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  • 2015-2019  (9)
  • 1970-1974  (8)
  • 1965-1969
  • Dordrecht : Springer
  • Education  (17)
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  • 1
    ISBN: 9789401793704
    Language: English
    Pages: Online-Ressource (XIX, 213 p. 13 illus., 11 illus. in color, online resource)
    Series Statement: Cultural Studies of Science Education 11
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Science Study and teaching ; Early childhood education ; Education
    Abstract: This book provides an account of children’s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children. The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children’s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings
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  • 2
    ISBN: 9789401791816
    Language: English
    Pages: Online-Ressource (XV, 592 p. 112 illus., 18 illus. in color, online resource)
    Series Statement: Advances in Mathematics Education
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Approaches to Qualitative Research in Mathematics Education
    Keywords: Curriculum planning ; Mathematics ; Science Study and teaching ; Education ; Mathematikunterricht
    Abstract: This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies. Continuing the discussion as begun in the two 2003 ZDM issues dedicated to qualitative empirical methods, this book presents astate of the art overview on qualitative research in mathematics education and beyond. The structure of the book allows the reader to use it as an actual guide for the selection of an appropriate methodology, on a basis of both theoretical depth and practical implications. The methods and examples illustrate how different methodologies come to life when applied to a specific question in a specific context. Many of the methodologies described are also applicable outside mathematics education, but the examples provided are chosen so as to situate the approach in a mathematical context
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  • 3
    ISBN: 9789401791847
    Language: English
    Pages: Online-Ressource (XXVI, 292 p. 33 illus, online resource)
    Series Statement: Educating the Young Child, Advances in Theory and Research, Implications for Practice 10
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Young children and families in the information age
    Keywords: Early childhood education ; Education ; Informationsgesellschaft ; Neue Medien ; Kleinkind ; Familienleben ; Informationsgesellschaft ; Neue Medien ; Kleinkind ; Familienleben
    Abstract: This edited book presents the most recent theory, research and practice on information and technology literacy as it relates to the education of young children. Because computers have made it so easy to disseminate information, the amount of available information has grown at an exponential rate, making it impossible for educators to prepare students for the future without teaching them how to be effective information managers and technology users. Although much has been written about information literacy and technology literacy in secondary education, there is very little published research about these literacies in early childhood education. Recently, the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College published a position statement on using technology and interactive media as tools in early childhood programs. This statement recommends more research “to better understand how young children use and learn with technology and interactive media and also to better understand any short- and long-term effects.” Many assume that today’s young children are “digital natives” with a great understanding of technology. However, children may know how to operate digital technology but be unaware of its dangers or its value to extend their abilities. This book argues that information and technology literacy include more than just familiarity with the digital environment. They include using technology safely and ethically to demonstrate creativity and innovation; to communicate and collaborate; to conduct research and use information; and to think critically, solve problems and make decisions
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  • 4
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401795050
    Language: English
    Pages: Online-Ressource (VIII, 390 p. 15 illus, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Research in early childhood science education
    RVK:
    Keywords: Science Study and teaching ; Early childhood education ; Education ; Early childhood education ; Education ; Science Study and teaching ; Naturwissenschaftlicher Unterricht ; Vorschulerziehung ; Grundschulunterricht
    Abstract: This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation, and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed, and methodological and theoretical advances are suggested
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  • 5
    ISBN: 9789401793957
    Language: English
    Pages: Online-Ressource (XII, 310 p. 70 illus., 50 illus. in color, online resource)
    Series Statement: Educational Assessment in an Information Age
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Assessment and teaching of 21st century skills
    Keywords: Educational tests and measurements ; Education ; Berufsbildung ; Arbeitswelt ; Zukunft
    Abstract: This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the methods used in this process. The first volume was published by Springer in 2012 ( Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined
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  • 6
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789401797290
    Language: English
    Pages: Online-Ressource (XIX, 197 p. 4 illus, online resource)
    Series Statement: Globalisation, Comparative Education and Policy Research 13
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Nation-building and history education in a global culture
    RVK:
    Keywords: Curriculum planning ; Education, Higher ; History ; Education ; Schulbildung ; Geschichtsunterricht ; Erziehungsziel ; Relation ; Globalisierung ; Geschichtsbild ; Nationenbildung ; Nationalbewusstsein ; Identitätsentwicklung ; Kulturelle Identität ; Theorie ; Praxis ; Erde
    Abstract: This book examines the nexus between nation-building and history education globally and the implication for cultural diversity and social justice. It studies some of the major education reforms and policy issues in history education in a global culture, and regards them in the light of recent shifts in history education and policy research. In doing so, the volume provides a comprehensive picture of the intersecting and diverse discourses of globalisation, history education and policy-driven reforms. It makes clear that the impact of globalisation on education policy and reforms is a strategically significant issue for us all. The book focuses on the importance of nation-building and patriotism in history education, and presents up-to-date research on global trends in history education reforms and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concerns in the field of globalisation, history education and policy research
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  • 7
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    Dordrecht : Springer
    ISBN: 9789401794336
    Language: English
    Pages: Online-Ressource (XXVI, 302 p. 4 illus., 1 illus. in color, online resource)
    Series Statement: Studies in Educational Leadership 20
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Education ; Schulleitung ; Schulentwicklung ; Schulreform ; Geschichte 1970-2010
    Abstract: This book is a longitudinal life history of the lives and work of primary school principals in Ireland. It provides a unique opportunity to peer inside the realities of leading schools in changing times. In a system that until recently did not prepare principals for the onerous roles and responsibilities, a small system with limited mobility, inter-personal relationships emerge as critical, frequently privileged over professional relationships. Consequently, principals struggle to bring about change, to build trust in order to cultivate a transformative leadership agenda, while several aspects of systemic structures and processes emerge as constraints on leadership capacity building. In the absence of comprehensive leadership portfolio development, classroom teachers, catapulted into the principal’s office, tend to be cautious and careful in ways that tend to perpetuate the status quo while putting a premium on the exercise of soft power and an over-reliance on the good will of colleagues. Several of the ‘leadership lessons’ that emerge from this in-depth analysis concur with an increasing international consensus that due to complexity and increasingly performative policy demands, learning about leadership for all is an absolute necessity. However, care must be taken to avoid overly scripted programmes. Critical to the cultivation of a professionally responsible leadership disposition, rather than capitulation to ‘technologies of control,’ is professional renewal cultivated through adequate attention to the Zone of Proximal Distance
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  • 8
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789401772303
    Language: English
    Pages: Online-Ressource (XIX, 258 p, online resource)
    Series Statement: Professional and Practice-based Learning 13
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg.
    Keywords: Education, Higher ; Education
    Abstract: This book advances understandings about and practices for effectively integrating practice-based (e.g. workplace) experiences in higher education programs. This issue is becoming of increasing salient because higher education programs globally are increasingly focussing on preparing students for specific occupations. Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries. There are clear and growing expectations that graduates from such should be able to move smoothly into being effective in their occupational practice. These expectations rise from the imperatives and interest of government, employers, community and students themselves. The book achieves a number of important goals. Firstly, it identifies and delineates the educational worth of students and engagement in practice-based experiences and their integration within their programs of study. Secondly, it advances conceptions of the integration of such experiences that is essential to inform how these programs might be enacted. Thirdly, drawing on the findings of two teaching fellowships, it proposed bases and propositions for how experiences in higher education programs might be organised and augmented to support effective learning. Fourthly pedagogic practices seen to be effective in maximising the learning from those practice experiences and integrating them within the curriculum are identified and discussed. Fifthly, a particular focus is given to students’ personal epistemologies and how these might be developed and directed towards supporting effective learning within practice settings and the integration of that learning in their university programs
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  • 9
    ISBN: 9789401795173
    Language: English
    Pages: Online-Ressource (XIII, 309 p. 78 illus., 69 illus. in color, online resource)
    Edition: 1st ed. 2015
    Series Statement: Mathematics Education in the Digital Era 4
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Digital games and mathematics learning
    Keywords: Educational technology ; Mathematics Study and teaching ; Education ; Education ; Education Data processing ; Educational technology ; Mathematics Study and teaching
    Abstract: Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives-of educators, cognitive scientists, psychologists and sociologists-on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify opportunities for broadening current understandings of how mathematical ideas are fostered (and embedded) within digital game environments. In particular, the volume advocates for new and different ways of thinking about mathematics in our digital age-proposing that these mathematical ideas and numeracy practices are distinct from new literacies or multiliteracies. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning. Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field. Mathematics learning is defined as being about problem solving; engagement in mathematical ideas and processes; and social engagement. The artefact, which is the game, shapes the ways in which the gamers engage with the social activity of gaming. In parallel, the book (as a t extual artefact) will be supported by Springer’s online platform-allowing for video and digital communication (including links to relevant websites) to be used as supplementary material and establish a dynamic communication space
    Description / Table of Contents: 1. Digital Games and Learning: What’s New Is Already Old? Tom Lowrie and Robyn Jorgensen(Zevenbergen) (Australia)2. Mathematics and Non-School Gameplay. Antri Avraamidou, John Monaghan and Aisha Walker (United Kingdom) -- 3. Integration of Digital Games in Learning and e-Learning Environments: Connecting Experiences and Context. Begoña Gros (Spain) -- 4. The Construction of Electronic Games as an Environment for Mathematics Education. Rodrigo Dalla Vecchia, Marcus V. Maltempi and Marcelo C. Borba (Brazil) -- 5. Digital Games, Mathematics and Visuospatial Reasoning. Tom Lowrie (Australia) -- 6. Digital Games and Equity: Implications for Issues of Social Class and Rurality. Robyn Jorgensen(Zevenbergen) (Australia) -- 7. Multimodal Literacy, Digital Games and Curriculum. Catherine Beavis (Australia) -- 8. Apples and Coconuts: Young Children ‘Kinect-ing’ with Mathematics and Sesame Street. Meagan Rothschild and Caroline C. Williams (United States) -- 9. SAPS and Digital Games: Improving Mathematics Transfer and Attitudes in Schools. Richard N. Van Eck (United States) -- 10. Mathematics and Educational Psychology: Construction of Learning Environments. Cesare Fregola (Italy) -- 11. Serious Games and Gaming. Terry Bossomaier (Australia) -- 12. Apps: Appropriate, Applicable and Appealing? Nigel Calder (New Zealand) -- 13. “An App! An App! My Kingdom for an App”: An 18 Month Quest t o Determine Whether Apps Support Mathematical Knowledge Building. Kevin Larkin (Australia) -- 14. Digital Games and Mathematics Learning: The State of Play. Tracy Logan and Kim Woodland (Australia).  .
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  • 10
    ISBN: 9789401020527
    Language: English
    Pages: Online-Ressource (212p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 6
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education—Philosophy.
    Abstract: 1 Aims and Purposes of the University in Europe in the Year 2000 -- I: Formulating the Problem -- II: Present Trends relative to the traditional Tasks of the University -- III: Present Trends in Group Attitudes and Pressures -- IV: Aims and Purposes of the University -- 2 Pedagogical Action -- I: Factors of Change -- II: Two present Trends in Action and Research in Pedagogy at the University Level -- III: Pedagogy and Society: Two Models -- IV: A concrete Prospective -- 3 Cost and Financing Problems in University Education -- I: Economic Constraints affecting the Development of European Universities -- II: Sources and Methods of Financing: Possible Alternatives and Implications -- III: Institutionalised Planning for Change -- 4 The University System: Structures and Relationships with the Power Structure -- I: Assumptions -- II: Trends -- III: Patterns of Evolution -- Annex 1 Three Models of Society and Their Pedagogical Implications -- Section 1: 3 models of the Evolution of European Societies -- A. Adaptation of Society to the Evolution of the present economic System -- B. Reform of Society -- C. Radical Change of Relationship between Society and the economic System -- D. Conclusion -- Section 2: The University educational System in Model 1 -- Section 3: The University System in Model 2 -- Section 4: The University System in Model 3 -- General Conclusions -- Annex 2 Notes on Some Factors Related to the Evolution of Knowledge -- 1. Unity or University -- 2. Science and Ideology -- 3. Intellectual Creation -- 4. Mental Processes -- 5. The Physical Sciences and Technology in the Service of Pedagogy -- 6. Provisional Conclusions -- Annex 3 Charts: Annual Increase in University Expenditure for 1950/60–1970 -- Statistical Sources -- France -- Germany (Fed. Rep) -- The Netherlands -- Norway -- United Kingdom -- United States -- Biographical Notes.
    Abstract: In instituting its prospective studies the European Cultural Founda­ tion has to some extent gone against tradition. Until now those who were deeply committed to the idea of a European Community looked into the past rather than into the future for bases on which the com­ munity could be integrated. However, if we want a European society to become a reality it must be built on the basis of shared fundamental values. The majority of publications dealing with a unified or inte­ grated Europe have until now accepted that this foundation guarantee­ ing the stability of a future European society should be found in certain common elements of the history of the European nations. The futurological studies instituted by the European Cultural Foun­ dation have not rejected this mode of approach outright. They have respected the historical framework indispensable to any futurological undertaking. But the research and discussions of the groups working within the framework of Plan Europe 2000 offer increasing support to the conviction expressed by Gaston Deurinck in the first words of his introduction to the present study: "The future does not exist .. thf〉 future is to be created, and before being created, it must be conceived, it must be invented, and finally willed" .
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  • 11
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401020756
    Language: English
    Pages: Online-Ressource (269p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000 8
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 8
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Continuing education.
    Abstract: I. System of Values Underlying This Project -- What Type of Society? -- For What Kind of Man? -- II. Main Trends and Margins of Choice -- Central Hypotheses -- Concentration of Means of Production -- Concentration of Decision-Making -- Increasing Division of Labour -- Increasing Leisure Time -- Increasing Consumption of Goods and Services -- Proliferation of Information -- Increasing Demand for Education -- A Plan for Education is Always a Political Plan -- III. The Political and the Educational -- Education: Product and Motive Force -- Under What Circumstances Can Social Conditions be a Cultural Factor? -- To What Extent Can the Educational System Correct Cultural Inequalities? -- The Proposal We are Backing: Permanent Education -- IV. Guiding Principles of Our Plan -- Continuity in Space and Time — Structural Incidences -- Developing and Using Human Faculties to the Full — Definition of This Principle — Structural incidences -- V. General Structures -- Pre-School Education -- The Basic School -- Post-School Education -- VI. General Education and Specialization -- What is General Education? -- Curricula Only Have Meaning When Related to Objectives -- Definition of General Education — Our Aims -- General Education and Common Curriculum -- General Education and Special Options -- VII. Assisted Independent Learning, Auto-Assessment and Autonomy -- Introductory remarks -- How Modern Technology is Likely to Affect the Fundamentals of Teaching Methods -- Methods of Self-Education -- Self-Assessment -- Assisting Independent Learners -- By Way of Conclusion: Pluralism -- VIII. Creativity and Socialization -- Education for Personal Development -- Development of Creativity -- Development of Man as a Social Being -- IX. The Educational and Cultural District -- Purposes and Size of the District -- The District Administration Knows, Informs and Guides the Consumers -- The District Offers Courses Matched to Demand -- The District Recruits, Manages and Trains Its Teaching Staff -- The District Organizes, Manages and Distributes Aids and Equipment -- The District as a Public Concern -- X. Functions of Central Administration -- Definition and Implementation of an Educational Policy -- Predicting demand and planning. Programmes and curricula. Evaluation of methods. Legislation -- Organizing Public Information and Participation -- Implementation of a Policy for Teacher Training and Utilization -- Implementation of a Policy for the Development of Educational Technology -- Implementation of a Policy for Educational Research and Innovation -- Conclusion -- The Problem of Costs -- Initial Steps — the Transition Period -- Annexes -- I — Educational credit -- II — System of capitalizable units -- III — An example of a primary school in Great Britain -- V — An adult education scheme in the Lorraine Iron Ore Mining District -- VI — Implications of open-plan schools -- VII — The use of a medium (film) as an aid in self-instruction -- VIII — The Handen (Sweden) public library -- The Author.
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  • 12
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401020695
    Language: English
    Pages: Online-Ressource (258p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000 Published under the Auspices of the European Culture Foundation, Project 1 Educating Man for the 21st Century 7
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 7
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education and state. ; Education, Higher. ; Education—Philosophy.
    Abstract: I Structural and Educational Developments in the Primary School -- 1. Aims of Education -- 2. Innovations in the Structures of Primary Education -- 3. Progress in Educational Psychology -- 4. Personality, Family and Social Factors of Achievement -- II The Curriculum in the Primary School -- 5. Mathematics -- 6. Social Studies -- 7. Artistic and Creative Activity -- Biographical Notes.
    Abstract: PURPOSE OF THE STUDY Primary education in Europe, as in the United States and other conti­ nents, is passing through a period of profound change, affecting some of the fundamental educational aims at primary school level and teaching structure, content and methods. The purpose of this study is to sketch a broad picture of the Euro­ pean educational scene which may be brought about by the impact of innovation in industrialised countries. We are only too aware of the difficulties inherent in our task. Even when projections and forecasts are firmly rooted in an analysis of existing data, they are liable to be contradicted by the facts. We shall attempt to allow for those alternative situations which may provide the context for the organisation and functioning of primary education. We make no claim to portray the European primary school at the end of the twentieth or at the beginning of the twenty-first century. We shall do no more than analyse existing achievements and experiments based on research in the associated fields of education, psychology and sociology and from this analysis extrapolate a series of forecasts based on objective factors of a social and intellectual nature, offering realistic hypotheses for the future. Our aim is to provide sound guidelines for those who are to build a better future for our children.
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  • 13
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789401575928
    Language: English
    Pages: Online-Ressource (XII, 324 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 5
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education Philosophy ; Education, Higher ; Education and state. ; Education—Philosophy.
    Abstract: I The Organisation and State of Development of General Primary and Secondary Education -- II The Organisation and State of Development of Secondary Vocational and Technical Education and Higher Education -- III The Final Resources Allocated to Education -- General Conclusion -- Tables.
    Abstract: In 1965 Mr. Raymond Poignant published a comparative study, entitled "Education in the Common Market Countries", of the organi­ sation and state of development of education in the six countries of the Community and in three industrialised countries: the United States, the United Kingdom and the USSR. Mr. Poignant, at present Director of the International Institute for Educational Planning (UNESCO), compiled the material for this study when he was Chairman of a committee set up by the EEC Institute for University Studies. Since then it has become a reference work for all those who wish to under­ stand the similarities and the diversity of our educational systems; it has been translated into German and English. In the preface to the first edition we expressed the wish that this work of comparative analysis should be pursued and kept up-to-date. This wish is fulfilled in the work we are now introducing, and which was undertaken by Mr. Poignant pursuant to an agreement between the European Cultural Foundation and the International Institute for Educational Planning. It should be emphasised that this is not simply a revised edition of the previous work. The scope of the book has been enlarged, and Japan and Sweden are now included in the list of countries examined; more­ over the perspective is different.
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  • 14
    ISBN: 9789401024860
    Language: English
    Pages: Online-Ressource (189p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Educating Man for the 21st Century 4
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 4
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education and state.
    Abstract: Preface -- 1. Introduction: Scope and limits of the prospective inquiry -- 2. Historical background: Questions of terminology, socio-economic factors and ideological issues -- 3. The present situation and current changes -- 4. Medium- and long-term trends -- 5. Guidance and career choice -- 6. Polyvalency and permanent education -- 7. Technical and vocational training for women -- 8. University, post-secondary education and recurrent education -- 9. Division of labour: old and new models -- 10. Conclusions -- Appendix A: Tables and comments on replies to questionnaire -- Appendix B: Gino Martinoli: Thoughts on the training of tomorrow’s manpower -- Appendix C: Questionnaire -- Biographical notes.
    Abstract: The Steering Committee for the Plan Europe 2000, Project 1: Education, invited the working group to analyse the problems of technical and vocational education projected over the next 30 years, both at se­ condary school and at university level. This report summarises the findings of approximately two years' research and discussion by the group, coordinated by the undersigned. It is in fact a combined report, although one chapter - the eighth­ is devoted specifically to university problems. This we consider to be amply justified by the nature of the subjects discussed: it is difficult to make a clear-cut distinction between solutions on the secondary level and solutions on the post-secondary level, especially when they are projected into the future. The group organised its work as follows: it consulted the literature to the extent possible and sought replies to a comprehensive analytical questionnaire from a wide sample of experts in different countries (the composition of the sample is described in the opening section of Appendix A); it arranged many meetings with qualified persons for discussions, as well as visits by individuals or small groups to training institutions in several European countries to meet experts in this field and it took part in national and international congresses and conferen­ ces on technical and/or vocational training and associated problems.
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  • 15
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    Online Resource
    Dordrecht : Springer
    ISBN: 9789401023757
    Language: English
    Pages: Online-Ressource (XVIII, 270 p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century, Published under the Auspices of the European Cultural Foundation 1
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education and state.
    Abstract: Possible Futures of European Education -- 1. On General Problems of Social Forecasts -- 2. Forecasts of Educational Expenditures in Fourteen European Countries and the United States -- 3. A Systems Prognostication of the European Social System -- 4. On a Theory of Education -- 5. Trends in the System’s Development -- 6. Summary -- How Should the Future be Studied? -- Social and Cultural Futures in Western Europe a Framework for Analysis -- 1. Social Change or Continuity — Problems in Social and Cultural Futures -- 2. A sociological framework for Hypothetical Futures -- 3. The dynamics of social Change and Discontinuity -- 4. Emerging European Futures — The Basic Qualitative Dilemma -- Biographical Notes.
    Abstract: In "Plan Europe 2000," launched by the European Cultural Foundation, the first project is devoted to education. This project sets out to isolate the principal features, and to sketch the "image" of the educational system in the year 2000. It is not a matter of "forecasting," for that would imply that the modes of educating people in the next thirty years are predeter­ mined and subject to the operation of factors that must be respected like the laws of an inevitable evolution. We should be trying to unveil what is to come. Nor is the enterprise a project based on the options considered to be most desirable, which would imply that man has an entirely free will and is capable of dominating anything that might oppose that will. We should then be trying to "dictate" what we want to exist in the year 2000. It would be the act of a demiurge. The project is in fact a long-term prospective effort, which must take into consideration· - major constraints and unyielding tendencies, scarcely susceptible of significant change; - data and factors that can be more or less freely manipulated but not ignored or eradicated; - priorities dictated by the limitations of time and means; - the authors' freedom of action, subject to the above limitations, and in any event to the following one: they must not conflict with European aspirations, even the latent ones; they must not outrage mental atti­ tudes that can only be modified by persuasion.
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  • 16
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401024266
    Language: English
    Pages: Online-Ressource (164p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000 Project 1 Educating Man for the 21st Century 3
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Education and state. ; Demography. ; Population.
    Abstract: I Introduction -- II Educational Ideas in the Past -- III The Socialist Countries (1945–1970) -- VI Western Europe from 1945 to 1970 -- A. The Growth of School and University Populations -- B. Conscqucnccs of Expansion -- C. Continuing Social Inequality -- D. Educational Reforms and Suggested Reforms -- V Basic Data Concerning the Year 2000 -- VI Prospects for the Socialist Countries up to the Year 2000 -- VII Prospects for Western Europe up to 2000 -- VIII Natural Inequality of Children at Birth -- IX Conclusion -- Biographical Notes.
    Abstract: It is difficult for us today to imagine that equal educational opportunity, with which we are so deeply preoccupied, was at one time considered to be if not an evil at least a futile objective, and that those who held such an opinion were completely insincere and even disinterested. For a vertically stratified society equality of education had to be opposed be­ cause it would disturb an equilibrium as vital as that of a building. In the Middle Ages only the Church was able to look for new members at the bottom of the social ladder, since ecclesiastical office was not inherited by birth. But efforts in this direction were necessarily very limited, even if only because of the material obstacles to such an aim. Equality of education, as well as any other type of equality could not even be imagined by the aristocracy whose very existence would have been threatened. Its initial indifference was followed by active opposition. When it became possible to formulate the question of the diffusion of education, in the 17th and 18th centuries, the principle itself met with a fundamental objection. The ruling class, idle by its very nature, feared that the workers and especially those on the land would abandon their productive labours, now felt to be degrading, and swell the ranks of the parasites in the cities.
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  • 17
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789401024181
    Language: English
    Pages: Online-Ressource (108p) , digital
    Edition: Springer eBook Collection. Humanities, Social Sciences and Law
    Series Statement: Plan Europe 2000, Project 1: Educating Man for the 21st Century 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Keywords: Education ; Educational psychology.
    Abstract: I. The Accumulation of Scientific and Technical Knowledge -- II. Technological and Economic Development and Change -- III. The Evolution of Some Sociological and Biological Factors Determining Individual Orientation -- IV. Resources and Aims of Education in the Future -- V. A Summary of Future Trends in Educational Orientation -- Biographical Notes.
    Abstract: When considering future trends in educational and vocational orientation we must constantly bear in mind, in as concrete a way as possible, that schools form an integral part of society as a whole. To point out that education and society are inseparable concepts has of course become almost a ritual statement in the majority of studies of future developments in education. All too often however "society" becomes an allegorical figure to which characteristics can be attributed varying with the tradition of thought adhered to by each writer. This figure is given a part to play in the plot which we are trying to unravel, but it remains allegorical. The theatre is furthermore closed to the public. Teachers and taught, pedagogic experts and philosophers of education, are alone together and share the functions of author, actors, producer, audience, and critics. To seek a better future for education is to try to improve the quality of a performance given in camera, to give each character a role which is most satisfying to the mind and above all to the emotions and in which the most noble sentiments can be expressed in the cause of the highest ideals. The theatri­ cal and gratuitous nature of university life, and lyrical statements about the future of the universities, were characteristic aspects of traditional frameworks.
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