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  • Online Resource  (32)
  • 2000-2004  (32)
  • USA  (29)
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  • Education  (20)
  • Philosophy  (12)
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  • 1
    Online Resource
    Online Resource
    Boulder, Colo : L. Rienner Publishers
    ISBN: 9781588269218 , 1588269213
    Language: English
    Pages: Online Ressource (xii, 161 pages) , illustrations
    Parallel Title: Print version Borrowing inequality
    DDC: 378.362
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    Keywords: Student loans United States ; Discrimination in higher education United States ; Prêts d'études États-Unis ; Discrimination dans l'enseignement supérieur États-Unis ; United States ; USA ; Student loans ; Discrimination in higher education ; Student loans ; Discrimination in higher education ; STUDY AIDS ; Financial Aid ; Discrimination in higher education ; Student loans ; Bildung ; Chancengleichheit ; Diskriminierung ; United States ; USA ; Electronic books ; Electronic books
    Abstract: "Drawing on a national study of student borrowing patterns, Derek Price finds that racial and ethnic minorities and low-income students are not only more likely to borrow than their white and upper-income peers, they also are less likely to graduate from high-status institutions and go on to graduate school
    Abstract: In addition, current loan programs can burden student borrowers in that their career opportunities are restricted, in effect perpetuating the very patterns of inequality that the programs were intended a alleviate. While the graduates' prospects clearly are higher than they would have been without higher education, the structural pattern of inequality continues to reflect race, ethnic, gender, and class characteristics
    Abstract: In addition, current loan programs can burden student borrowers in that their career opportunities are restricted, in effect perpetuating the very patterns of inequality that the programs were intended a alleviate. While the graduates' prospects clearly are higher than they would have been without higher education, the structural pattern of inequality continues to reflect race, ethnic, gender, and class characteristics
    Description / Table of Contents: IntroductionHigher education and the reproduction of social inequality -- The promise of higher education and the reality of student debt -- Educational attainment: The effects of public policy and student borrowing -- The educational debt burden among college-educated workers -- Educational debt and economic class reproduction -- Renewing the promise: Innovative policies to improve higher education opportunity -- Appendix A-E -- Index
    Note: Includes bibliographical references (pages 139-151) and index. - Print version record
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  • 2
    Online Resource
    Online Resource
    Lincoln : University of Nebraska Press
    ISBN: 0803203438 , 9780803203433
    Language: English
    Pages: 1 Online-Ressource (xviii, 282 pages)
    Series Statement: Critical studies in the history of anthropology
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 301/.092
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    Keywords: White, Leslie A. / 1900-1975 ; White, Leslie A. ; White, Leslie A. / 1900-1975 ; White, Leslie A. ; White, Leslie A. ; Geschichte 1900-1975 ; Geschichte 1900-1975 ; Anthropologues / États-Unis / Biographies ; Évolution sociale / États-Unis / Philosophie ; Anthropologie marxiste ; Culture / Philosophie ; BIOGRAPHY & AUTOBIOGRAPHY / Social Scientists & Psychologists ; SOCIAL SCIENCE / Regional Studies ; SOCIAL SCIENCE / Anthropology / General ; Cultureel antropologen ; Anthropologie ; Anthropologists ; Culture / Philosophy ; Marxist anthropology ; Social evolution / Philosophy ; Philosophie ; Anthropologists Biography ; Social evolution Philosophy ; Marxist anthropology ; Culture Philosophy ; Anthropologie ; Ethnologie ; Geschichte ; USA ; USA ; Biografie ; USA ; Anthropologie ; Geschichte 1900-1975 ; USA ; Ethnologie ; Geschichte ; White, Leslie A. 1900-1975
    Note: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002 , Includes bibliographical references (pages 249-277) and index , Early life and formative experiences -- Fieldwork in the southwest -- The Socialist Labor Party and socialist evolutionary theory -- Evolutionary theory for American anthropologists -- Academic and political threats -- White presses needlessly on -- Personal turmoil and professional influence
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  • 3
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press | Ann Arbor, Michigan : ProQuest
    ISBN: 9780511210679
    Language: English
    Pages: 1 Online-Ressource (328 pages)
    DDC: 305.89607300922
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    Keywords: Schwarze ; Intellektueller ; Philosophie ; Politisches Denken ; Konfliktlösung ; USA ; Biographie
    Abstract: Essays that focus on the complexity of the thought of five major African-American intellectuals.
    Note: Description based on publisher supplied metadata and other sources
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  • 4
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press | Ann Arbor, Michigan : ProQuest
    ISBN: 9780511211546
    Language: English
    Pages: 1 Online-Ressource (299 pages)
    DDC: 305.51309
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    Keywords: Familienerziehung ; Mittelstand ; Berufsaussicht ; Kind ; Berufswahl ; Eltern ; Unterstützung ; Großbritannien ; USA ; Interview
    Abstract: Explores how parents seek to increase their children's chances of educational success and occupational advancement.
    Note: Description based on publisher supplied metadata and other sources
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  • 5
    Online Resource
    Online Resource
    Cary : Oxford University Press | Ann Arbor, Michigan : ProQuest
    ISBN: 9780198038627
    Language: English
    Pages: 1 Online-Ressource (281 pages)
    DDC: 305.242
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    Keywords: Jugend ; USA
    Note: Description based on publisher supplied metadata and other sources
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  • 6
    Online Resource
    Online Resource
    Florence : Taylor and Francis | Ann Arbor, Michigan : ProQuest
    ISBN: 9780203499719
    Language: English
    Pages: 1 Online-Ressource (296 pages)
    Edition: 1st ed.
    DDC: 305.809073
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    Keywords: Ethnische Beziehungen ; Philosophie ; USA ; Aufsatzsammlung ; Aufsatzsammlung
    Abstract: First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
    Note: Description based on publisher supplied metadata and other sources
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  • 7
    Online Resource
    Online Resource
    Santa Monica, CA : Rand
    ISBN: 9780833033901 , 0833036157 , 9781282451360 , 1282451367 , 9780833036155 , 0833033905
    Language: English
    Pages: 1 Online-Ressource (xxiv, 155 pages)
    Edition: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    Parallel Title: Print version Focus on the wonder years
    DDC: 373.236
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    Keywords: Middle schools ; Middle school education ; Middle schools ; Middle school education ; EDUCATION ; Secondary ; EDUCATION ; Educational Policy & Reform ; General ; Middle school education ; Middle schools ; Middle school ; Education ; Social Sciences ; Theory & Practice of Education ; USA ; United States ; Electronic books ; Electronic books
    Abstract: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home
    Abstract: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home
    Note: "Prepared for the Edna McConnell Clark Foundation , "RAND Education , Errata slip included , Includes bibliographical references (pages 137-155) , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
    URL: Volltext  (kostenfrei)
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  • 8
    ISBN: 0511210671 , 0521828260
    Language: English
    Pages: xviii, 308 p
    Parallel Title: Erscheint auch als
    DDC: 305.89607300922
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    Keywords: Douglass, Frederick Political and social views ; Crummell, Alexander Political and social views ; Washington, Booker T. Political and social views ; Du Bois, W. E. B. Political and social views ; Garvey, Marcus Political and social views ; Geschichte 1900-2000 ; Geschichte 1800-1900 ; Geschichte 1800-1970 ; Philosophie ; Schwarze. USA ; African Americans Intellectual life 19th century ; African Americans Intellectual life 20th century ; Conflict management Philosophy ; African American intellectuals Biography ; African American political activists Biography ; Geistesleben ; Schwarze ; USA ; USA ; Biografie ; USA ; Schwarze ; Geistesleben ; Geschichte 1800-1970
    Note: Includes bibliographical references and index
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  • 9
    ISBN: 0511214251 , 0511216041 , 0511606710 , 9780511214257 , 9780511216046 , 9780511606717
    Language: English
    Pages: 1 Online-Ressource (xviii, 308 pages)
    Parallel Title: Erscheint auch als Moses, Wilson Jeremiah, 1942- Creative conflict in African American thought
    DDC: 305.896/073/00922
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    Keywords: Douglass, Frederick Political and social views ; Crummell, Alexander Political and social views ; Washington, Booker T Political and social views ; Du Bois, W. E. B Political and social views ; Garvey, Marcus Political and social views ; Crummell, Alexander ; Washington, Booker T ; Du Bois, W.E.B ; Garvey, Marcus Mosiah ; Crummell, Alexander ; Douglass, Frederick ; Du Bois, W. E. B ; Garvey, Marcus ; Washington, Booker T ; Douglass, Frederick ; African Americans Intellectual life 20th century ; Conflict management Philosophy ; African American intellectuals Biography ; African American political activists Biography ; African Americans Intellectual life 19th century ; African American political activists ; African Americans ; Intellectual life ; Conflict management ; Philosophy ; Political and social views ; Geistesleben ; Schwarze ; SOCIAL SCIENCE ; Ethnic Studies ; African American Studies ; African American intellectuals ; Biographies ; USA ; USA ; Schwarze ; United States ; Biografie ; Biografie ; Biographie
    Abstract: Building upon his previous work and using Richard Hofstadter's The American Political Tradition as a model, Professor Moses has revised and brought together in this book essays that focus on the complexity of, and contradictions in, the thought of five major African-American intellectuals: Frederick Douglass, Alexander Crummell, Booker T. Washington, W.E.B. DuBois and Marcus M. Garvey. In doing so, he challenges both popular and scholarly conceptions of them as villains or heroes. In analyzing the intellectual struggles and contradictions of these five dominant personalities with regard to individual morality and collective reform, Professor Moses shows how they contributed to strategies for black improvement and puts them within the context of other currents of American thought, including Jeffersonian and Jacksonian democracy, Social Darwinism, and progressivism
    Abstract: Preface : struggle, challenge, and history -- Introduction : reality and contradiction -- Frederick Douglass : superstar and public intellectual -- Where honor is due : Frederick Douglass and representative Black man -- Writing freely? : Frederick Douglass and the constraints of racialized writing -- Alexander Crummell and stoic African elitism -- Alexander Crummell and Southern Reconstruction -- Crummell, hero worship, Du Bois, and presentism -- Booker T. Washington and the meanings of progress -- Protestant ethic versus conspicuous consumption -- W.E.B. Du Bois on religion and art : dynamic contradictions and multiple consciousness -- Angel of light and darkness : Du Bois and the meaning of democracy -- Du Bois and progressivism : the anticapitalist as elitist -- The birth of tragedy : Garvey's heroic struggles -- Becoming history : Garvey and the genius of his age -- Rescuing heroes from their admirers : heroic proportions imply brobdingnagian blemishes.
    Note: Includes bibliographical references and index
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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  • 10
    Online Resource
    Online Resource
    New Brunswick : Rutgers University Press | Ann Arbor, Michigan : ProQuest
    ISBN: 9780813547039
    Language: English
    Pages: 1 Online-Ressource (261 pages)
    Edition: 1st ed.
    DDC: 306.43
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    Keywords: Schule ; Rassendiskriminierung ; USA
    Abstract: Race in the Schoolyard takes us to a place most of us seldom get to see in action+ our children's classrooms+ and reveals the lessons about race that are communicated there.
    Note: Description based on publisher supplied metadata and other sources
    URL: Cover
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 11
    Online Resource
    Online Resource
    London : Taylor and Francis | Ann Arbor, Michigan : ProQuest
    ISBN: 9780203204245
    Language: English
    Pages: 1 Online-Ressource (227 pages)
    Edition: 1st ed.
    DDC: 305.4201
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    Keywords: Frauenemanzipation ; Ich-Identität ; Feminismus ; Identität ; USA
    Abstract: What does the politics of the self mean for a politics of liberation? Morwenna Griffiths argues that mainstream philosophy, particularly the anglo-analytic tradition, needs to tackle the issues of the self, identity, autonomy and self creation. Although identity has been a central concern of feminist thought it has in the main been excluded from philosophical analysis. Feminisms and the Self is both a critique and a construction of feminist philosophy. After the powerful challenges that postmodernism and poststructuralism posed to liberation movements like feminism, Griffiths book is an original and timely contribution to current debate surrounding the notion of identity and subjectivity.
    Note: Description based on publisher supplied metadata and other sources
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  • 12
    Online Resource
    Online Resource
    Frankfurt am Main [u.a.] : Campus-Verl.
    ISBN: 9783593416090 , 9783593400464
    Language: German
    Pages: Online Ressource (162 S. = 645 kB)
    Series Statement: Campus-Einführungen
    Series Statement: Campus Einführungen
    Parallel Title: Print version Judith Butler
    DDC: 305.4201
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    Keywords: Soziologie ; Feminismus ; USA ; Körper ; Diskurs ; Dekonstruktion ; Subjekt ; Performanz ; Normativität ; Geschlechterforschung ; Electronic books ; Einführung ; Butler, Judith 1956-
    Abstract: Long description: Judith Butler hat in jüngster Zeit für viel Aufsehen gesorgt, in den Universitäten wie auch in den Feuilletons. 1991 erschien ihr viel diskutiertes Buch Das Unbehagen der Geschlechter mit der provokanten These, das Geschlecht sei biologisch nicht zu definieren. Heute gilt Butler als Begründerin der Queer Theory. Diese Einführung stellt Butlers Werk in den Kontext der zeitgenössischen Diskussionen, geht auf die internationale Rezeption ein und hilft, die abstrakte Sprache der Philosophin zu entschlüsseln.
    Abstract: Long description: Judith Butler hat in jüngster Zeit für viel Aufsehen gesorgt, in den Universitäten wie auch in den Feuilletons. 1991 erschien ihr viel diskutiertes Buch Das Unbehagen der Geschlechter mit der provokanten These, das Geschlecht sei biologisch nicht zu definieren. Heute gilt Butler als Begründerin der Queer Theory. Diese Einführung stellt Butlers Werk in den Kontext der zeitgenössischen Diskussionen, geht auf die internationale Rezeption ein und hilft, die abstrakte Sprache der Philosophin zu entschlüsseln.
    Abstract: Biographical note: Paula-Irene Villa, Dr. rer. soc., ist wissenschaftliche Assistentin am Institut für Soziologie der Universität Hannover.
    Abstract: Review quote: 2003-07-01, Emma, "Leichter zu lesen und zu verstehen als das Original."
    Abstract: Review quote: 2004-02-01, an.schläge, "Irene-Paula Villa hat Butlers wichtigste Theorien in einem handlichen Büchlein zusammengefasst und das Unmögliche geschafft: Es ist lesbar und verständlich."
    Abstract: Review quote: 2005-01-15, Wissenschaftlicher Literaturanzeiger, "Dieser Band wird dem Anspruch einer Einführung auf allen Ebenen gerecht. Die konzise und prägnante Darstellung ist gerade für Neulinge in Butlers Theoriekonzeptionen eine lohnenswerte und überaus preiswerte Anschaffung. Positiv hervorzuheben ist Villas produktiv differenzierte Darstellung einer bisher eher einseitig betrachteten Theoretikerin."
    Abstract: Long description: Judith Butler hat in jüngster Zeit für viel Aufsehen gesorgt, in den Universitäten wie auch in den Feuilletons. 1991 erschien ihr viel diskutiertes Buch Das Unbehagen der Geschlechter mit der provokanten These, das Geschlecht sei biologisch nicht zu definieren. Heute gilt Butler als Begründerin der Queer Theory. Diese Einführung stellt Butlers Werk in den Kontext der zeitgenössischen Diskussionen, geht auf die internationale Rezeption ein und hilft, die abstrakte Sprache der Philosophin zu entschlüsseln.
    Abstract: Long description: Judith Butler hat in jüngster Zeit für viel Aufsehen gesorgt, in den Universitäten wie auch in den Feuilletons. 1991 erschien ihr viel diskutiertes Buch Das Unbehagen der Geschlechter mit der provokanten These, das Geschlecht sei biologisch nicht zu definieren. Heute gilt Butler als Begründerin der Queer Theory. Diese Einführung stellt Butlers Werk in den Kontext der zeitgenössischen Diskussionen, geht auf die internationale Rezeption ein und hilft, die abstrakte Sprache der Philosophin zu entschlüsseln.
    Abstract: Biographical note: Paula-Irene Villa, Dr. rer. soc., ist wissenschaftliche Assistentin am Institut für Soziologie der Universität Hannover.
    Abstract: Review quote: 2003-07-01, Emma, "Leichter zu lesen und zu verstehen als das Original."
    Abstract: Review quote: 2004-02-01, an.schläge, "Irene-Paula Villa hat Butlers wichtigste Theorien in einem handlichen Büchlein zusammengefasst und das Unmögliche geschafft: Es ist lesbar und verständlich."
    Abstract: Review quote: 2005-01-15, Wissenschaftlicher Literaturanzeiger, "Dieser Band wird dem Anspruch einer Einführung auf allen Ebenen gerecht. Die konzise und prägnante Darstellung ist gerade für Neulinge in Butlers Theoriekonzeptionen eine lohnenswerte und überaus preiswerte Anschaffung. Positiv hervorzuheben ist Villas produktiv differenzierte Darstellung einer bisher eher einseitig betrachteten Theoretikerin."
    Abstract: Excerpt from book: Einleitung -- Kaum eine andere Autorin hat in der gegenwärtigen feministischen Theorie für so viel Aufsehen gesorgt wie Judith Butler. Und kaum eine andere Theoretikerin zu Geschlechterfragen war und ist derart umstritten. Ihr 1991 im Deutschen erschienenes Buch Das Unbehagen der Geschlechter hat tatsächlich ein gehöriges Unbehagen ausgelöst, sowohl innerhalb der Frauen- und Geschlechterforschung und in Teilen der politischen Philosophie als auch in der feministischen Öffentlichkeit. Butler gilt als Begründerin der »Queer Theory«, sie steht für den linguistic turn der Frauen- und Geschlechterforschung, und sie hat -- wie sich zeigen wird, nicht ganz zu Recht -- den Ruf einer typisch »postmodernen« Autorin. Judith Butler wurde im deutschsprachigen Raum zwar sofort nach Erscheinen ihres ersten deutschsprachigen Buches breit rezipiert (was keineswegs selbstverständlich ist) --, sie wurde dabei allerdings zunächst mit Skepsis, ja mit Ablehnung bedacht. Geradezu erbost reagierten manche gestandenen Wissenschaftlerinnen auf ihr Erscheinen auf der feministischen Bühne. Davon zeugen die ersten Auseinandersetzungen um 1993, etwa Carol Hagemann-Whites Feststellung, bei Gender Trouble (so der Originaltitel) handele es sich um ein »höchst oberflächliches und ärgerliches Buch« (Hagemann-White 1993, 69). -- Neben solchen Verärgerungen über die inhaltlichen Setzungen Butlers fanden und finden sich immer wieder zynische bis verzweifelte Klagen über ihren Stil. Rezensionen ihrer Bücher und ihrer Vorträge in den Feuilletons deutscher Tageszeitungen -- aber auch Bemerkungen mancher Kollegen und Kolleginnen an den Universitäten -- betonen immer wieder die schwer zugängliche Sprache von Judith Butler. Eine auch international viel beachtete Kritik der US-amerikanischen Philosophin Martha Nussbaum (1999) warf Butler unter anderem eine vernebelnde, hohle Sprache vor. Nicht zuletzt schrecken Studierende vor ihrem philosophisch-abstrakten Stil zurück -- auch wenn Butler gerade unter diesen ihre wohl größte »Fan-Gemeinde« hat. Die vorliegende Einführung will diese Frustrationen ernst nehmen und versuchen, die komplexen, interdisziplinären Ausführungen von Butler in eine zugänglichere Form zu »übersetzen«. Zugleich soll die Autorin aber auch anhand ihrer Sprache vorgestellt werden. Beispielsweise -- hilft es zu wissen, dass Butler sehr häufig Fragesätze als rhetorisches Mittel einsetzt, um die eigene Position im Kontext theoretischer Debatten zu markieren. So kommt es auch darauf an, sich mit gutem Willen in Butlers Texte einzulesen, um sie zu verstehen. Wie bei vielen anderen einflussreichen Autorinnen und Autoren in der sozial- und geisteswissenschaftlichen Theorie bedarf es einer gewissen Vorbildung ebenso wie einer gewissen Ausdauer, sich ihnen zu nähern. -- Ein weiterer Punkt, der die Butler-Lektüre erschwert, ist ihre Disziplinen übergreifende Ausrichtung und Rezeption: Judith Butler ist von Hause aus Sprachphilosophin und lehrt als Professorin für Rhetorik und Literaturwissenschaft an der University of California in Berkeley. Doch leben ihre Überlegungen vom produktiven Blick über den disziplinären Tellerrand, das heißt, sie greift im besonderen Maße auf Beiträge und Debatten anderer Disziplinen zurück. Psychoanalyse, Philosophie, Sprachtheorie, Geschichte und Sozialwissenschaften, Medientheorie sowie lesbische und feministische Theorien spielen in Butlers Texten eine so wichtige Rolle, dass sie auch in all diesen Disziplinen rezipiert werden -- was die Leser ihrerseits nötigt, sich interdisziplinär fortzubilden. Soziologinnen und Soziologen sind -- möglicherweise psychoanalytische oder subjektphilosophische Terminologien nicht vertraut, und diese wirken sich entsprechend als anstrengende Hürden bei der Lektüre aus. -- Literaturwissenschaftler werden womöglich bei den politiktheoretischen Ausführungen von Butler das entsprechende Buch genervt beiseite legen, und manche Feministin, die sich Impulse für ihre Praxis erhoffte, gibt bei den diffizilen Überlegungen zur Subjekttheorie -- resigniert auf. Positiv lassen sich diese Erfahrungen aber wenden als undramatische Effekte partikularer Lesarten einer ungemein vielseitigen und entsprechend breit rezipierten Autorin. Anders gesagt: Man muss zwar nicht alle Feinheiten aller Aspekte des -- Butlerschen uvres nachvollziehen, um sie in Teilen zu verstehen. Doch sollte man sich auf möglicherweise zunächst fremde (und befremdliche) Begriffe und Argumentationen einlassen wollen. Es lohnt sich. Und es ist machbar.
    Description / Table of Contents: SiglenEinleitung1 Alles nur Text? Diskurs und Sprache bei Butler2 Postsouveräne Subjekte -- Butlers Subjekttheorie3 Intelligible Geschlechter4 Materielle Körper5 Queer Politics -- Butler als politische Philosophin6 Rezeption und WirkungLiteraturGlossarBiografische Daten
    Description / Table of Contents: Literatur- und URL-Verz. S. 151 - 157
    Note: Description based upon print version of record
    URL: Cover
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  • 13
    Online Resource
    Online Resource
    Buckingham : Open University Press
    ISBN: 033521102X , 0335227368 , 1280947543 , 9780335227365 , 9781280947544
    Language: English
    Pages: 1 Online-Ressource (xiv, 282 p.)
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 306.43
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    Keywords: Education / Europe ; Élèves du secondaire / Europe ; Éducation / Europe / Études transculturelles ; SOCIAL SCIENCE / Anthropology / Cultural ; POLITICAL SCIENCE / Public Policy / Cultural Policy ; SOCIAL SCIENCE / Popular Culture ; Voortgezet onderwijs ; Leren ; Onderwijssociologie ; Wetenschappelijke technieken ; Interculturele vergelijkingen (vorm) ; Internationaler Vergleich ; Schule ; Education ; Students ; Erziehung ; Wissenschaftliches Arbeiten ; Students ; Education Cross-cultural studies ; Internationaler Vergleich ; Schule ; Europa ; Frankreich ; Europa ; Großbritannien ; Dänemark ; Großbritannien ; Schule ; Frankreich ; Dänemark ; Internationaler Vergleich ; Europa ; Schule ; Internationaler Vergleich
    Note: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002 , Includes bibliographical references (p. 269-276) and index , This fascinating volume compares the experience of young learners in England, France and Denmark in order to examine the relationship between national educational cultures, individual biographies and classroom practices in creating the context for learning. It explores how secondary schools in three very different education systems work to develop the aptitudes and attitudes conducive to lifelong learning in conditions of complexity, uncertainty and multiple change. By drawing upon a rich data-set including questionnaires, individual and group interviews and classroom observation, the book gives a voice to young learners in the three countries. Through detailed case studies and quotations, it examines their concerns with schooling, with teachers, with motivation and achievement and explores the very different social contexts, which influence their engagement with learning. This book will be an essential resource for researchers, practitioners, students and policy-makers, and all those committed to understanding the relationship between culture and learning and to improving secondary education
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  • 14
    ISBN: 0833031619
    Language: English
    Pages: 1 Online-Ressource (xxi, 168 Seiten)
    Parallel Title: Erscheint auch als Making sense of test-based accountability in education
    DDC: 371.26/4
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    Keywords: Educational tests and measurements ; Educational accountability ; Educational tests and measurements ; Educational accountability ; Electronic books ; EDUCATION ; Evaluation ; STUDY AIDS ; Tests ; EDUCATION ; Testing & Measurement ; EDUCATION ; Educational Policy & Reform ; General ; Educational accountability ; Educational tests and measurements ; Education ; Social Sciences ; Theory & Practice of Education ; United States ; Electronic books ; USA ; Bildungspolitik
    Abstract: Test-based accountability systems that attach high stakes to standardized test results in the form of rewards and sanctions have raised a number of issues for those responsible for educational assessment and accountability. Do these high-stakes tests measure student achievement accurately? How can policymakers and educators attach the right consequences to the results of these tests? What kinds of educational tradeoffs do these testing policies introduce? This book was written in response to school policymaking's growing emphasis on high-stakes testing. It addresses several key areas, including how the tests are used within these systems, how to evaluate the technical quality and trustworthiness of the tests, how test-based accountability affects the practices of teachers and schools, and what effect political considerations have on the policy debate. The authors also provide some recommendations for developing more-effective test-based accountability systems
    Note: Literaturverzeichnis: Seite 149-168
    URL: Volltext  (kostenfrei)
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  • 15
    Online Resource
    Online Resource
    New York : Routledge
    ISBN: 9781136745447 , 1136745440 , 9780203819753 , 0203819756
    Language: English
    Pages: Online Ressource (x, 228 pages)
    Parallel Title: Print version Troubling education
    DDC: 306.43
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    Keywords: Homosexuality and education Case studies ; United States ; Sex discrimination in education Case studies ; United States ; Gay activists Interviews ; United States ; Homosexualité et éducation Cas, Études de ; États-Unis ; Discrimination sexuelle en éducation Cas, Études de ; États-Unis ; Activistes homosexuels Entretiens ; États-Unis ; United States ; USA ; États-Unis ; Gay activists Interviews ; Sex discrimination in education Case studies ; Homosexuality and education Case studies ; POLITICAL SCIENCE ; Public Policy ; Cultural Policy ; SOCIAL SCIENCE ; Anthropology ; Cultural ; SOCIAL SCIENCE ; Popular Culture ; Gay activists ; Homosexuality and education ; Sex discrimination in education ; Homosexualität ; Schule ; Activisme ; Éducation ; Homosexualité ; Sexisme ; Schule ; Case studies ; Interviews ; USA ; États-Unis ; United States ; USA ; Electronic books ; Electronic books Case studies ; Interviews ; Fallstudiensammlung
    Abstract: Few books have addressed research for teachers to turn to as a resource for classroom practice but here Kumashiro draws on interviews with gay activists as a starting point for discussion of models of reading and challenging oppression
    Abstract: Theories and Practices of Antioppressive Education --Readings and Rereadings of Identity, Culture, and Oppression --Addressing Resistance through Queer Activism.
    Description / Table of Contents: Theories and Practices of Antioppressive EducationReadings and Rereadings of Identity, Culture, and OppressionAddressing Resistance through Queer Activism.
    Note: Includes bibliographical references (pages 205-218) and index. - Print version record
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  • 16
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306475610
    Language: English
    Pages: 1 Online-Ressource(VI, 164 p.)
    Edition: 1st ed. 2002.
    Parallel Title: Erscheint auch als
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    Parallel Title: Druckausg. Fabricating Europe
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    Keywords: Political science. ; International education . ; Comparative education. ; Social sciences. ; History. ; Comparative Education ; History ; Political Science ; Social sciences ; Aufsatzsammlung ; Europa ; Pädagogik
    Abstract: Imagining Space -- Education and the European Space of Flows -- Notes towards the Definition of a European Educational Space -- Locating European Identity in Education -- Foreword -- Globalizing Space -- Reterritorializing Educational Import -- Returning to Europe -- Quality Education and Training for Tomorrow’s Europe -- Ways of Thinking about Education in Europe -- Coda: Europe, Social Space and the Politics of Knowledge -- Borderless Education.
    Abstract: Fabricating Europe has within it a core idea, a crucial but imprecise idea, that of a European educational space, which transnational governance, networks and cultural and economic projects are creating now. Yet, the perceptible creation of this contemporary space of European policy making and networking has not been a subject of study. It appears offstage in studies of national systems in which national and professional identity; political organization; policy formation and public/private markets are all viewed as contained within the borders of the state. Fabricating Europe is concerned with the new possibilities to be discerned and imagined in the European public and institutional spaces and discourses in education and the lack of impetus within the broad area of educational studies to meet the task of creating analyses and responses.
    Note: Includes index
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  • 17
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306472305
    Language: English
    Pages: 1 Online-Ressource(VII, 227 p.)
    Edition: 1st ed. 2002.
    Series Statement: Contemporary Trends and Issues in Science Education 13
    Parallel Title: Erscheint auch als
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    Keywords: Science education. ; Teaching. ; Curriculums (Courses of study). ; Education—Curricula. ; Teachers—Training of. ; Science—Study and teaching. ; Education ; Curriculum planning ; Science Study and teaching ; Teachers Training of ; USA ; Lehrerbildung ; Naturwissenschaftlicher Unterricht
    Abstract: Collaboration and Apprenticeship Models -- Becoming-in-the-Classroom: Learning to Teach in/as Praxis -- Teams: A Science Learning and Teaching Apprenticeship Model -- A Problem-Based Learning Approach to Science Teacher Preparation -- Linking Schools and Universities in Partnership for Science Teacher Preparation -- The Dynamics of Collaboration in a State-Wide Professional Development Program for Cience Teachers -- Special Issues-Driven Models -- Instructional Congruence to Promote Science Learning and Literacy Development for Linguistically Diverse Students -- Gender Equity and Science Teacher Preparation -- Assessment Models that Integrate Theory and Best Practice -- New Technologies and Science Teacher Preparation -- Preparing New Teachers for Integrated-Science Classrooms -- Critical Multiculturalism and Science Teacher Education Programs -- Portraits of Professional Development Models in Science Teacher Education: A Synthesis of Perspectives and Issues.
    Abstract: 1 Wolff Michael Roth & Derrick R. Lavoie² 1 2 University of Victoria, Virtual Institute for Learning Resources The current reform in science education requires a substantive change in how science is taught. Implicit in this reform is an equally substantive change in professional devel- ment practices at all levels. (NRC, 1996,p. 56) In a continuously changing society, it is not surprising that education also undergoes continuous change. Science education is no exception, and perhaps changes are more rapid given the daily construction of new scientific knowledge. In such a c- mate of continuous change, the preparation of science teachers has to follow suit in order to be appropriate to the reforms that national organizations encourage. H- ever, whereas science teaching reform movements spawned recommendations of what teachers should know and be able to do in order for their students to concep- alize and process science (NSTA, 1997), they provide little guidance in terms of - the-classroom concrete implementation. Thus, while national science education organizations continue to refine their positions about teacher education, there is no mechanism for translating these positions and statements into science education courses that can improve the preparation and quality of p- service science teachers at both the elementary and secondary levels. (Yager & Penick, 1990. p. 670) It is therefore not surprising that there are voices that describe teacher prepa- tion as unsuccessful and as unresponsive to reform efforts (Schnur & Golby, 1995).
    Note: Includes bibliographical references and index
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  • 18
    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306475603
    Language: English
    Pages: 1 Online-Ressource(XVI, 279 p.)
    Edition: 1st ed. 2002.
    Series Statement: Innovations in Science Education and Technology 14
    Parallel Title: Erscheint auch als
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    Keywords: Assessment. ; Science education. ; School management and organization. ; School administration. ; Educational tests and measurements. ; Science—Study and teaching. ; Education ; Science Study and teaching ; Educational tests and measurements ; USA ; Technische Bildung
    Abstract: What Does the Future Have in Store for the Evaluation of Science and Technology Education? -- What Role Should TIMSS Play in the Evaluation of U.S. Science Education? -- Evaluating Systemic Reform -- Musings on Science Program Evaluation in an Era of Educational Accountability -- Assessment Reform -- Evaluation of Information Technology -- Complementary Approaches to Evaluating Technology in Science Teacher Education -- Evaluation of Science Teaching Performance through Coteaching and Cogenerative Dialoguing -- Evaluating Science Inquiry -- Distance Learning in Science Education.
    Abstract: "James Altschuld, David Kumar, and their chapter authors have produced an upbeat, provocative, visionary, and useful volume on educational evaluation. Of special utility is its grounding in issues and practices relating to evaluations of science and technology education. The book should appeal and be useful to a wide range of persons involved in evaluations of educational policy, programs, and (less so) science teachers. These persons include science and technology education experts, educational policymakers, officials of the National Science Foundation, school administrators, classroom teachers, evaluation instructors, evaluation methodologists, practicing evaluators, and test developers, among others. Contents reflecting international studies of curriculum, evaluation of distance education, and evaluation of technology utilization in Australian schools, as well as evaluations in America should make the book appealing to an international audience. Moreover, it provides a global perspective for assessing and strengthening educational evaluation in the US." Daniel L. Stufflebeam, Professor of Education and Director of the Evaluation Center, Western Michigan University For contents, contributors and a free preview: www.new-in-education.com.
    Description / Table of Contents: ""Contents""
    Note: Includes bibliographical references and index
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  • 19
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press
    ISBN: 9780511614934
    Language: English
    Pages: 1 online resource (xiii, 298 pages)
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 302.5
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    Keywords: Ethik ; Gesellschaft ; Trust / Social aspects ; Trust / Moral and ethical aspects ; Social participation ; Trust / United States ; Social participation / United States ; Social values / United States ; Ethik ; Vertrauen ; USA ; Vertrauen ; Ethik
    Abstract: The Moral Foundations of Trust seeks to explain why people place their faith in strangers, and why doing so matters. Trust is a moral value that does not depend upon personal experience or on interacting with people in civic groups or informal socializing. Instead, we learn to trust from our parents, and trust is stable over long periods of time. Trust depends on an optimistic world view: the world is a good place and we can make it better. Trusting people are more likely to give through charity and volunteering. Trusting societies are more likely to redistribute resources from the rich to the poor. Trust has been in decline in the United States for over 30 years. The roots of this decline are traceable to declining optimism and increasing economic inequality, which Uslaner supports by aggregate time series in the United States and cross-sectional data across market economies
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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  • 20
    ISBN: 9781849501118 , 1849501114
    Language: English
    Pages: Online-Ressource (viii, 263 p)
    Series Statement: Studies in educational ethnography v. 5
    Parallel Title: Erscheint auch als
    DDC: 306.43
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    Keywords: bicssc ; Social research & statistics ; Ethnic minorities & multicultural studies ; Education / Multicultural Education ; Educational anthropology ; Ethnologie ; Pädagogik ; USA ; Aufsatzsammlung ; USA ; Pädagogik ; Ethnologie
    Abstract: Preface / Geoffrey Walford -- Critical ethnographies from Houston: distinctive features and directions / Phil Francis Carspecken -- Between the lines: constructing parallel levels of meaning and identity in discussions about multicultural literature / Joan Parker-Webster -- The class clown and negotiated epistemology in a classroom / Judy Radigan -- Instructional supervision: collaborative power, super power or visionary power? / Ruth Silva -- A critical ethnography of the professional community in a restructured school: recognizing diverse views / Lawrence Kohn -- Reforming educational practice against the boundaries of (re)iteration: a critical ethnography of the hidden curriculum of a constructivist charter school / Barbara Korth -- Testing white culture: African American students and standardized testing / Judith Hansen -- Negotiating meaning and power: Middle school students interpret literature and selves through discussion and recall / Leigh Van Horn
    Abstract: Volume five of this expanding series of books draws together a collection of papers based on a particular form of critical ethnography developed by Phil Francis Carspecken and his colleagues at the University of Houston. Each chapter is based on a unique field project conducted in the Houston area which was planned and conducted by its particular author, but each chapter shares and exemplifies a common methodological theory. The Houston version of critical ethnography attempts to deal with some challenges from certain feminist and postmodern writers about the validity of qualitative research, and the authors argue that clear methods and standards exist for conducting qualitative studies such that well supported findings may be distinguished from highly questionable ones. Following an initial chapter by Carspecken which outlines the theory and methodology adopted, are seven case studies which cover such topics as multicultural literature, the supervision of teachers in training, school restructuring, charter schools, and race and standardized testing
    Note: Includes bibliographical references
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 21
    Online Resource
    Online Resource
    Berkeley : University of California Press | Ann Arbor, Michigan : ProQuest
    ISBN: 9780520935792
    Language: English
    Pages: 1 Online-Ressource (455 pages)
    Edition: 1st ed.
    DDC: 305.90691
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    Keywords: Einwanderer ; Generation 2 ; Akkulturation ; Ethnische Identität ; Soziale Situation ; Wirtschaftliche Lage ; USA
    Abstract: One out of five Americans are first- or second-generation immigrants. This study probes all aspects of the new immigrant second generation live's, exploring their potential to transform American society for better or worse.
    Note: Description based on publisher supplied metadata and other sources
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  • 22
    ISBN: 1567505120
    Language: English
    Pages: xii, 191 p
    Parallel Title: Erscheint auch als
    DDC: 302.23/0973/09046
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    Keywords: Geschichte 1900-2000 ; Geschichte 1900-2000 ; Geschichte ; Gesellschaft ; Massenmedien ; Mass media and culture History 20th century ; Mass media Social aspects 20th century ; History ; Sozialverhalten ; Kultur ; Massenmedien ; USA ; USA ; USA ; Massenmedien ; Kultur ; Sozialverhalten ; Geschichte 1900-2000
    Note: Includes index
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  • 23
    Online Resource
    Online Resource
    Mahwah : Taylor and Francis | Ann Arbor, Michigan : ProQuest
    ISBN: 9781410605658
    Language: English
    Pages: 1 Online-Ressource (339 pages)
    Edition: 1st ed.
    DDC: 302.224408996073
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    Keywords: Schwarze ; Bildung ; USA
    Abstract: This volume explores the unique sociocultural contexts of literacy development, values, and practices in African American communities. African Americans--young and old--are frequently the focus of public discourse about literacy. In a society that values a rather sophisticated level of literacy, they are among those who are most disadvantaged by low literacy achievement. Literacy in African American Communities contributes a fresh perspective by revealing how social history and cultural values converge to influence African Americans' literacy values and practices, acknowledging that literacy issues pertaining to this group are as unique and complex as this group's collective history. Existing literature on literacy in African American communities is typically segmented by age or academic discipline. This fragmentation obscures the cyclical, life-span effects of this population's legacy of low literacy. In contrast, this book brings together in a single-source volume personal, historical, developmental, and cross-disciplinary vantage points to look at both developmental and adult literacy from the perspectives of education, linguistics, psychology, anthropology, and communication sciences and disorders. As a whole, it provides important evidence that the negative cycle of low literacy can be broken by drawing on the literacy experiences found within African American communities.
    Note: Description based on publisher supplied metadata and other sources
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  • 24
    ISBN: 9780691190334
    Language: English
    Pages: 1 Online-Ressource (XV, 348 Seiten) , Diagramme
    Series Statement: ProQuest Ebook Central
    Parallel Title: Erscheint auch als Meritocracy and economic inequality
    DDC: 305.5/13
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    Keywords: Leistungsmotivation ; Bildungschancen ; Bildungsertrag ; Einkommensverteilung ; Verteilungsgerechtigkeit ; Soziale Gerechtigkeit ; Soziale Mobilität ; Theorie ; USA ; Einkommensverteilung ; Soziale Ungleichheit ; Gerechtigkeit ; Intelligenz (psychologisch) ; Arbeitsmarktpolitik ; Bildungschance ; Intelligenztest ; Schule : Arbeitswelt ; Schule : Eltern ; Soziale Mobilität ; Schulleistung ; Diskriminierung ; Bildungspolitik ; Kognition ; Berufliche Qualifikation ; Aufsatzsammlung ; Einkommensverteilung ; Soziale Gerechtigkeit ; Leistungsprinzip
    Abstract: Cover -- Title Page -- Copyright Page -- Contents -- List of Contributors -- Introduction -- PART ONE: MERIT, REWARD, AND OPPORTUNITY -- One: Merit and Justice -- Two: Equality of Opportunity -- PART TWO: THE CAUSES AND CONSEQUENCES OF "INTELLIGENCE -- Three: IQ Trends over Time: Intelligence, Race, and Meritocracy -- Four: Genes, Culture, and Inequality -- PART THREE: SCHOOLING AND ECONOMIC OPPORTUNITY -- Five: Schooling, Intelligence, and Income in America -- Six: Does Schooling Raise Earnings by Making People Smarter? -- Seven: A Reanalysis of The Bell Curve: Intelligence, Family Background, and Schooling -- Eight: Occupational Status, Education, and Social Mobility in the Meritocracy -- Nine: Understanding the Role of Cognitive Ability in Accounting for the Recent Rise in the Economic Return to Education -- PART FOUR: POLICY OPTIONS -- Ten: Inequality and Race: Models and Policy -- Eleven: Conceptual Problems in the Enforcement of Anti-Discrimination Laws -- Twelve: Meritocracy, Redistribution, and the Size of the Pie -- Index
    URL: Cover
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 25
    ISBN: 0203901150 , 9780203901151
    Language: English
    Pages: 1 Online-Ressource (xxviii, 220 p.)
    Edition: 2nd ed
    DDC: 306.43
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    Keywords: SOCIAL SCIENCE / Anthropology / Cultural ; POLITICAL SCIENCE / Public Policy / Cultural Policy ; SOCIAL SCIENCE / Popular Culture ; Critical pedagogy ; Education / Philosophy ; Education / Political aspects ; Education / Social aspects ; Erziehung ; Gesellschaft ; Philosophie ; Politik ; Education Political aspects ; Critical pedagogy ; Education Philosophy ; Education Social aspects ; Emanzipatorische Erziehung ; Kritische Pädagogik ; Ideologie ; Demokratische Erziehung ; Bildungswesen ; USA ; USA ; USA ; Kritische Pädagogik ; Demokratische Erziehung ; USA ; Ideologie ; Bildungswesen ; USA ; Emanzipatorische Erziehung
    Note: Includes bibliographical references (p. 204-214) and index , Introduction: The politics of official knowledge -- The politics of common-sense : why the right is winning -- Cultural politics and the text -- Regulating official knowledge -- Creating the captive audience : channel one and the political economy of the text -- Whose curriculum is this anyway? (with Susan Jungck) -- "Hey man, I'm good" : the art and politics of creating new knowledge in schools -- The politics of pedagogy and the building of community -- Appendix: Education, power, and personal biography: An interview , A powerful examination of the rightist resurgence in education. This second edition has a new introduction which situates the book in terms of recent policies including standardisation, vouchers and charter schools
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  • 26
    ISBN: 9780415924832
    Language: English
    Pages: XVI, 335 S.
    Edition: 2. ed.
    Edition: Online-Ausg. [S.l.] eblib Online-Ressource
    Series Statement: Perspectives on gender
    Parallel Title: Druckausg. Hill Collins, Patricia, 1948 - Black feminist thought
    DDC: 305.4201
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    Keywords: Feminism United States ; African American women ; United States Race relations ; Feminism United States ; Afro-American women ; Feminismus ; Schwarze ; Afroamerikaner ; Frau ; Frauenbewegung ; USA ; Rassismus ; Rassenpolitik ; Schwarzer Feminismus ; Amerika ; Schwarze ; Frau ; Feminismus ; Ethnische Beziehungen
    Note: Includes bibliographical references and index
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  • 27
    Online Resource
    Online Resource
    Santa Monica, Calif : Rand
    ISBN: 9780833043276 , 0833043277 , 9780833025616 , 058538391X , 9781282451490 , 1282451499 , 9780585383910 , 0833025619
    Language: English
    Pages: 1 Online-Ressource (xl, 271 pages)
    Edition: [S.l.] HathiTrust Digital Library 2010 Electronic reproduction
    Parallel Title: Print version Improving student achievement
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    Keywords: School improvement programs Government policy ; States ; Academic achievement Government policy ; States ; Academic achievement States ; Evaluation ; Educational tests and measurements Statistics States ; School improvement programs ; Academic achievement ; Academic achievement ; Educational tests and measurements ; EDUCATION ; Evaluation ; STUDY AIDS ; Tests ; EDUCATION ; Testing & Measurement ; Educational tests and measurements ; U.S. states ; Leistungssteigerung ; Schulleistung ; Schulpolitik ; Theory & Practice of Education ; Education ; Social Sciences ; USA ; United States ; Statistics ; Electronic books ; Electronic books
    Abstract: Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are the most sensitive to low resource, and additional resources could substantially their scores. Between-state, rather than within-state, differences in resources appear to be the main reason for inequitable resource levels for students of lower socioeconomic status. The conclusion is that significant math gains are occurring across most states that cannot be traced to resource changes, that the rate of gain varies significantly by state, and that reform efforts are the likely cause of these gains. The results certainly challenge the traditional view of public education as "unreformable
    Abstract: Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are the most sensitive to low resource, and additional resources could substantially their scores. Between-state, rather than within-state, differences in resources appear to be the main reason for inequitable resource levels for students of lower socioeconomic status. The conclusion is that significant math gains are occurring across most states that cannot be traced to resource changes, that the rate of gain varies significantly by state, and that reform efforts are the likely cause of these gains. The results certainly challenge the traditional view of public education as "unreformable
    Note: Includes bibliographical references (pages 257-271) , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
    URL: Volltext  (kostenfrei)
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  • 28
    Online Resource
    Online Resource
    London : Routledge, Taylor & Francis Group
    ISBN: 9780203900055
    Language: English
    Pages: 1 Online-Ressource (xvi, 335 Seiten)
    Edition: Second edition
    Series Statement: Perspectives on gender
    Parallel Title: Erscheint auch als Hill Collins, Patricia, 1948 - Black feminist thought
    DDC: 305.4208996073
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    Keywords: Feminism United States ; African American women ; United States Race relations ; Feminism United States ; Afro-American women ; Feminismus ; Schwarze ; Afroamerikaner ; Frau ; Frauenbewegung ; USA ; Rassismus ; Rassenpolitik ; Schwarzer Feminismus ; USA ; Feminismus ; Schwarze ; Amerika ; Schwarze ; Frau ; Feminismus ; Ethnische Beziehungen
    Description / Table of Contents: Literaturverz. S. [302] - 325
    Note: Incl. index. - Incl. bibliogr. references. - Previous ed.: 1990
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  • 29
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press | Ann Arbor, Michigan : ProQuest
    ISBN: 9780511153709
    Language: English
    Pages: 1 Online-Ressource (226 pages)
    Series Statement: Contemporary Political Theory
    DDC: 303.3
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    Keywords: Schulpädagogik ; Macht ; Soziales Netzwerk ; USA
    Abstract: A sophisticated new view of power as a network of social boundaries.
    Note: Description based on publisher supplied metadata and other sources
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  • 30
    Online Resource
    Online Resource
    Clevedon [England] : Multilingual Matters
    ISBN: 1853596760 , 9781853596766
    Language: English
    Pages: 1 Online-Ressource (vii, 143 pages)
    Series Statement: Bilingual education and bilingualism 25
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 306.44/973
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    Keywords: Geschichte 1990- ; LANGUAGE ARTS & DISCIPLINES / Linguistics / Sociolinguistics ; Education, Bilingual ; English language / Political aspects ; Indians of North America / Languages / Revival ; Language policy ; Engels ; Taalpolitiek ; Tweetaligheid ; Taalonderwijs ; Indianentalen ; Englisch ; Fremdsprachenunterricht ; Indianer ; Linguistik ; Politik ; Sprache ; Language policy ; English language Political aspects ; Education, Bilingual ; Indians of North America Languages ; Revival ; Zweisprachigkeit ; Englisch ; Sprachpolitik ; Indianersprachen ; USA ; USA ; Aufsatzsammlung ; Aufsatzsammlung ; USA ; Englisch ; Indianersprachen ; Sprachpolitik ; Zweisprachigkeit ; Geschichte 1990-
    Note: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002 , Includes bibliographical references (pages 128-137) and index , Introduction -- Anatomy of the English-only movement -- Boom to bust : official English in the 1990s -- Endangered Native American languages : what is to be done, and why? -- Seven hypotheses on language loss -- The political paradox of bilingual education -- The Proposition 227 campaign : a post mortem
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  • 31
    Online Resource
    Online Resource
    Cambridge : Cambridge University Press
    ISBN: 0511016948 , 0511490259 , 0521780799 , 0521785642 , 9780511016943 , 9780511490255 , 9780521780797 , 9780521785648
    Language: English
    Pages: 1 Online-Ressource (ix, 214 pages)
    Series Statement: Contemporary political theory
    DDC: 303.3
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    Keywords: Pouvoir (Sciences sociales) / États-Unis / Cas, Études de ; Pédagogie critique / Cas, Études de ; Politique et éducation / Cas, Études de ; SOCIAL SCIENCE / General ; Critical pedagogy ; Education / Political aspects ; Power (Social sciences) ; Machtsverhoudingen ; Scholen ; Sociale netwerken ; Pouvoir (sciences sociales) / États-Unis ; Pédagogie critique ; Politique et éducation / États-Unis ; Schulpädagogik ; Macht ; Soziales Netzwerk ; Erziehung ; Politik ; Power (Social sciences) Case studies ; Critical pedagogy Case studies ; Education Case studies Political aspects ; Soziales Netzwerk ; Macht ; Schulpädagogik ; USA ; USA ; Fallstudiensammlung ; Fallstudiensammlung ; Fallstudiensammlung ; Fallstudiensammlung ; USA ; Schulpädagogik ; Macht ; Soziales Netzwerk
    Note: Includes bibliographical references (pages 199-211) and index , 1 - Introduction -- - 2 - De-facing power -- - 3 - Power and pedagogy -- - 4 - "The environment" and the North End Community School -- - 5 - The "world" of Fair View -- - 6 - Power and freedom , "Clarissa Rile Hayward challenges the prevailing view which treats power as something powerful people have and use. Rather than seeing it as having a "face," she considers power as a complex network of social boundaries - norms, identities, institutions - which define both the field of action and the individual's freedom within it, for the "powerful" and "powerless" alike. Hayward suggests that the critical analysis of power relations should focus on the ways in which these relationships affect people's capacities to help shape the institutions and practices that govern their lives. Using a detailed comparative analysis of the relationships within two ethnically diverse educational settings - one in a low-income, predominantly African-American, urban school, the other in an affluent, predominantly white, suburban school - this book develops a compelling account of the concept of power in terms of networks of practices and relations."--Jacket
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 32
    Online Resource
    Online Resource
    Oxford : Oxford University Press
    ISBN: 0191584185 , 0199241244 , 9780191584183 , 9780199241248
    Language: English
    Pages: 1 Online-Ressource (viii, 218 pages)
    Series Statement: European societies
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 306.6/094
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    Keywords: 1900 - 1999 ; Geschichte 1900-2000 ; Godsdienst ; Veranderingsprocessen ; Religion ; SOCIAL SCIENCE / Sociology of Religion ; Memory ; Religion ; Religion and sociology ; Religion ; Religion and sociology ; Memory ; Religion ; Europa ; Europa ; Europa ; Religion ; Geschichte 1900-2000
    Note: Includes bibliographical references (pages [195]-206) and index , Cover -- Acknowledgements -- Contents -- List of Figures and Tables -- Introduction -- 1. Facts and Figures: A Profile of Religion in Modern Europe -- 2. Theoretical Perspectives -- 3. Vicarious Memory 1: The Churches -- 4. Vicarious Memory 2: The Churchgoers -- 5. Precarious Memory: Religion in the Education Systems of Europe -- 6. Mediated Memory: Religion and the European Media -- 7. Alternative Memories 1: Pluralism and the Law -- 8. Alternative Memories 2: Relgious Innovations -- 9. Aesthetic or Symbolic Memory: The Cultural Sphere -- 10. Conclusion: The Memory Mutates -- References -- Index -- Last Page , This work examines religion as a form of collective memory: a memory held in place by Europe's institutional churches, but under increasing pressure due to rapid social and economic change
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