP 5200
    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
    DOI: 10.1007/978-90-481-3939-2
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    International Research Handbook on Values Education and Student Wellbeing (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048186754
    Language: English
    Pages: Online-Ressource (XXX, 870p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DP 6000
    Keywords: Curriculum planning ; Religion and education ; Education ; Education ; Curriculum planning ; Education Philosophy ; Religion and education ; Werterziehung
    Abstract: Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth - elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as `values education` widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to `values` and `wellbeing`. This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person - social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a `values and wellbeing` pedagogy.
    Description / Table of Contents: Preface; Contents; Contributors; Introduction; Part I Values Education: Wellbeing, Curriculum, and Pedagogy; Part II Values Education: Wellbeing and Personal Integrity; Part III Values Education: Wellbeing and Social Engagement; Author Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-8675-4
    URL: Volltext
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    The Inclusion of Environmental Education in Science Teacher Education (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048192229
    Language: English
    Pages: Online-Ressource (XL, 352p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DG 9700
    RVK:
    DN 7000
    RVK:
    DP 4600
    RVK:
    DP 6300
    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching
    Abstract: In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students` work right across the curriculum. TOC:Preface Alec M. Bodzin, Beth Shiner Klein, and Starlin Weaver PART I. INTRODUCTION TO ENVIRONMENTAL EDUCATION Chapter 1. The History and Philosophy of Environmental Education Robert L. Carter and Bora Simmons Chapter 2. Professional Preparation for Science Teachers in Environmental Education James T. McDonald and Lynn A. Dominguez Chapter 3. Approaches to Environmental Education Austin A. Winther, Kim Cleary Sadler, and Gerry Saunders Chapter 4. Environmental Education Within the Early Childhood Linda Plevyak and Amy Mayfield Chapter 5. Environmental Education Service-Learning in Science Teacher Education Teddie Phillipson-Mower and April Dean Adams Chapter 6. Beyond terra firma: Bringing Ocean and Aquatic Sciences to Environmental and Science Teacher Education Diana L. Payne and Timothy D. Zimmerman PART II. ENVIRONMENTAL EDUCATION PEDAGOGY Section 1: Outdoor Learning and Place-Based Environments Chapter 7. Promoting the Use of Outdoor Learning Spaces by K-12 Inservice Science Teachers Through an Outdoor Professional Development Experience Mark A. Bloom, Molly Holden, April T. Sawey, and Molly H. Weinburgh Chapter 8. Integrating Environmental Education Field Trip Pedagogy Into Science Teacher Preparation Bryan Rebar and Larry G. Enochs Chapter 9. "Eeew! There`s Dew On My Toes": Common Characteristics of Preservice Elementary Teacher Learning in Environmental Education and Instructional Strategies for Science Teacher Educators J. William Hug Chapter 10. Name That Plant! Overcoming Plant Blindness and Developing a Sense of Place Using Science and Environmental Education Jennifer Kreps Frisch, Matthew M. Unwin, and Gerald W. Saunders Chapter 11. Place-Based Inquiry: Advancing Environmental Education in Science Teacher Preparation Somnath Sarkar and Richard Frazier Chapter 12. Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center Charles J. Eick, Doyle, E. Keasal, Karni Perez, and Sarah Carrier Chapter 13. Teachers Connecting Urban Students to Their Environment Sherri L. Brown, Nikki L. Votaw, and Thomas R. Tretter Section 2: Instructional Strategies Chapter 14. Exploring Preservice Teachers` Mental Models of the Environment Christine Moseley, Blanche Desjean-Perrotta, Courtney Crim Chapter 15. Pedagogy, Environmental Education, and Context: Promoting Knowledge Through Concept Mapping Barbara A Austin and Nina Schmidt Chapter 16. Unraveling the Scientific, Social, Political and Economic Dimensions of Environmental Issues Through Role-Playing Simulations James G. MaKinster Chapter 17. Exploring Environmental Education Through Eco-feminism: Narratives of Embodiment of Science M.E. Spencer and Sherry E. Nichols Chapter 18. The Value of Non-formal Environmental Education-Based Professional Development in Preservice Science Teacher Preparation Tamara E. Peffer and Alec M. Bodzin Chapter 19. Using Environmental Education Project Curricula with Elementary Preservice Teachers Adele C. Schepige, Patricia D. Morrell, Cindi Smith-Walters, Kim Cleary Sadler, Miriam Munck, and Donna Rainboth Section 3: Technology Chapter 20. Situated Learning in Environmental Education: Using Geospatial Technologies for Preservice Secondary Teachers Rita A. Hagevik, Harriett S. Stubbs, and Diane C. Whitaker Chapter 21. Using Podcasting to Address Nature-Deficit Disorder Beth Shiner Klein and Starlin D. Weaver Chapter 22. Integrating Web-based Activities and Site-based Experiences to Investigate Environmental Issues Alec M. Bodzin
    Description / Table of Contents: The Inclusion of Environmental Educationin Science Teacher Education; Preface; About This Book; What's in the Book?; References; Acknowledgments; Contents; About the Authors; Contributors; Abbreviations; Part IIntroduction To EnvironmentalEducation; The History and Philosophy of Environmental Education; Professional Preparation for Science Teachers in Environmental Education; Approaches to Environmental Education; Environmental Education Within Early Childhood; Environmental Education Service-Learning in Science Teacher Education
    Description / Table of Contents: Beyond Terra firma: Bringing Oceanand Aquatic Sciences to Environmentaland Science Teacher EducationPart IIEnvironmental Education Pedagogy; Promoting the Use of Outdoor Learning Spaces by K-12 Inservice Science Teachers Through an Outdoor Professional Development Experince; Integrating Environmental Education Field Trip Pedagogy into Science Teacher Preparation; "Eeew! There's Dew on My Toes": Common Characteristics of Preservice Elementary Teacher Learning in Environmental Education and Instructional Strategies for Science Teacher Educators
    Description / Table of Contents: Name That Plant! Overcoming Plant Blindness and Developing a Sense of Place Using Science and Environmental EducationPlace-based Inquiry: Advancing Environmental Education in Science Teacher Preparation; Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center; Teachers Connecting Urban Students to their Environment*; Exploring Preservice Teachers' Mental Models of the Environment; Pedagogy, Environmental Education, and Context: Promoting Knowledge Through Concept Mapping
    Description / Table of Contents: Unraveling the Scientific, Social, Political, and Economic Dimensions of Environmental Issues Through Role-Playing SimulationsExploring Environmental Education Through Ecofeminism: Narratives of Embodiment of Science; The Value of Nonformal Environmental Education-Based Professional Development in Preservice Science Teacher Preparation; Using Environmental Education Project Curricula with Elementary Preservice Teachers; Situated Learning in Environmental Education: Using Geospatial Technologies with Preservice Secondary Teachers; Using Podcasting to Address Nature-Deficit Disorder
    Description / Table of Contents: Integrating Web-based Activities and Site-based Experiences to Investigate Environmental IssuesAuthor Index; Subject Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-9222-9
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    Being an Expert Professional Practitioner : The Relational Turn in Expertise (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139699
    Language: English
    Pages: Online-Ressource (XII, 172 p, digital)
    Series Statement: Professional and Practice-based Learning 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Edwards, Anne Being an expert professional practitioner
    Keywords: Expertensystem ; Lernen ; Wissen ; Arbeitsgruppe ; Education ; Education ; Expertise ; Problem solving ; Teams in the workplace
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-3969-9
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    Educational Research - the Ethics and Aesthetics of Statistics (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048198733
    Language: English
    Pages: Online-Ressource (IX, 200p, digital)
    Series Statement: Educational Research 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Educational research: the ethics and aesthetics of statistics
    RVK:
    DF 2500
    Keywords: Education ; Education ; Education Philosophy ; Pädagogik ; Empirische Forschung ; Statistik ; Aufsatzsammlung
    Abstract: Statistics are everywhere. Their power and their undoubted efficacy in many areas have given rise to faith in measurement and metrics. More of them will tell us all that we need to know. Their use carries with it a number of presuppositions: that reality can be satisfactorily represented and that it can be controlled or the risks managed. The papers in this book interpret the ethics and aesthetics of statistics in terms of representation, visualisation and accessibility, focus on the appeal of 'simplicity', of technical languages, numbers, diagrams and pictures, and pay attention to their connection with action plans. The book explores what has made educational researchers dependent on statistics, and deals with their use in areas such as the prevalence of maltreatment of children, European citizenship, well-being and happiness, illegal migrants, and university expansion. There is discussion of how the quest for more and better statistics finds its voice in policy initiatives that become slogans, and how public opinion polls are used to rationalise political decision-making. Can a more limited and modest use be made of statistics which does not deflect attention away from education's core business and which does not destroy the local practical knowledge that on which good education is based? 'Smeyers and Depaepe continue to bring together a significant international group of educational philosophers and historians on topics of importance to researchers. This fifth volume in their series takes up the 'gold standard' use of statistics in case studies not contributed elsewhere. I highly recommend this text to counter a current over-emphasis on technique in research methodology. Use of statistics remains but herein under new, insightful conceptualizations.' Lynda Stone, Philosophy of Education, University of North Carolina at Chapel Hill, USA 'Once again, Depaepe and Smeyers succeeded in bringing together distinguished international and cross-disciplinary scholars exploring very timely and critical issues in current educational research. This is a groundbreaking book on a theme that can't be ignored by educational researchers and those interested in a better understanding of the culture of science and science as culture. Moreover, the present book instigates to study history of educational research, a limited but developing field, and invites reflection to those who are sometimes too reliant on number crunching as a mode of interpretation and rather credulous in the acceptance of institutional records. Frank Simon, Faculty of Psychology and Educational Sciences, Ghent University, Belgium
    Description / Table of Contents: Earlier Volumes in this Series; Contents; 1 Representation or Hard Evidence? The Use of Statistics in Education and Educational Research; 2 The Lure of Statistics for Educational Researchers; 3 Dazzling Statistics? On the University Expansion in Flanders and the Need for Research into the History of Education that Transcends Quantifying Sociology; 4 Child Maltreatment in the Last 50 Years: The Use of Statistics; 5 Constructing Social Unity and Presenting Clear Predictions: The Promise of Public Opinion Pollsters to Measure and Educate Society
    Description / Table of Contents: 6 n = 1: The Science and Art of the Single Case in Educational Research7 To Frame the Unframable: Quantifying Irregular Migrants' Presence; 8 European Citizenship and Evidence-Based Happiness; 9 The Persuasive Power of Figures and the Aesthetics of the Dirty Backyards of Statistics in Educational Research; 10 The Good, the Beautiful and the Literate: Making Statistics Accessible for Action; 11 Statistics and the Inference to the Best Explanation: Living Without Complexity?; 12 Performativity, Statistics and Bloody Words; 13 A Bubble for the Spirit Level: Metricophilia, Rhetoric and Philosophy
    Description / Table of Contents: 14 Calling to AccountAbout the Authors; Author Index; Subject Index
    Description / Table of Contents: Cover13;Contents -- 1 Representation or Hard Evidence? The Use of Statistics in Education and Educational Research -- Note -- References -- 2 The Lure of Statistics for Educational Researchers -- 2.1 The Roots of Quantification -- 2.2 The Adoption of Statistics by Professions -- 2.3 Educational Research as a Soft and Applied Field -- 2.4 One Problem with Quantifying Educational Research: Missing the Point -- 2.5 Another Problem with Quantifying Educational Research: Forcing a Rectangular Grid onto a Spherical World -- References -- 3 Dazzling Statistics? On the University Expansion in Flanders and the Need for Research into the History of Education that Transcends Quantifying Sociology -- 3.1 The Context -- 3.2 Problem Statement -- 3.3 Questions from History on the Use of Statistics in Social Sciences -- 3.3.1 Too General? -- 3.3.2 Too A-Historical? -- 3.3.3 Presentist Pitfalls? -- Notes -- References -- 4 Child Maltreatment in the Last 50 Years: The Use of Statistics -- 4.1 Introduction -- 4.2 Diminution of the Prevalence of Maltreatment of Children? -- 4.3 No Diminution: Studies on the Prevalence of Child Maltreatment as Historical Sources -- 4.4 From Narrow to Broad: The Changing Definition of Child Maltreatment -- 4.5 The Impact of Children's Rights -- 4.6 Aesthetics of Statistics, or, the Appeal of Statistical Mapping for Policy-makers -- 4.7 Conclusion -- References -- 5 Constructing Social Unity and Presenting Clear Predictions: The Promise of Public Opinion Pollsters to Measure and Educate Society -- 5.1 The Creation of National Community: Dewey's and Gallup's Ethical Legitimation of Social Sciences and Polls -- 5.2 An Instrument for Democracy? Polls in the Public and Governmental Sphere -- 5.3 Contradictory Functions of Poll Statistics: Service for Efficient and Rational Government, National Coherence and the Gaining of Political Power -- 5.4 The Suggestive Aesthetics of Charts: The Clearness of Social Coherence or Camps, the Security of Prediction Due to Reliable Observation and Permanent Comparison -- 5.5 The Limits of Polls as an Instrument to Create the Great Communication Community -- 5.6 Conclusion -- Notes -- References -- 6 n = 1: The Science and Art of the Single Case in Educational Research -- 6.1 Quantitative Research Methods and the Predilection for Large Numbers -- 6.2 The Function of the Single Case Within a Quantitative Research Tradition -- 6.3 Different Forms of the Single Case -- 6.4 Generalising from the Single Case? -- 6.5 The Single Case as a Source of Conjecture and Refutation -- 6.6 Relating the Particular to the Particular -- 6.7 The Case as Offering a Vicarious Experience -- 6.8 Case Study: Science or Art? -- 6.9 Historical/Biographical Note -- Notes -- References -- 7 To Frame the Unframable: Quantifying Irregular Migrants' Presence -- 7.1 Introduction -- 7.2 Techniques for Estimating Irregular Migration Numbers -- 7.3 Counting the Uncountable: Some Conceptual Problems -- 7.3.1 Different Definitions, Different People -- 7.3.2 The Homogenisation of Complexity -- 7.4 Does It Make Sense To Say ... -- 7.5 Appendix 1: Methods for Stock Estimates -- 7.5 Appendix 2: Methods for Flow Estimates -- References -- 8 European Citizenship and Evidence-Based Happiness -- 8.1 Introduction -- 8.2 The New Science of Happiness -- 8.3 Beyond GDP -- 8.4 ''Learning to Be Together''; ''Keep on Learning''; ''Learning About Me'' -- 8.5 Conclusion -- References -- 9 T.
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-9873-3
    URL: Volltext
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    Assessment, Learning and Judgement in Higher Education (2009)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402089053
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Keywords: Education ; Educational tests and measurements
    Abstract: "There has been a remarkable growth of interest in the assessment of student learning and its relation to learning processes in higher education over the past ten years. Much of the work has sought to explicate the relationship between assessment and learning, and to provide academics with examples of assessment practices that have been considered as successful in promoting learning as well as judging students' achievements. Other work has provided descriptions and frameworks for assessing what have come to be termed 'learning outcomes'. It is now timely to take stock of some of the critical concepts that underpin our understanding of the relationships between assessment and learning. ""Assessment, Learning and Judgement in Higher Education"" makes a significant contribution to conceptualizing key aspects of assessment that are critical to learning, building on research conducted in the UK and Australia. It focuses on the role of assessment in directing students' study, provides feedback that is acted on by students to improve their work, and helps students to develop the capacity to evaluate the quality of their own work and improve it during its production. The book consists of chapters written by leading assessment scholars. Each chapter provides an in-depth examination of an aspect of the conceptual framework. "
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-8905-3
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    Globalisation, Policy and Comparative Research : Discourses of Globalisation (2009)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402095474
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Globalisation, Comparative Education and Policy Research 5
    DDC: 370.195
    Keywords: Education
    Abstract: This book critically examines the overall interplay between comparative education discourses, globalisation, and education. It draws upon recent studies in relevant areas and explores conceptual frameworks and methodological approaches. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms and schooling globally. Various chapters critique the dominant debates and the newly constructed and re-invented models of neo-liberal ideo
    Description / Table of Contents: 184814_Zajda5_FM.pdf; 184814_Zajda5_01.pdf; 184814_Zajda5_02.pdf; 184814_Zajda5_03.pdf; 184814_Zajda5_04.pdf; 184814_Zajda5_05.pdf; 184814_Zajda5_06.pdf; 184814_Zajda5_07.pdf; 184814_Zajda5_08.pdf; 184814_Zajda5_09.pdf; 184814_Zajda5_10.pdf; 184814_Zajda5_11.pdf; 184814_Zajda5_Name Index.pdf; 184814_Zajda5_Subject Index.pdf
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9547-4
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    Environmental Learning : Insights from research into the student experience (2009)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048129560 , 9789048129553
    Language: English
    Pages: Online-Ressource (X, 147p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DP 6300
    Keywords: Curriculum planning ; Environmental sciences ; Sustainable development ; Education ; Curriculum planning ; Education ; Environmental sciences ; Sustainable development ; Umwelterziehung
    Abstract: Environmental education and education for sustainable development have become features of many countries' formal education systems. To date, however, there have been few attempts to explore what such learning looks and feels like from the perspective of the learners. Based on in-depth empirical studies in school and university classrooms, this book presents rich insights into the complexities and dynamics of students' environmental learning. The authors show how careful analysis of students' environmental learning experiences can provide powerful pointers for future practice, policy and research. Environmental Learning will be a key resource for educators, teacher educators, decision-makers and researchers involved in education and sustainable development.
    Description / Table of Contents: 0000965538.pdf; 0000965530.pdf; Introduction; Education and the Environment; The Role of Learning; The Student Experience; The Evidence Underpinning This Book; Structure of the Book; 0000965531.pdf; What Is Environmental Learning?; Defining Environmental Learning; Box 1 Learning described as Type 1, 2 or 3; Our Framework; Who Is Learning; Where They Are Learning; What They Are Learning; How They Are Learning; Why They Are Learning; Box 2 Examples illustrating variation in the who, where, what, how and why of environmental learning; Summary; 0000965532.pdf; Researching Environmental Learning
    Description / Table of Contents: Environmental Learning - An Emerging Research TopicWays of Researching Environmental Learning; Researching Learners; Box 1 Example of a study focused on 'Researching Learners'; Measuring Outcomes; Box 2 Example of a study focused on 'Measuring Outcomes'; Exploring Processes; Box 3 Example of a study focused on 'Exploring Processes'; Current Knowledge About Environmental Learning in Formal Settings; Learners in Environmental Education; Learning in Environmental Education; Summary; 0000965533.pdf; Lenses for Understanding Environmental Learning; Introducing the Concept of Lenses
    Description / Table of Contents: Introducing the Three LensesAn Exercise in Imagination; Lens 1: Focus on Emotions and Values; Box 1 Hypothetical environmental learning scenario; Lens 2: Focus on Issues To Do with Relevance; Lens 3: Focus on Differing Viewpoints Among Students and Teachers; How the Lenses Came About; Why These Lenses Are Important; The Importance of Values and Emotions; The Importance of Relevance; The Importance of Differing Viewpoints Among Students and Teachers; Summary; 0000965534.pdf; Dealing with Emotions and Values; Introduction; Students' Emotions and Values as Part of the Learning Process
    Description / Table of Contents: Emotional Response to Content - Disengagement and DiversionBox 1 Melanie's disengagement as a result of emotional responses to the subject matter; Students' Values in the Process of Understanding Concepts and Theories; Box 2 Biology students grappling with their feelings about companies; Box 3 Examples of students' emotions and values in learning about the concept of price; Students' Conceptions of Values in Subject and Subject Matter; Scientific Literacy; Values in Environmental Subject Matter; Box 4 Biology students debating the role of values in scientific writing
    Description / Table of Contents: Box 5 Ryan's view on the role of personal opinions in geographyValues in Solutions to Environmental Problems; Box 6 Undergraduate engineers struggling with a lack of discussion about environmental solutions; Summary; 0000965535.pdf; Questioning Relevance; Introduction; Relevance to Learners; Introduction; Relevance to Self in the Present; Box 1 Relevance of environmental learning to Patrik, Sara and Jenny (Lundholm study); Relevance to Self in the Future; Summary; Relevance to Curricular Context; Relevant to Learn About Physical or Human Phenomena; The Case of Matt
    Description / Table of Contents: Other Learners and Contexts
    Note: Includes bibliographical references and index
    DOI: 10.1007/978-90-481-2956-0
    URL: Volltext
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    Rediscovering Apprenticeship : Research Findings of the International Network on Innovative Apprenticeship (INAP) (2009)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048131167
    Language: English
    Pages: Online-Ressource (XX, 175p, digital)
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 11
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Rediscovering apprenticeship
    RVK:
    MS 7750
    Keywords: Educational tests and measurements ; Education ; Education ; Educational tests and measurements
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3116-7
    URL: Volltext
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    Second International Handbook of Educational Change (2009)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048126606
    Language: English
    Pages: Online-Ressource (XXI, 1077p, digital)
    Series Statement: Springer International Handbooks of Education 23
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Second international handbook of educational change ; Part 1
    RVK:
    DB 2000
    Keywords: Curriculum planning ; Education ; Education ; Curriculum planning ; Educational change
    Abstract: The two volumes of the second edition of the International Handbook of Educational Change comprise a totally new, and updated collection of the most critical and cutting-edge ideas in educational change. Written by the most influential thinkers in the field, these volumes cover educational change at both the theoretical and practical levels. The updated handbook remains connected to the classical concerns of the field, such as educational innovation, reform, and change management, and also offers new insights into educational change that have been brought about by social change and shifting contexts of educational reform. Like the first best selling Handbook, this one will also undoubtedly become an essential resource for people involved in all spheres of education, from classroom teachers, teacher leaders and administrators to educational researchers, curriculum developers, and university professors. No other work provides such a wide-ranging and comprehensive examination of the field of educational change.
    Description / Table of Contents: Contents; Introduction: Ten Years of Change; Part I Theories of Change; Part II Systemic Change; Contents; Part III Levels of Change; Part IV Teaching, Learning and Change;
    Note: Description based upon print version of record
    DOI: 10.1007/978-90-481-2660-6
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    Race, Ethnicity and Gender in Education : Cross-Cultural Understandings (2009)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402097393
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Globalisation, comparative education and policy research 6
    DDC: 370.9
    RVK:
    DU 6000
    RVK:
    LB 44000
    RVK:
    LC 57000
    Keywords: Education
    Abstract: This, the sixth volume in Springer's Globalisation, Comparative Education and Policy Research series, presents scholarly research on major discourses of race, ethnicity and gender in education. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation, social justice, equity and access in schooling around the world. The aim of the book is to provide an easily accessible, practical yet scholarly source of information about issues of international concern in the field of globalisation and comparative education. Readers will also find here the very latest thinking on race, ethnicity and gender in the context of global culture. Editors Zajda and Freeman have compiled perspectives on education and policy research that are relevant to progressive pedagogy, social change and transformational educational reforms in the 21st century. The book critically examines the interplay between state, ideology and current discourses of race, ethnicity and gender in the global culture. It draws on recent research in the areas of globalisation, equity, social justice, and the role of the State. The authors also explore conceptual frameworks and methodological approaches that could be applied to research covering the State, globalisation, race, ethnicity and gender, and analyze existing inequalities due to race, ethnicity and gender and resultant social stratification. Finally, the book demonstrates the neo-liberal ideological imperatives of education and policy reform, affecting race, ethnicity and gender, and illustrates the way the relationship between the State and education policy affects current trends in education policy as well as reforms in the fields of race, ethnicity and gender.
    Description / Table of Contents: Preliminary; Part 1 / MAIN TRENDS AND POLICY ISSUES; Globalisation, Transnational Feminism and Educational Justice; Living Together After Apartheid: Assessments of South Africa's Progress, and Roles for Education Programs; Women and Higher Education in Postrevolutionary Iran: Unsettling Policies and Unanticipated Outcomes; When Indigenous and Modern EducationCollide; Power, Language, and Race Relations Within Francophone Communities in Canada; Gender Equity and Women Empowerment in Africa: The Education and Economic Globalization Nexus; Part 2 / CASE STUDIES
    Description / Table of Contents: Poor Women and Community-Based Participation in Literacy Work in IndiaAgainst the Odds: Multiethnic and Multiracial Students Surviving in US Schools; The Construction of Gender Identity: A Semiotic Analysis; Gender Stereotypes, Class Prejudice and Female Warriors in the Depiction of Women in Year 6 Greek Primary School History Textbooks (1970-1983 and 1997-2006); Women Teachers' Emotional Commitment and Involvement: A Universal Professional Feature and Educational Policy; Bridging the Educational Gap: Indigenous and Non-Indigenous Beliefs, Attitudes and Practices in a Remote Australian School
    Description / Table of Contents: Back matter
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-9739-3
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    URL: Volltext
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    Race, Ethnicity and Education in Globalised Times (2008)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 1402064578 , 9781402064579
    Language: English
    Pages: XII, 214 S.
    Edition: Online-Ausg. [S.l.] Ciando Online-Ressource Ciando library
    Parallel Title: Buchausg. u.d.T. Arber, Ruth Race, ethnicity and education in globalised times
    Parallel Title: Online-Ausg. Race, Ethnicity and Education in Globalised Times
    DDC: 305.8
    Keywords: Comparative education ; Education and state ; Education ; Rassenbeziehung ; Globalisierung ; Race relations ; Ethnic relations ; Globalization ; Rassismus ; Bildungspolitik ; Globalisierung
    URL: Volltext
    URL: Cover
    URL: Inhaltsverzeichnis
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    Borderless Knowledge : Understanding the “New” Internationalisation of Research and Higher Education in Norway (2008)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402082832
    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: Higher Education Dynamics 22
    Parallel Title: Druckausg. Borderless knowledge
    DDC: 378.481
    RVK:
    AL 20000
    RVK:
    AL 33900
    RVK:
    AL 62500
    RVK:
    DM 2008
    Keywords: Education ; Education and state ; Education, Higher ; Europe Economic policy ; Labor economics ; Economics ; Research Norway ; Education, Higher Norway ; Universities and colleges Norway ; Education and state Norway ; Business and education Norway ; Institutional cooperation ; International cooperation ; Aufsatzsammlung ; Norwegen ; Hochschulpolitik ; Internationale Kooperation ; Norwegen ; Hochschulbildung ; Globalisierung
    Abstract: Processes of knowledge production and dissemination are increasingly set in an international context. In research and higher education the links between local actors and the international environments are both proliferating and intensifying. Individual level self-organised international collaboration is increasingly supplemented by national and supranational organised activities, and by market oriented activity with a global scope. Starting from these observations, this book analyses patterns of internationalisation comprising the national and supranational level, the level of higher education
    Description / Table of Contents: CONTENTS; 1 The Internationalisation of Research and Higher Education; 2 The Many Ways of Internationalisation; 3 All Cosmopolitans Now?; 4 Internationalisation of Industrial R&D; 5 Career Impacts of Student Mobility; 6 Justifications and Drivers; 7 Translation of Globalisation and Regionalisation in NordicCooperation in Higher Education; 8 The Internationalisation of National Knowledge Policies; 9 Crossing the Borders; Author Index; Subject Index
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-8283-2
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    Teaching Africa : Towards a Transgressive Pedagogy (2008)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402057700
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Explorations of Educational Purpose 9
    DDC: 370.71/16
    Keywords: Education ; Philosophy, modern ; Philosophy (General)
    Abstract: Written from the perspective of a knowledge base and educational practice that are both African-centred, this volume uses a discursive pedagogy that is anti-colonial in origin. It theorizes colonial - and re-colonial - relations and the implications of imperial structures on knowledge production and use, the understanding of indigenousness, and the pursuit of agency, resistance and subjective politics. Using a refined definition of colonial, less as 'foreign' or 'alien' but more 'imposed and dominating', the author shows us how colonialism is domesticated and how those who have been oppressed by dominant/hegemonic discourses may find it difficult to step out of them, let alone challenge or resist them. The book is a call for a critical interrogation of dominant knowledge about Africa in order to help the contemporary learner come to grips with the challenges and possibilities of knowing about the African world and the African human condition. The author's anti-colonial discursive platform addresses distorted Eurocentric views of Africa, raises ontological and epistemological questions about teaching methods and methodologies relating to Africa, and highlights knowledge indigenous to Africa. At the same time, it shows what the rest of the world can learn from this knowledge.
    Description / Table of Contents: Foreword; Acknowledgements; Contents; Introduction; 1 History as Tool of Colonialism; 2 Teaching and Learning African History; 3 The Study of Africa and the African Experience: The Challenge and Possibilities of an Integrative Theory; 4 Theorizing Africa Beyond Its Boundaries; 5 Teaching Africa: ``Development'' and Decolonization; 6 Reclaiming Development Through Indigenity and Indigenous Knowledge; 7 Indigenous Knowledge Any One? Pedagogical Possibilities for Anti-colonial Education; 8 Politicizing the Contemporary Learner: Implications for African Schooling and Education
    Description / Table of Contents: 9 Looking to the Future African-Centred Schooling in Action: Applying Development Discourse to Sustainability, Community Empowerment, and Health AwarenessIndex;
    Note: Description based upon print version of record
    DOI: 10.1007/978-1-4020-5771-7
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    Comparative Education Research : Approaches and Methods (2007)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402061899
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: CERC Studies in Comparative Education 19
    DDC: 370.9072
    RVK:
    DF 2500
    RVK:
    DV 3000
    Keywords: Education ; Comparative education ; Social sciences Methodology ; Humanities ; Aufsatzsammlung ; Vergleichende Erziehungswissenschaft
    Abstract: Approaches and methods in comparative education research are of obvious importance, but do not always receive adequate attention. This book contributes new insights within the longstanding traditions of the field. A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and
    Description / Table of Contents: FM.pdf; Ch 1-7.pdf; Ch 8-16.pdf; Contri.pdf; Biblio.pdf;
    Note: Description based upon print version of record
    DOI: 10.1007/978-1-4020-6189-9
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    The Governance of British Higher Education : The Struggle for Policy Control (2007)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402055539
    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: 379.12140941
    RVK:
    DI 1004
    Keywords: Education ; Education and state ; Education, Higher ; Großbritannien ; Hochschule ; Bildungspolitik
    Abstract: How has the system of governance changed? Do British higher education institutions still exercise autonomous control over their development? In this book, these questions are pursued through a three-pronged strategy. This book will have lessons for those examining higher education on a comparative/international basis. It is a serious piece of analysis i.e. it is purposefully non-polemical, and it is well-written, non-jargonised and accessible.
    Abstract: How has the system of governance changed? Do British higher education institutions still exercise autonomous control over their development as was widely believed to be the case but a few years ago? These questions are pursued through a three-pronged strategy. Firstly, to examine the institutional changes which have occurred since the 1988 Education Reform and the emergence of the funding council model of governance. In particular, we want to know how the various institutional actors - the higher education institutions, the government departments and the funding councils - interact with one another to shape policy outcomes. Secondly, to explore the political context within which these institutional actors have to work. This means examining the role of the political parties, policy networks and the parliamentary forces all of which have a major stake in influencing the direction of higher education policy. This section of the book incorporates the move towards political devolution in the United Kingdom and examines what is different, and what is similar, about higher education policy-making in Scotland and Wales in comparison to England. Thirdly, the book observes the process of policy-making and change in relation to critical issues: the funding of higher education, the research assessment exercises, the quality assurance regime, and the widening participation agenda. In effect it examines policy-making in action.
    Description / Table of Contents: Table of Contents; Acknowledgements; Understanding Change and Interpreting Modes of Governance; Setting the Scene; The State and The Governance of Higher Education: Contextualising The Changing Relationship; From the UGC and NAB to the Funding Council Model of Governance; State Power: Convergence and Fragmentation; Devolution and the Governance of British Higher Education; Shaping Policy; The Role of the Political Parties; Parliament as a Marginal Player?; The Policy Community and Policy Networks in British Higher Education; The Politics of Higher Education in Action
    Description / Table of Contents: Continuity and Change in the Funding of British Higher EducationThe Politics of Quality Assurance; The Rae: The Elusive search for Selectivity and Consensus; The Politics of Access: Higher Education and Social Engineering; Institutional Autonomy in the Age of Mass Higher Education; Who Has the Power?; Acronyms; References; Index
    Note: Includes bibliographical references (p. 241-250) and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-5553-9
    URL: Volltext  (lizenzpflichtig)
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  • 141
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    Computers and Education : E-learning, From Theory to Practice (2007)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402049149
    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: 004
    RVK:
    DP 2600
    Keywords: Computer Science ; Education ; Aufsatzsammlung ; E-Learning
    Abstract: Miguel Angel Vega-R
    Abstract: This book contains a selection of contributions presenting the latest research in the field of Computers in Education and, more specifically, in E-Learning. The topics covered range from proposals regarding the newest "de facto" standards in E-Learning - such as IMS Learning Design - to the more practical aspects of the design, i.e. implementations and the actual application of educational tools in real settings. The volume reflects the diverse scenario of the application of computers
    Description / Table of Contents: Front Matter; A History of E-Learning; .Lrn: E-Learning Inside and Outside The Classroom; Educational Modeling Languages; Representing Adaptive and Adaptable Units of Learning; SchoolsensesInternet; Design and Development of Digital Educational Content; Applying Semantic Techniques to Integrate Electronic Course Catalogues; Tele-Education of the Instruction Dynamic Scheduling Using a Web Simulator; Universalizing Chasqui Repositories with a Flexible Importation / Exportation System; An Approach for Modelling Interactive and Collaborative Aspects in CSCL Systems
    Description / Table of Contents: Skc: Measuring the Users Interaction IntensitySwad: Web System for Education Support; Towards the Everyday Computing in the Classroom Through Rfid; Using Java and C# for Educational Simulators: The Case of Simple-2; Iterative Design of Learning Processes; Design by Contract-Based Selection and Composition of Learning Objects; Online Evaluation at Higher and Secondary Education; Game Implementation: An Interesting Strategy to Teach Genetic Algorithms; Instructional Theories to Model Educational Content: A Case Study; Back Matter
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4020-4914-9
    URL: Volltext  (lizenzpflichtig)
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  • 142
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    Challenges and Negotiations for Women in Higher Education (2007)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402061103
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Lifelong Learning Book Series 9
    DDC: 378.19822
    Keywords: Education ; Education and state ; Education, Higher ; Aufsatzsammlung ; Hochschule ; Frau ; Hochschulbildung ; Lebenslanges Lernen
    Abstract: There is much ambivalence in women's experience of the academy as teachers and students. Although today many more women follow academic careers than in the past, they do not find the welcome that they had hoped for and expected. Additionally, women students find that whilst they can now enter through the doors of universities, academic space remains embedded in structures and cultures of gender and social class. This book is a clear and accessible exploration of lifelong learning and educational opportunities for women in higher education. It has been developed from work undertaken by members
    Description / Table of Contents: Introduction.pdf; Introduction to section 1.pdf; chapter 01.pdf; chapter 02.pdf; chapter 03.pdf; Introduction to section 2.pdf; chapter 04.pdf; chapter 05.pdf; chapter 06.pdf; chapter 07.pdf; Introduction to section 3.pdf; chapter 08.pdf; chapter 09.pdf; chapter 10.pdf; chapter 11.pdf; chapter 12.pdf;
    Note: Description based upon print version of record
    DOI: 10.1007/978-1-4020-6110-3
    URL: Volltext  (lizenzpflichtig)
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  • 143
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    The Missing Links in Teacher Education Design : Developing a Multi-linked Conceptual Framework (2005)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402033469
    Language: English
    Pages: Online-Ressource (XXII, 303 p, digital)
    Series Statement: Self Study of Teaching and Teacher Education Practices 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DN 7000
    Keywords: Teachers Training of ; Education ; Education ; Teachers Training of ; Aufsatzsammlung ; Lehrerbildung
    Abstract: Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum; theory-practice links between school and university settings; social-cultural links among the participants; and personal links that shape the identity of teacher educators.
    Abstract: Why do many beginning teachers not cope with the reality of schools? Why do beginning teachers often revert to conventional teaching methods when they hit the classroom? Why do 30% of new teachers leave in the first five years? At the beginning of the 21st Century we need a better way of educating preservice students by using a program design that mirrors how to best learn about teaching and portrays it as a complex profession.This book does not promote one particular teacher education design, but rather how to think about it. Key to such thinking is considering teacher education design as a combination of links, not independent elements to promote quality learning by preservice teachers. The four key links considered in this book include conceptual links across the university curriculum, theory-practice links between school and university settings, social-cultural links amongst the participants and personal links that shape the identity of teacher educators. Collectively, these are the missing links of teacher education design.
    Note: Includes index
    DOI: 10.1007/1-4020-3346-X
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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