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  • 2000-2004  (74)
  • Education
  • Education  (73)
  • English Studies  (1)
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Years
Year
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Publisher
Keywords
Subjects(RVK)
  • 1
    Book
    Book
    Cultural studies and education : perspectives on theory, methodology and practice (2004)
    Cambridge, MA : Harvard Educational Review
    Details
    ISBN: 0916690415
    Language: English
    Pages: 285 S.
    Series Statement: Harvard Educational Review : Reprint series 38
    Series Statement: Harvard Educational Review
    DDC: 306.07
    RVK:
    DF 3000
    Keywords: Culture ; Culturele studies ; Onderwijs ; Éducation ; Étude culturelle ; Erziehung ; Unterricht ; Culture Study and teaching ; Education ; Kulturwissenschaften ; Pädagogik ; Aufsatzsammlung ; Kulturwissenschaften ; Pädagogik
    Library Location Call Number Volume/Issue/Year Availability
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    Book
    BVB
  • 2
    Online Resource
    Online Resource
    The Professional Development of Teachers: Practice and Theory (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306485183
    Language: English
    Pages: 1 Online-Ressource(XI, 207 p.)
    Edition: 1st ed. 2004.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DN 7000
    Keywords: Teaching. ; Teachers—Training of. ; Education ; Teachers Training of ; Großbritannien ; Lehrerfortbildung
    Abstract: The Issues and some Attempted Solutions -- Evolving Principles: Experience of Two Large Scale Programmes -- Professional Development for Cognitive Acceleration: Initiation -- Professional Development for Cognitive Acceleration: Elaboration -- Empirical Evidence -- Measurable Effects of Cognitive Acceleration -- Testing an Implementation Model -- A Long-Term Follow-up of some Case Schools -- Teachers in the School Context -- Making the Process Systemic: Evaluation of an Authority Programme -- Modelling Professional Development -- Researching Professional Development: Just How Complex is It? -- Elaborating the Model -- Evidence-Based Policy?.
    Abstract: Hopkins, Bruce Joyce, Michael Huberman, Matthew Miles, and Virginia Richardson. But we have chosen to present our own experience and empirical data first and then, in Part 3, to show how this experience and data relates to models which have been proposed by others. We will address here methodological issues concerned with collecting and interpreting evidence of relationships amongst the many individual and situational factors associated with PD, and re-visit the arguments about ‘process-product’ research on PD. In the light of our experience, we will interrogate models of PD which have been proposed by others and attempt to move forward our total understanding of the process of the professional development of teachers for educational change. In conclusion, we will look at some current national practice in professional development, concentrating on the recent English experience of introducing ‘strategies’ into schools but referring also, by way of contrast, to the situation in the United States. WHAT’S THE PROBLEM? Why has the professional development of teachers already exercised so many good minds for so long? And how can we justify adding another book to this field? The answer to both questions must lie in the continuing demand from society in general (at least as interpreted by politicians and newspaper editors) for improvements in the quality of education.
    Note: Includes bibliographical references (p. 197-204) and index
    DOI: 10.1007/0-306-48518-4
    URL: lizenzpflichtig
    URL: Volltext
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    Online Resource
    BSZ
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    OECD Handbook for Internationally Comparative Education Statistics : Concepts, Standards, Definitions and Classifications (2004)
    Paris : OECD Publishing and Centre for Educational Research and Innovation
    Details
    ISBN: 9789264104112
    Language: English
    Pages: Online-Ressource (274 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Guide de l'OCDE pour l'établissement de statistiques internationalement comparables dans le domaine de l'éducation ; Concepts, normes, définitions et classifications
    Parallel Title: Parallelausg. Guide de l'OCDE pour l'établissement de statistiques internationalement comparables dans le domaine de l'éducation : Concepts, normes, définitions et classifications
    RVK:
    DV 3000
    Keywords: Education Terminology ; Handbooks, manuals, etc ; Educational statistics Handbooks, manuals, etc ; Education ; Economics ; Bildungsstatistik ; Internationaler Vergleich ; Kennzahl
    Abstract: This handbook provides answers to questions such as "What is a teacher?", "What do we mean by public education expenditure?" as well as questions concerning the use of the indicators "How should I interpret expenditure per student?" "What is it measuring?". In so doing, the handbook aims to facilitate a greater understanding of the OECD statistics and indicators produced and so allow for their more effective use in policy analysis. Equally, it provides a ready reference of international standards and conventions for others to follow in the collection and assimilation of educational data. This publication describes the methodology used in the International Survey of Upper Secondary Schools(ISUSS) and in related OECD publications and allows researchers to understand and replicate its analyses.
    DOI: 10.1787/9789264104112-en
    URL: Volltext
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Reviews of National Policies for Education: Denmark 2004 : Lessons from PISA 2000 (2004)
    Paris : OECD Publishing
    Details
    ISBN: 9789264017948
    Language: English
    Pages: Online-Ressource (192 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation ; Danemark 2004 ; Les enseignements de PISA 2000
    Parallel Title: Parallelausg. Examens des politiques nationales d'éducation : Danemark 2004 : Les enseignements de PISA 2000
    Parallel Title: Elektronische Reproduktion von Review of national policies for education, Denmark
    RVK:
    DI 3008
    RVK:
    DO 1250
    Keywords: Schüler ; Bildungsniveau ; Bildungspolitik ; Dänemark ; Education ; Denmark ; Dänemark ; PISA-Studie ; Schule ; Bildungspolitik
    Abstract: The results of PISA 2000, OECD's groundbreaking comparison of the educational outcomes of 15-year-olds, shook the belief of Danes that theirs was the best education system in the world. In this report, a team of examiners determines why Denmark did worse than expected and recommends a series of steps to better evaluate performance, to overcome the effects of family backgrounds on student outcomes, to better equip school leaders and teachers, and to enhance the flexibility of the agreement governing tasks and hours of school staff.
    DOI: 10.1787/9789264017948-en
    URL: Volltext
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Completing the Foundation for Lifelong Learning : An OECD Survey of Upper Secondary Schools (2004)
    Paris : OECD Publishing and Centre for Educational Research and Innovation
    Details
    ISBN: 9789264103733
    Language: English
    Pages: Online-Ressource (172 p.)
    Parallel Title: Druckausg.
    DDC: 370
    RVK:
    DO 1250
    RVK:
    DP 1760
    RVK:
    DP 3400
    RVK:
    DV 3000
    Keywords: Education and state OECD countries ; Education, Secondary OECD countries ; High schools OECD countries ; Administration ; Education ; OECD ; Sekundarstufe 2 ; Internationaler Vergleich
    Abstract: This report provides internationally comparable data from upper secondary schools. It sheds light on how these schools are managed and financed, on their approaches to and difficulties in securing qualified teachers, and their efforts to support the professional development of teachers. The report is based on OECD’s International Survey of Upper Secondary Schools that was conducted in 2001 in Belgium (Fl), Denmark, Finland, France, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Spain, Sweden, Switzerland.
    DOI: 10.1787/9789264103733-en
    URL: Volltext
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Career Guidance and Public Policy : Bridging the Gap (2004)
    Paris : OECD Publishing
    Details
    ISBN: 9789264105669
    Language: English
    Pages: Online-Ressource (172 p.)
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Orientation professionnelle et politique publique ; comment combler l'écart
    Parallel Title: Parallelausg. Bildungs- und Berufsberatung; Bessere Verzahnung mit der öffentlichen Politik
    Parallel Title: Parallelausg. Orientación profesional y políticas públicas ; Cómo acortar distancias
    Parallel Title: Parallelausg. Orientation professionnelle et politique publique : comment combler l'écart
    Parallel Title: Parallelausg. Bildungs- und Berufsberatung: Bessere Verzahnung mit der öffentlichen Politik
    Parallel Title: Parallelausg. Orientación profesional y políticas públicas : Cómo acortar distancias
    RVK:
    DL 3000
    Keywords: Education ; Employment ; Karriere ; Gleichheit
    Abstract: OECD countries are attaching rising importance to lifelong learning and active employment policies as tools of economic growth and social equity. Effective information and guidance systems are essential to support the implementation of these policies, and all citizens need to develop the skills to self-manage their careers. Yet there are large gaps between these policy goals and the capacity of national career guidance systems. Based upon a review conducted in 14 OECD countries, this publication explores how these gaps might be narrowed. It advocates improved national co-ordination arrangements and greater attention to research and data collection to inform policy makers. It also promotes the development of improved and more specialised training programmes for practitioners and the creation of more specialised career guidance organisations for the delivery of services.
    DOI: 10.1787/9789264105669-en
    URL: Volltext
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    MPI Ethno. Forsch.
  • 7
    Book
    Book
    Schooling and education in Africa : the case of Ghana (2004)
    Trenton, N.J. [u.a.] : Africa World Press
    Details
    ISBN: 1592210031
    Language: English
    Pages: VII, 326 S
    DDC: 370.9667
    RVK:
    LC 57465
    RVK:
    DV 2275
    Keywords: Education ; Education and state ; Community and school ; Educational change ; Education Social aspects ; Ghana ; Schule ; Erziehung
    Note: Literaturverz. S. [295] - 317
    URL: http://www.loc.gov/catdir/toc/fy0713/2007276582.html
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    Book
    MPI-MMG
  • 8
    Book
    Book
    Lernfeld Europa : eine kritische Analyse der Lebens- und Lernbedingungen von Kindern und Jugendlichen in Europa (2004)
    Wiesbaden : VS, Verl. für Sozialwiss.
    Details
    ISBN: 3810040207
    Language: German
    Pages: 227 S.
    Edition: 1. Aufl.
    DDC: 306.43094
    RVK:
    DU 6000
    RVK:
    DV 3000
    RVK:
    MS 2150
    RVK:
    MS 2300
    Keywords: Europäische Union ; Erziehung ; Jugend ; Kind ; Children Social conditions ; Education ; Youth Social conditions ; Lernsituation ; Jugend ; Kind ; Schule ; Europa ; Europäische Union ; Kind ; Europäische Union ; Jugend ; Europäische Union ; Lernsituation ; Schule
    URL: Inhaltsverzeichnis
    URL: Cover
    URL: Inhaltsverzeichnis
    URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=010546049&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
    URL: Cover
    URL: Inhaltsverzeichnis
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    Book
    HU Berlin
    BSZ
    GBV
    KOBV
  • 9
    Book
    Book
    Bildung : Ziele, Wege, Probleme ; Ringvorlesung der Philosophischen Fakultäten I - III der Universität des Saarlandes im Wintersemester 2001/2002 (2004)
    St. Ingbert : Röhrig Univ.-Verl.
    Show associated volumes/articles
    Details
    ISBN: 3861103516
    Language: German
    Pages: 316 S. , Ill., graph. Darst.
    Series Statement: Annales Universitatis Saraviensis, Philosophische Fakultäten 22
    Series Statement: Annales Universitatis Saraviensis, Philosophische Fakultäten
    DDC: 370
    RVK:
    AL 20700
    RVK:
    DF 3000
    Keywords: Erziehung ; Education ; Learning and scholarship ; Bildung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Bildung
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
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    HU Berlin
    München BSB
    München UB
    BSZ
    GBV
    KOBV
    BVB
  • 10
    Online Resource
    Online Resource
    Identity, agency and social institutions in educational ethnography (2004)
    Details
    ISBN: 9781849502979 , 1849502978
    Language: English
    Pages: Online-Ressource (xv, 227 p.)
    Series Statement: Studies in educational ethnography v. 10
    Parallel Title: Erscheint auch als
    DDC: 306.43
    RVK:
    DF 4504
    Keywords: bicssc ; Electronic books ; Physical anthropology & ethnography ; Education ; Education / General ; Educational anthropology / Congresses ; Identity (Psychology) in adolescence / Congresses ; Identity (Psychology) in children / Congresses ; Social institutions / Congresses ; Konferenzschrift
    Abstract: The prime focus on the social processes of schooling within educational ethnography has tended to marginalise or eschew the importance of other 'informal' educational sites. Other social institutions, such as family, community, media and popular culture, work and prisons are salient arenas in which behaviours and lives are regulated. They all interrelate and are all implicated in the generation, management and development of social identities and the social and cultural reproduction of structures and relations. Individuals, though, are not merely shaped by these social institutions, their agency is evident in the way they creatively adapt and accommodate to the tensions and constraints of economic, educational and social policies. The maintenance of self in these situations requires identity work involving mediation, conflict, contestation and modes of resistance, which often contribute to a continual reconstruction of situations and contexts. This volume of "Studies in Educational Ethnography" focuses on identity and agency in a variety of social institutions in educational ethnography. The contributors explore these themes in a wide range of international contexts including: Belgium, Sweden, North America, South Africa and England. They demonstrate the capacity of educational ethnography to provide accounts of participants' perspectives and understandings to highlight the agency of educational subjects
    Note: Includes bibliographical references
    URL: Volltext  (URL des Erstveröffentlichers)
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    BVB
  • 11
    Book
    Book
    Cultural studies and education : perspectives on theory, methodology, and practice (2004)
    Cambridge, MA : Harvard Educational Review
    Details
    ISBN: 0916690415
    Language: English
    Pages: 285 S. , Ill., graph. Darst. , 25 cm
    Series Statement: Harvard educational review : Reprint series no. 38
    Series Statement: The Harvard educational review / Reprint series
    DDC: 306.07
    RVK:
    DF 3000
    Keywords: Culture Study and teaching ; Education ; Kulturwissenschaften ; Pädagogik ; Aufsatzsammlung
    Note: Includes bibliographical references
    URL: Inhaltsverzeichnis
    URL: http://www.loc.gov/catdir/toc/fy0608/2003115029.html
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    Book
    GBV
  • 12
    Book
    Book
    Globalization : culture and education for a new millennium (2004)
    Berkeley, Calif. [u.a.] : Univ. of California Press
    Details
    ISBN: 0520241231 , 0520241258
    Language: English
    Pages: XV, 275 S. , graph. Darst. , 23 cm
    DDC: 303.482
    RVK:
    DV 1000
    RVK:
    MK 8500
    RVK:
    DI 4000
    RVK:
    QM 000
    Keywords: Globalisierung ; Bildung ; Kultur ; Welt ; Globalization ; Education ; Culture ; Globalization ; Education ; Culture ; Bibliographie enthalten ; Sammelwerk ; Buch ; Aufsatzsammlung ; Globalisierung ; Kultur ; Bildung
    Description / Table of Contents: Literaturangaben
    Note: Includes bibliographical references and index. - Enth. 10 Beitr , Published in association with The Ross Institute. - Includes bibliographical references and index
    URL: http://www.loc.gov/catdir/description/ucal042/2003061084.html
    URL: Inhaltsverzeichnis
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    BSZ
    GBV
  • 13
    Online Resource
    Online Resource
    Focus on the wonder years : challenges facing the American middle school (2004)
    Santa Monica, CA : Rand
    Details
    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
    RVK:
    DV 2850
    RVK:
    DK 4002
    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)
    URL: kostenfrei
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    MPI Ethno. Forsch.
  • 14
    Online Resource
    Online Resource
    Career Guidance : A Handbook for Policy Makers (2004)
    Paris : OECD Publishing
    Details
    ISBN: 9789264015210
    Language: English
    Pages: Online-Ressource (84 p)
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Career Guidance; A Handbook for Policy Makers (Slovak version)
    Parallel Title: Parallelausg. L'orientation professionnelle ; Guide pratique pour les décideurs
    Parallel Title: Parallelausg. Career Guidance; A Handbook for Policy Makers (Bulgarian version)
    Parallel Title: Parallelausg. Career Guidance; A Handbook for Policy Makers (Czech version)
    Parallel Title: Parallelausg. Uddannelses- og erhvervsvejledning; En håndbog for beslutningstagere
    Parallel Title: Parallelausg. Berufsberatung; Ein Handbuch für politisch Verantwortliche
    Parallel Title: Parallelausg. Career Guidance; A Handbook for Policy Makers (Greek version)
    Parallel Title: Parallelausg. Orientación professional ; Guía para responsables políticos
    Parallel Title: Parallelausg. Career Guidance; A Handbook for Policy Makers (Latvian version)
    Parallel Title: Elektronische Reproduktion von Career guidance
    DDC: 331.702
    RVK:
    DL 3000
    Keywords: Karriereplanung ; Erwerbsverlauf ; Unterricht ; Berufsberatung ; OECD-Staaten ; Lebenslanges Lernen ; Education ; Employment ; OECD ; Berufsberatung ; Bildungsberatung
    Abstract: This joint publication of the OECD and the European Commission gives policy makers practical tools to tackle weaknesses in many countries' career guidance systems including limited access, particularly for adults; failure to develop career management skills; inappropriate training; and poor service coordination. In simple, non-technical language, this publication addresses a broad range of policy issues that that are central to the effective delivery of career guidance services. These include: how to widen access to career guidance; ways of improving the quality of career information; ensuring that staff qualifications meet policy objectives; and improving strategic leadership.
    DOI: 10.1787/9789264015210-en
    URL: Volltext
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    MPI Ethno. Forsch.
  • 15
    Online Resource
    Online Resource
    Professional Learning: Gaps and Transitions on the Way from Novice to Expert (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402020940
    Language: English
    Pages: 1 Online-Ressource(XXIV, 308 p.)
    Edition: 1st ed. 2004.
    Series Statement: Innovation and Change in Professional Education 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    CX 3000
    RVK:
    DW 1000
    Keywords: Learning. ; Instruction. ; Education. ; Learning, Psychology of. ; Education ; Aufsatzsammlung ; Professionalisierung
    Abstract: On the Long Way from Novice to Expert and How Travelling Changes the Traveller -- The Role of Experience in Professional Training and Development of Psychological Counsellors -- The Case of Plant Identification in Biology: When Is a Rose a Rose? -- Overcoming Problems of Knowledge Application and Transfer -- Does Practice Make Perfect? -- Fostering Managerial Problem-Solving -- From Theory to Practice in Medical Education -- Embedding and Immersion As Key Strategies in Learning to Teach -- Teaching Expertise -- Professional Learning: Deliberate Attempts at Developing Expertise -- Learning Professionals: Towards an Integrated Model -- From Individual Cognition to Communities of Practice -- Competence-Supporting Working Conditions -- Network Ties, Cognitive Centrality, and Team Interaction Within a Telecommunication Company.
    Abstract: About the Book Series The idea for the Book Series “Innovation and Change in Professional Education” (ICPE) was born in 1996. While working on another publication in this area, we noticed that professional educators faced similar problems without even knowing from each other. It was this observation that resulted in examining the possibilities for a new publication platform about professional education with input from different professions. We wanted to develop a publication source that would bring together educators and researchers to exchange ideas and knowledge about theory, research and professional practice. But we were not only striving for a book series informing readers about important themes in the professions. A second goal was to focus on processes of change and innovation. We were heavily involved in innovations going on in our institutions, and were convinced that a better understanding was needed in a wide range of issues critically important to the future of professional education. It was our belief that scholarly publications about innovation processes may support fundamental change in professional education. ICPE reflects our view that professional education deserves such a publication platform. It aims to approach critical questions of educational innovations, and to examine dynamics of educational change in various professional domains in the context of innovation processes. The books will include contributions from frontline practitioners, leading researchers, or distinguished scholars in professional education, delivering reports of empirical or theoretical research, reviews, interpretations of evaluation studies, or descriptions of innovative approaches.
    Description / Table of Contents: ""Contents""
    Note: Includes bibliographical references and index
    DOI: 10.1007/1-4020-2094-5
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    MPI Ethno. Forsch.
  • 16
    Online Resource
    Online Resource
    The Intellectual Capital of Schools : Measuring and Managing Knowledge, Responsibility and Reward: Lessons from the Commercial Sector (2004)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402025945
    Language: English
    Pages: 1 Online-Ressource(IV, 162 p.)
    Edition: 1st ed. 2004.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DK 1000
    Keywords: Education. ; School management and organization. ; School administration. ; Education ; Bewertung ; Schule ; Immaterielles Wirtschaftsgut ; Intellektuelles Kapital
    Abstract: to the concept of intellectual capital -- Constructing a typology for intellectual capital -- The measurement of responsibility -- A new Profile Guide Chart Method for job evaluation in schools -- Pay and incentives in an education setting -- The retention of intellectual capital: managing continuity -- Implementing a knowledge continuity initiative: an adjunct of lessons from practice -- Intellectual capital metrics.
    Abstract: A teacher may get good, even astounding, results from his pupils while he is teaching them and yet not be a good teacher; because it may be that, while his pupils are directly under his influence, he raises them to a height which is not natural to them, without fostering their own capacities for work at this level, so that they immediately decline again as soon as the teacher leaves the classroom. Ludwig Wittgenstein, 1889 – 1951. It is difficult to measure effectiveness in not-for-profit organisations like schools, colleges and universities. There is no ‘bottom-line’ against which to gauge performance, they have limited technical development and managers struggle to make meaningful comparisons between outcomes and targets. In education, well-publicised attempts have been made to establish - some would say impose - a set of criteria by which organisations judge success or failure. These have been largely subjective - the percentage of inspected classes regarded as good, the extent to which staff is involved in decision making, the appropriateness of the leadership shown by senior managers, and so on – if occasionally peppered with quantitative measures, like the percentage of students achieving certain grades in public examinations, to sustain the illusion of objectivity. This is not to fault the aspiration necessarily, though initially at least it created a surveillance culture in schools that did justice to neither the inspected nor the argument for inspection. Happily, this is changing.
    Note: Includes bibliographical references (p. [154]-161) and index
    DOI: 10.1007/1-4020-2594-7
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    BSZ
    MPI Ethno. Forsch.
  • 17
    Book
    Book
    Educational strategies among Muslims in the context of globalization : some national case studies (2004)
    Leiden : Brill
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    Details
    ISBN: 9004136754
    Language: English
    Pages: VI, 285 S. , graph. Darst.
    Series Statement: Muslim minorities 3
    Series Statement: Muslim minorities
    DDC: 371.077
    RVK:
    DV 3000
    Keywords: Islamic education Case studies ; Multicultural education Case studies ; Minorities Case studies ; Education ; Walford, Geoffrey ; Bildungssystem ; Wissensvermittlung ; Muslim ; Einwanderer ; Globalisierung ; Islam ; Schulbildung ; Islamic education - Case studies ; Multicultural education - Case studies ; Minorities - Case studies - Education ; Walford, Geoffrey ; Afrika ; Internationaler Vergleich ; Aufsatzsammlung ; Naher Osten ; Nordafrika ; Europa ; Islam ; Ausbildung ; Geschichte 1950-2003
    Note: Includes bibliographical references and index
    URL: Inhaltsverzeichnis
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    MPI Ethno. Forsch.
  • 18
    Online Resource
    Online Resource
    Higher Education: Handbook of Theory and Research (2004)
    Dordrecht : Springer Netherlands
    Details
    ISBN: 9781402024566
    Language: English
    Pages: Online-Ressource (X, 562 p, online resource)
    Series Statement: Higher Education: Handbook of Theory and Research 19
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Print version Higher Education : Handbook of Theory and Research
    RVK:
    DV 2850
    Keywords: Education ; Education, Higher ; Higher Education
    Abstract: Service Through Research: My Life in Higher Education -- The Opportunity Agenda: A Reexamination of Postsecondary Reward and Opportunity -- A Cultural Analysis of Shared Governance: The Challenges Ahead -- Statewide Community College Governance Structures: Factors that Influence and Issues that Test Effectiveness -- Computing and Interpreting Effect Sizes -- Follow the Money: The Changing World of Budgeting in Higher Education -- Tuition Fees in Europe and Australasia: Theory, Trends and Policies -- Toward Massification: Higher Education Development in the People’s Republic of China Since 1949 -- Theory and Research on the Development of Moral Reasoning Among College Students -- Faculty Professional Development for the 21st Century -- Doctoral Student Attrition and Persistence: A Meta-Synthesis of Research
    DOI: 10.1007/1-4020-2456-8
    URL: lizenzpflichtig
    URL: Cover
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  • 19
    Online Resource
    Online Resource
    A world of difference : comparing learners across Europe (2003)
    Buckingham : Open University Press
    Details
    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
    RVK:
    DV 1000
    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
    URL: Volltext
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    HeBIS
    BVB
  • 20
    Online Resource
    Online Resource
    Virginia Woolf, the intellectual, and the public sphere (2003)
    Cambridge : Cambridge University Press
    Details
    ISBN: 0511062842 , 9780511062841 , 0511121563 , 9780511121562 , 0511071302 , 9780511071300 , 9780511056512 , 0511056516
    Language: English
    Pages: x, 237 p , 24 cm
    Edition: Boulder, Colo NetLibrary 2004 Online-Ressource E-Books von NetLibrary
    Series Statement: EBSCOhost eBook Collection
    Parallel Title: Erscheint auch als Cuddy-Keane, Melba Virginia Woolf, the intellectual, and the public sphere
    RVK:
    HM 4815
    Keywords: Woolf, Virginia, Knowledge and learning. ; Woolf, Virginia, Political and social views. ; Woolf, Virginia 1882-1941 Knowledge and learning ; Woolf, Virginia 1882-1941 Political and social views ; Woolf, Virginia 1882-1941 Savoir et érudition ; Woolf, Virginia 1882-1941 Pensée politique et sociale ; Woolf, Virginia ; Woolf, Virginia Knowledge and learning ; Woolf, Virginia Political and social views ; Woolf, Virginia, Knowledge and learning. ; Woolf, Virginia, Political and social views. ; Woolf, Virginia ; Woolf, Virginia ; Books and reading History 20th century. ; Education History 20th century. ; Modernism (Literature) ; Books and reading History ; 20th century ; Great Britain ; Education History ; 20th century ; Great Britain ; Modernism (Literature) Great Britain ; Livres et lecture Histoire ; 20e siècle ; Grande-Bretagne ; Éducation Histoire ; 20e siècle ; Grande-Bretagne ; Modernisme (Littérature) Grande-Bretagne ; Education History 20th century ; Modernism (Literature) ; Books and reading History 20th century ; Books and reading History 20th century. ; Education History 20th century. ; Modernism (Literature) ; LITERARY CRITICISM ; European ; English, Irish, Scottish, Welsh ; Books and reading ; Education ; Intellectual life ; Learning and scholarship ; Modernism (Literature) ; Political and social views ; Essays ; History ; Online-Publikation ; Essay ; Geistesleben ; Gesellschaftliches Bewusstsein ; Great Britain Intellectual life 20th century. ; Great Britain Intellectual life ; 20th century ; Grande-Bretagne Vie intellectuelle ; 20e siècle ; Great Britain Intellectual life 20th century ; Great Britain Intellectual life 20th century. ; Great Britain ; Electronic books. ; Electronic books. ; Electronic books Online-Publikation ; Woolf, Virginia 1882-1941 ; Essay ; Geistesleben ; Gesellschaftliches Bewusstsein ; Woolf, Virginia 1882-1941 ; Essay ; Geistesleben ; Gesellschaftliches Bewusstsein
    Abstract: A wider sphere -- Part one: Cultural contexts -- Democratic highbrow: Woolf and the classless intellectual -- Woolf, English studies, and the making of the (new) common reader -- Part two: Critical practice -- 3. Woolf and the theory and pedagogy of reading -- Intellectual work today
    Abstract: Virginia Woolf, the Intellectual, and the Public Sphere relates Woolf's literary reviews and essays to early twentieth-century debates about the value of 'highbrow' culture, the methods of instruction in universities and adult education, and the importance of an educated public for the realization of democratic goals
    Description / Table of Contents: A wider sphere -- Part one: Cultural contexts -- Democratic highbrow: Woolf and the classless intellectual -- Woolf, English studies, and the making of the (new) common reader -- Part two: Critical practice -- 3. Woolf and the theory and pedagogy of reading -- Intellectual work today
    Note: Includes bibliographical references (p. 220-230) and index , Electronic reproduction, Boulder, Colo : NetLibrary, 2004
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 21
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    Online Resource
    Inequality across societies : families, schools and persisting stratification (2003)
    Details
    ISBN: 9781849502412 , 1849502412
    Language: English
    Pages: Online-Ressource (vii, 292 p.)
    Edition: 1st ed
    Series Statement: Research in sociology of education v. 14
    Parallel Title: Erscheint auch als
    DDC: 306.43
    RVK:
    DI 1000
    RVK:
    DU 2000
    Keywords: bicssc ; Education ; Social discrimination ; Education / General ; Social Science / Popular Culture ; Educational sociology ; Educational equalization / Cross-cultural studies ; Social stratification ; Educational sociology / Cross-cultural studies ; Educational equalization ; Social stratification / Cross-cultural studies ; Income distribution ; Income distribution / Cross-cultural studies ; Chancengleichheit ; Internationaler Vergleich ; Bildung ; Aufsatzsammlung ; Chancengleichheit ; Bildung ; Internationaler Vergleich
    Abstract: Most societies place great faith in the modern school's power to offer children a more prosperous future, from better jobs to wider social opportunities. In turn, political leaders around the world push to expand western forms of schooling, creating more slots for children, from preschool through university levels. Yet despite this remarkable institutional change, are societies becoming equitable, especially for those groups living on the margins of civil society? Why, in too many cases, has schooling failed to deliver on its promise of reducing economic and social disparities? This volume addresses these questions, taking the reader into a variety of nations and cultural settings. With studies from Europe, the Middle East, Africa, and Asia, the volume illuminates how schools can reduce or reinforce the layered stratification of society, even in nations with non-western traditions. The contributors, diverse in their own origins and viewpoints, advance our understanding of stratification by highlighting how a nation's history, particular institutions, and cultural context shape the school's efficiency as an agent of equity. The chapters move beyond individual conceptions of attainment and distinguish near-universal versus country-specific mechanisms that characterize the interplay between school expansion and inequality. It shows how schools can reduce or reinforce the layered stratification of society, even in nations with non-western traditions
    Note: Includes bibliographical references and index
    URL: Volltext  (URL des Erstveröffentlichers)
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    BVB
  • 22
    Book
    Book
    Sécularisation, séparation et guerre scolaire : les catholiques français et l'école, (1901 - 1914) (2003)
    Paris : Les Ed. du Cerf
    Details
    ISBN: 220407196X
    Language: French
    Pages: 638 S , Kt
    Series Statement: Cerf Histoire
    DDC: 371.071244
    RVK:
    DV 2260
    Keywords: Church and education History ; 20th century ; France ; Church and state History ; 20th century ; France ; Geschichte ; Religionsgemeinschaft ; Staat ; Schulpolitik ; Säkularisierung ; Private Bildungseinrichtung ; Konflikt ; Ideologie ; Katholische Schule ; Schule ; Frankreich Troisième République (France, 1870-1940) ; Verhältnis Religionsgemeinschaft - Staat ; Schulpolitik ; Säkularisierung ; Private Bildungseinrichtung ; Ideologischer Konflikt ; Katholische Kirche ; Schule ; Trennung Kirche / Staat Laizismus ; Frankreich ; Catholic Church ; Education ; History ; France ; Frankreich ; Katholische Schule ; Geschichte 1901-1914
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    BSZ
    GBV
    KOBV
  • 23
    Book
    Book
    Politik für die Hochschule im europäischen Haus : Festschrift für Winfried Seelisch (2003)
    Darmstadt : Bogen-Verl.
    Details
    ISBN: 3920606345
    Language: German , English , French
    Pages: 268 S.
    RVK:
    AL 11800
    RVK:
    DB 4000
    Keywords: Seelisch, Winfried 〈1943-〉 ; Erziehung ; Education and state ; Education Aims and objectives ; Education ; Bildungspolitik ; Pädagogik ; Religionspädagogik ; Deutschland ; Polen ; Aufsatzsammlung ; Festschrift ; Aufsatzsammlung ; Festschrift ; Aufsatzsammlung ; Festschrift ; Aufsatzsammlung ; Festschrift ; Polen ; Bildungspolitik ; Deutschland ; Polen ; Pädagogik ; Deutschland ; Polen ; Religionspädagogik ; Deutschland
    Note: Beitr. teilw. dt., teilw. engl., teilw. franz.
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
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    HU Berlin
    München BSB
    Würzburg UB
    KOBV
    BVB
  • 24
    Book
    Book
    L'école de plein air : une expérience pédagogique et architecturale dans l'Europe du XXe siècle : an educational and architectural venture in twentieth-century Europe = Open-air schools (2003)
    [Paris] : Éditions Recherches
    Details
    ISBN: 2862220442
    Language: French , English
    Pages: 431 S , Ill., graph. Darst., Kt , 24 cm
    Series Statement: R focales
    RVK:
    DP 1900
    Keywords: Open-air schools Congresses ; History ; 20th century ; Europe ; Sick children Congresses ; Education ; History ; 20th century ; Europe ; Educational innovations Congresses ; History ; 20th century ; Europe ; Open air schools Congresses ; Design and construction ; History ; 20th century ; Europe ; Alternativschule ; Reformpädagogik ; Gesundheitsfürsorge ; Schulgebäude ; Deutschland ; Konferenzschrift ; Europa ; Freiluftunterricht ; Schulbau ; Internationaler Vergleich
    Note: Includes bibliographical references (p. 409 - 426) , Text franz. und engl.
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    MEK Berlin
  • 25
    Online Resource
    Online Resource
    Implementing European Union Education and Training Policy : A Comparative Study of Issues in Four Member States (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480775
    Language: English
    Pages: 1 Online-Ressource(X, 332 p.)
    Edition: 1st ed. 2003.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DI 1000
    Keywords: Higher education. ; Political science. ; Education. ; Education, Higher. ; Education ; Political Science ; Aufsatzsammlung ; Europäische Union ; Bildungssystem ; Internationaler Vergleich ; Europäische Union ; Bildungspolitik ; Standardisierung
    Abstract: The European Union and Education and Training: An Overview of Policies and Initiatives -- Educating Europe: An Analysis of EU Educational Policies -- Interpreting EU Education and Training Policy: Thoughts from the English Perspective -- Tensions Between the European and the Nordic Dimension in Education, with Particular Reference to Sweden -- A Comparative Study of the European Dimension in Education in England, Scotland and Wales -- The European Dimension in the National Curriculum for England -- European Policies and Transition Processes: The Influence of EU Training Programmes in Eastern Germany -- The Impact of EU Education and Training Policies in Sweden -- Eu Programmes in Education and Training: Development and Implementation in Germany, Sweden and the United Kingdom -- Standardisation and Differentiation in the Levels of Diplomas in Higher Education Systems in Europe -- Higher Education Student Mobility and the Interpretation of European Union Educational Policies in France.
    Abstract: The papers which make up this volume have for the most part emerged from the work of a team of young researchers based for varying periods at the Department of Educational Studies of the University of Oxford as part of an international network funded by the European Union. The network, known as PRESTiGE (Problems of Educational Standardisation and Transition in a Global Environment), involves teams at six European universities, each of which can only employ young researchers from Member States other than that in which it is situated. The Oxford part of PRESTiGE has been concerned with the interpretation, transmission and implementation of European Union education and training policy in four Member States: France, Germany, Sweden and the United Kingdom. As the leader of the Oxford team I had the good fortune to work with young researchers from Denmark, Germany, Greece, Sweden and Portugal. Their work is included here. So too are contributions from Jake Murdoch (a member of the Dijon team, based at the Université de Bourgogne) and Professor António Nóvoa, the leader of the Lisbon team. Together the papers (which we have allowed to overlap to some extent, so that each one can be read independently) represent a genuinely international collaborative effort to understand the intentions and the effects of EU education and training policy, and we hope that they will contribute to further discussion of the important issues that those with an interest in European co-operation and development will wish to pursue.
    Note: Includes bibliographical references
    DOI: 10.1007/0-306-48077-8
    URL: lizenzpflichtig
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  • 26
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    Online Resource
    Inclusion, Participation and Democracy: What is the Purpose? (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480782
    Language: English
    Pages: 1 Online-Ressource(X, 233 p.)
    Edition: 1st ed. 2003.
    Series Statement: Inclusive Education: Cross Cultural Perspectives 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DT 1550
    Keywords: Education. ; Education ; Education Philosophy ; Internationaler Vergleich ; Aufsatzsammlung ; Integrative Erziehung
    Abstract: Beyond Schooling -- Including Ourselves: Teaching, Trust, Identity and Community -- ‘They Believe that They Participate ... but’: Democracy and Inclusion in Norwegian Schools -- Participation and Democracy: What’s Inclusion Got to do with it? -- Why does Education for all Have to be Inclusive Education? -- Challenging Understanding -- The Social Construction of Adulthood with a Difference in Iceland -- Inclusion and Problem Groups: The Story of Adhd -- Working Past Pity: What We Make of Disability in Schools -- An Outsider’s Perspective on the Reality of Educational Inclusion Within Former Yugoslavia -- Pressing for Change -- Understanding the Changing Role of English Local Education Authorities in Promoting Inclusion -- Daring to Think Otherwise? Educational Policymaking in the New Scottish Parliament -- ‘Race’ and the Discourse on ‘Inclusion’ -- Teacher Education, Government and Inclusive Schooling: The Politics of the Faustian Waltz -- Concluding Remarks.
    Abstract: The question of inclusive education is one which many societies are attempting to address. It is a fundamentally serious and complex issue raising challenges that cover conceptual, organizational, pedagogical, curricular and socio-economic concerns and questions. In this edited collection of papers the reader is confronted with these challenges through, on the one hand, a critical informative analysis of some of the key existing ideas and, on the other, a series of alternative insights and questions requiring further exploration and debate. Adding to the overall qu- ity of the book is the much needed cross-cultural dimension in terms of insights, knowledge, understanding and difficult questions. This is an important book in which new research and interpretations are reported on and discussed. Overall, the papers provide a serious critique of such factors as: the limitations of existing definitions of inclusive education; the narrowness of the focus within which inclusive issues are too often presented; the negative impacts of marketisation, performativity and the standards agenda on the realisation of inclusive values and practice and the constraints of significant socio-economic inequalities and disadvantages within and between communities and schools. These raise serious questions concerning the extent to which schools can make a positive difference in the lives of many pupils.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48078-6
    URL: lizenzpflichtig
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  • 27
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    Online Resource
    Optimising New Modes of Assessment: In Search of Qualities and Standards (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306481253
    Language: English
    Pages: 1 Online-Ressource(XII, 299 p.)
    Edition: 1st ed. 2003.
    Series Statement: Innovation and Change in Professional Education 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DO 1250
    Keywords: Assessment. ; Science education. ; Learning. ; Instruction. ; Education. ; Educational tests and measurements. ; Science—Study and teaching. ; Learning, Psychology of. ; Education ; Science Study and teaching ; Educational tests and measurements ; Aufsatzsammlung ; Schulleistungsmessung
    Abstract: The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment -- New Insights Into Learning and Teaching and Their Implications for Assessment -- Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects -- Self and Peer Assessment in School and University: Reliability, Validity and Utility -- A Framework for Project-Based Assessment in Science Education -- Evaluating the Over All Test: Looking for Multiple Validity Measures -- Assessment for Learning: Reconsidering Portfolios and Research Evidence -- Students’ Perceptions about New Modes of Assessment in Higher Education: A Review -- Assessment of Students’ Feelings of Autonomy, Competence, and Social Relatedness: A New Approach to Measuring the Quality of the Learning Process through Self- and Peer Assessment -- Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method -- Assessment and Technology.
    Abstract: French novelist Marcel Proust instructs us that, “a voyage of discovery consists, not of seeking new landscapes, but of seeing through new eyes.” Nowhere in the practice of education do we need to see through new eyes than in the domain of assessment. We have been trapped by our collective experiences to see a limited array of things to be assessed, a very few ways of assessing them, limited strategies for communicating results and inflexible roles of players in the assessment drama. This edited book of readings jolts us out of traditional habits of mind about assessment. An international team of innovative thinkers relies on the best current research on learning and cognition, to describe how to use assessment to promote, not merely check for, student learning. In effect, they explore a new vision of assessment for the new millennium. The authors address the rapidly expanding array of achievement targets students must hit, the increasingly productive variety of assessment methods available to educators, innovative ways of collecting and communicating evidence of learning, and a fundamental redefinition of both students’ and teachers’ roles in the assessment process.
    Description / Table of Contents: ""Contents""; ""Contributors""; ""Acknowledgements""; ""Preface""; ""The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment""; ""New Insights Into Learning and Teaching and Their Implications for Assessment""; ""Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects""; ""Self and Peer Assessment in School and University: Reliability, Validity and Utility""; ""A Framework for Project-Based Assessment in Science Education""
    Description / Table of Contents: ""Evaluating the OverAll Test: Looking for Multiple Validity Measures""""Assessment for Learning: Reconsidering Portfolios and Research Evidence""; ""Students� Perceptions about New Modes of Assessment in Higher Education: a Review""; ""Assessment of Students� Feelings of Autonomy, Competence, and Social Relatedness: A New Approach to Measuring the Quality of the Learning Process through Self- and Peer Assessment""; ""Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method""; ""Assessment and Technology""; ""Index""
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48125-1
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  • 28
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    Online Resource
    Fiction written under Oath? : Essays in Philosophy and Educational Research (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480430
    Language: English
    Pages: 1 Online-Ressource(XII, 215 p.)
    Edition: 1st ed. 2003.
    Series Statement: Philosophy and Education 10
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DF 3000
    Keywords: Philosophy and social sciences. ; Education. ; Education—Philosophy. ; Education ; Education Philosophy ; Forschung ; Philosophie ; Pädagogik ; Bildungsforschung ; Philosophie
    Abstract: A ‘biographical positioning’ -- Introduction: philosophising about educational research -- Philosophising as and in educational research -- The discipline(S) of educational research -- Educational theory, practice and research: pragmatic perspectives -- Educational research: pursuit of truth or flight into fancy? -- Narratives, fiction and the magic of the real -- Narratives in history, fiction and educational research -- Quality and relevance in educational research -- ‘Nothing about us without us’: the ethics of outsider research -- Research for Sale: moral market or moral maze? -- ‘Fiction written under oath?’ Ethics and epistemology in educational research -- From philosophising about research to researching philosophy: reflections on a reflective log.
    Abstract: The essays bring to contemporary debates about educational research both a first hand familiarity with the practices and arguments of the educational research community and a clear grasp of the ways in which philosophical sources and analysis can inform them. They are both measured and passionate - sparked by an intense personal curiosity, which takes Bridges into unexpected resources and territory (such as the insights of museology into debates on educational research as narrative fiction) as well as more familiar material relating to, for example, issues about the assessment of quality of educational research and the concern for its relevance. The book makes an articulate case, by its own example as well as in its argument, for the continuing contribution of philosophical thinking to the development and critique of educational research. It will be essential reading for researchers already engaged in this development and for masters and doctoral students who are coming to terms with educational research, and it offers a contribution to the literature in philosophy of education which is richly grounded in the wider field of educational research.
    Note: Includes bibliographical references (p. 193-205) and index
    DOI: 10.1007/0-306-48043-3
    URL: lizenzpflichtig
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  • 29
    Online Resource
    Online Resource
    The Ethical Dimensions of School Leadership (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306482038
    Language: English
    Pages: 1 Online-Ressource(XX, 238 p.)
    Edition: 1st ed. 2003.
    Series Statement: Studies in Educational Leadership 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DK 1042
    Keywords: Education. ; School management and organization. ; School administration. ; Education ; Aufsatzsammlung ; Schulleitung ; Professionalität
    Abstract: In Pursuit of Authentic School Leadership Practices -- Democratic Leadership Theory in Late Modernity: An Oxymoron or Ironic Possibility? -- Persistent Difficulties with Values in Educational Administration: Mapping the Terrain -- Reflective Practice: Picturing Ourselves -- Community, Coherence, and Inclusiveness -- Deconstructing Communities: Educational Leaders and Their Ethical Decision-Making Processes -- Let Right be Done: Trying to Put Ethical Standards into Practice -- Valuing Schools as Professional Communities: Assessing the Collaborative Prescription -- Developing Cross-Cultural Perspectives on Education and Community -- School Organizational Values: The Driving Force for Effectiveness and Change -- The Relationship of Gender and Context to Leadership in Australian Schools -- School Leadership as a Democratic Arena -- Conclusion: Tomorrow, and Tomorrow, and Tomorrow: A Post-Postmodern Purview.
    Abstract: Among the many significant features of this volume is the dedication to the late Don Willower, Professor of Education at Pennsylvania State University. It is significant in light of Willower’s long record of major contributions to the empirical literature in Educational Administration and his mentorship of many students steeped in the tradition of the so-called science of administration. These include scholars like Wayne Hoy and Peter Cistone who readily acknowledge their personal and intellectual debt to Willower. How is it, then, that Willower, a colleague of the giants of Educational Administration in the 60s and 70s, people such as Dan Griffiths, Jack Culbertson, and Roald Campbell, to name just a few, came to associate himself with this relatively upstart group of academics and practitioners interested in values, of all things? As an inheritor of the mantle thrown down by Getzels and Guba all those years ago, it might seem strange to see Willower consorting with people who argue about the distinction between fact and value. It is true, of course, that Willower majored in philosophy at the State University of New York at Buffalo as an undergraduate. So the language and the ways of thinking among many of those interested in values and ethics were not all that foreign to him. He could certainly hold his own in debate with his friend, Chris Hodgkinson, the foremost philosopher of Educational Administration in the field today, and a contributor to this volume.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48203-7
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  • 30
    Online Resource
    Online Resource
    Spaced Out: Policy, Difference and the Challenge of Inclusive Education (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306481642
    Language: English
    Pages: 1 Online-Ressource(XII, 193 p.)
    Edition: 1st ed. 2003.
    Series Statement: Inclusive Education: Cross Cultural Perspectives 1
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DT 1554
    RVK:
    DT 1555
    Keywords: International education . ; Comparative education. ; Educational sociology. ; Education. ; Education ; Comparative Education ; Frankreich ; Großbritannien ; Bildungspolitik ; Integrative Erziehung
    Abstract: Researching the Practices and Processes of Policy Making -- Space, Place and Policy Making: Developing a Theoretical Framework -- Process, Practice and Emotion: Researching Policy and Space within a Cross-Cultural Framework -- The History of Special Education: Humanitarian Rationality or ‘Wild Profusion of Entangled Events’? -- Space, Place and Exclusion: Constructing Alternative Histories -- Four Settings: Dividing Spaces -- Discourse, Power and Policy Making: Uncovering the Politics of Social Practice in England -- Landscapes of Naming and Placing: Structures and Practices of Selection and Sorting in France -- Conclusion: Space, Place and the Production of the Other.
    Abstract: This is an extremely important book containing a wealth of ideas and insights and raising important questions for discussion and further exploration. In a lucid and cogently argued analysis, the author both challenges dominant ideas and interp- tations and provides some alternative innovatory perspectives. These include, the making and meaning of policy; the varied and complex ways in which inclusion and exclusion can be understood; the nature and function of categorisation, labelling and discursive practices within official discourse and procedures and the position and relationship between space, place and identities in relation to the experience of marginalized people including disabled children and young people. Drawing on concepts and insights from social and cultural geography Armstrong is able to seriously examine and discuss daily activities within institutional and social settings in England and France from several different angles. In sensitive, thoughtful and imaginative ways the micro-politics of social settings and encounters are explored through a process of deconstruction and reconstruction. Subtle, overt and contradictory features of interactions are carefully identified and critically discussed. This covers how meanings, decisions and outcomes of such encounters are developed, challenged and changed. Both in relation to discussions of the history of special education and her cri- cal self-reflections on the research process, the author challenges homogeneous conceptions and sanitized accounts of what, she argues, is an essentially messy process. It is the unevenness, discontinuities and contradictions of social conditions and relations that are depicted in insightful and disturbing ways.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48164-2
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  • 31
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    Online Resource
    Shaping Flexibility in Vocational Education and Training : Institutional, Curricular and Professional Conditions (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306481574
    Language: English
    Pages: 1 Online-Ressource(XXII, 274 p.)
    Edition: 1st ed. 2003.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DL 2000
    Keywords: Economic growth. ; Professional education. ; Vocational education. ; International education . ; Comparative education. ; Educational sociology. ; Economic development. ; Comparative Education ; Education ; Endogenous growth (Economics) ; Berufsbildung ; Flexibilität ; Aufsatzsammlung
    Abstract: Shaping conditions for a flexible VET -- Institutional And Organisational Aspects Of Flexibility -- Vocational education and training in transition: From Fordism to a learning economy -- Learning organisations for VET -- Perspectives on institutional and organisational flexibility in VET -- Educational Tools and Resources for Flexibility -- Institutional responses to a flexible unified system -- Demand and supply of qualifications: systems’ change towards flexibility -- Developments in vocational education in Ireland -- From a unified to a flexible vocational system: the Hungarian transition case -- Design and effects of a flexible VET system: a case study in Dutch agricultural education -- Valuing learning outcomes acquired in non-formal settings -- Resources for flexibility: critical comments -- Professional Conditions -- Professionalism as a path for the reform of VET systems -- Transforming VET policies and professionalism: a view from Finland -- HRD as a professional career? Perspectives from Finland, The Netherlands, and the United Kingdom -- Challenges of supporting learning of newly qualified professionals in health care -- The practices of a new VET profession.
    Abstract: Flexibility seems to be the core concept of economic and educational change in our time. The promise of solutions to many problems at the individual, institutional, and national level evokes as much controversy as acclaim. This might be related to the different perspectives of actors and researchers involved in problem-solving in Vocational Education and Training (VET), where, on the one hand, solutions should be sought in key qualifications and transferability, in changing teaching and learning processes, while, on the other, political, institutional, organisational, and professional conditions are seen as the key interventions to build a responsive workforce on the basis of a re-engineered VET system. Consequently, flexibility in connection with vocational education and training and the labour market has several divergent connotations.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-48157-X
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  • 32
    Online Resource
    Online Resource
    Leading Diverse Schools (2003)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306480843
    Language: English
    Pages: 1 Online-Ressource(X, 210 p.)
    Edition: 1st ed. 2003.
    Series Statement: Studies in Educational Leadership 2
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DK 1042
    Keywords: Education. ; School management and organization. ; School administration. ; Education ; Schulleitung
    Abstract: Diversity, Educational Leadership and Inclusion -- Educational Approaches to Diversity and Inclusion -- Leadership and Inclusion: A Review -- Administrator Perceptions of “Race” and Racism -- Antiracism: Strategies for Combating Racism -- Promoting Inclusive School-Community Relationships -- Administrator Perceptions of and Responses to Difference -- Dealing with Dilemmas of Difference: Two Cases -- Educative Leadership in Diverse Contexts -- The Barriers to Inclusion -- Leadership and Inclusion.
    Abstract: This book explores the challenges that school administrators face in ethnically diverse contexts. Based on an empirical study, it shows how principals do or do not promote inclusive practices in their schools. The various chapters cover principal perceptions of, and responses to, racism and antiracism, school community relationships, and difference. Also addressed are administrators' efforts to learn about diversity and to educate others in their school communities about it. This volume is the first of its kind to specifically target school administrators and ethnic diversity. While collections of essays and individual articles have explored general and specific aspects of diversity, no book to date has targeted leadership and ethnical diversity specifically, is supported by empirical data, or follows a consistent theme throughout. This book will be of interest to school administrators, prospective administrators, teachers, graduate students, academics and all others who are concerned about education, leadership, diversity and inclusion.
    Note: Includes bibliographical references (p. 191-202) and index
    DOI: 10.1007/0-306-48084-0
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  • 33
    Online Resource
    Online Resource
    Beyond Rhetoric : Adult Learning Policies and Practices (2003)
    Paris : OECD Publishing
    Details
    ISBN: 9789264199446
    Language: English
    Pages: Online-Ressource (256 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Au-delà du discours ; Politiques et pratiques de formation des adultes
    DDC: 379.1215
    RVK:
    DW 1000
    Keywords: Education ; Employment ; Social Issues/Migration/Health ; Electronic books ; Erwachsenenbildung
    Abstract: This publication aims to identify what works in the policy and practice of adult learning, drawing on the experience of nine OECD countries: Canada, Denmark, Finland, Norway, Portugal, Spain, Sweden, Switzerland and the United Kingdom (England). It defines the features of a desirable system of adult learning, including ways to motivate adults to learn and methods to deliver appropriate services. This book will be indispensable to policy makers and those involved in the practice of adult learning.
    DOI: 10.1787/9789264199446-en
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  • 34
    Online Resource
    Online Resource
    Scientific Literacy : Der Beitrag der Naturwissenschaften Zur Allgemeinen Bildung (2002)
    Wiesbaden : VS Verlag fur Sozialwissenschaften GmbH | Ann Arbor, Michigan : ProQuest
    Details
    ISBN: 9783322808639
    Language: German
    Pages: 1 Online-Ressource (142 pages)
    Edition: 1st ed.
    DDC: 302.2
    RVK:
    TB 4056
    RVK:
    DF 4000
    RVK:
    TB 6500
    Keywords: Allgemeinbildung ; Social sciences ; Education ; Science-Study and teaching ; Communication ; Aufsatzsammlung ; Electronic books
    Note: Description based on publisher supplied metadata and other sources
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  • 35
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    Online Resource
    Responding to Student Expectations (2002)
    Paris : OECD Publishing
    Details
    ISBN: 9789264176225
    Language: English
    Pages: Online-Ressource (152 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Répondre aux attentes des étudiants
    DDC: 370
    RVK:
    DM 2009
    Keywords: Education ; Aufsatzsammlung ; Student ; Erwartung ; Universität
    Abstract: Today’s university students are drawn from a highly diverse set of backgrounds. Students appear in various guises as citizens, consumers, and clients. They are fitting university study around increasingly busy lives, often alongside paid employment. In many countries students are paying more for their university education, and expect high levels of standards and service. Universities are institutions with multiple roles, and must balance the needs and demands of their students with the expectations placed upon them by government, industry and the wider community. Such a balance must be struck in the face of increasing pressure on university budgets. Effective action to meet student expectations therefore poses major management challenges for universities. This volume arises from two seminars, held in Brisbane and Paris respectively, to examine some of the key issues facing universities as they confront these challenges. It offers perspectives and experience drawn from contributors from Australia, Europe and Canada, including the views of student leaders.
    DOI: 10.1787/9789264176225-en
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  • 36
    Book
    Book
    Towards the learning society : educational issues (2002)
    Frankfurt am Main [u.a.] : Lang
    Details
    ISBN: 3631398697
    Language: English
    Pages: 362 S , graph. Darst.
    Series Statement: Baltische Studien zur Erziehungs- und Sozialwissenschaft Bd. 7
    Series Statement: Baltische Studien zur Erziehungs- und Sozialwissenschaft
    DDC: 390/.94793
    RVK:
    DU 1009
    RVK:
    DV 2485
    Keywords: Hervormingen ; Leren ; Onderwijs ; Socioculturele factoren ; Erziehung ; Unterricht ; Education ; Bildungssystem ; Bildungswesen ; Litauen ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Bildungswesen ; Litauen ; Bildungssystem
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
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    HU Berlin
    München BSB
    BSZ
    GBV
    KOBV
    HeBIS
    BVB
  • 37
    Book
    Book
    A place to be Navajo : Rough Rock and the struggle for self-determination in indigenous schooling (2002)
    Mahwah, NJ [u.a.] : Lawrence Erlbaum Associates
    Details
    ISBN: 0805837604 , 0805837612
    Language: English
    Pages: XXI, 229 S , Ill., graph. Darst
    Series Statement: Sociocultural, political, and historical studies in education)
    DDC: 371.829/97/2
    RVK:
    DU 2502
    Keywords: Rough Rock Demonstration School ; Navajo Indians ; Education ; Navajo Indians ; Ethnic identity ; Rough Rock Demonstration School ; Rough Rock Community School ; Ethnische Identität
    Note: Includes bibliographical references and indexes
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    GBV
  • 38
    Book
    Book
    Afrikanisch - europäisch - islamisch? : Entwicklungsdynamik des Erziehungswesens in Senegal (2002)
    Frankfurt am Main [u.a.] : IKO-Verl. für Interkulturelle Kommunikation
    Details
    ISBN: 3889396259
    Language: German
    Pages: 327 S. , Kt.
    Series Statement: Reihe "Historisch-vergleichende Sozialisations- und Bildungsforschung" 5
    Series Statement: Reihe "Historisch-vergleichende Sozialisations- und Bildungsforschung"
    DDC: 370.9663
    RVK:
    DV 2700
    RVK:
    MS 9618
    Keywords: Erziehung ; Frau ; Kolonie ; Education Colonies ; Education ; Education French influences ; Educational planning ; Islamic education ; Structural adjustment (Economic policy) ; Women Education ; Bildungswesen ; Frankreich ; Senegal ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Senegal ; Bildungswesen
    Note: Literaturangaben. -Beitr. teilw. dt., teilw. engl., teilw. franz.
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    München BSB
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    Bayreuth UB
  • 39
    Book
    Book
    Feminist interpretations of John Dewey (2002)
    University Park, Pa. : Pennsylvania State Univ. Press
    Details
    ISBN: 0271021608 , 0271021616
    Language: English
    Pages: XI, 317 S.
    Series Statement: Re-reading the canon
    DDC: 305.42/01
    RVK:
    CI 6401
    RVK:
    DD 5901
    Keywords: Dewey, John 〈1859-1952〉 ; Dewey, John 〈1859-1952〉 ; Dewey, John ; Democracia ; Democratie ; Démocratie ; Feministische filosofie ; Féminisme - Philosophie ; Onderwijs ; Pragmatisme ; Pragmatisme ; Pragmatismo ; Sociale filosofie ; Éducation ; Demokratie ; Erziehung ; Feminismus ; Unterricht ; Democracy ; Education ; Feminist theory ; Pragmatism ; Feminismus ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Dewey, John 1859-1952 ; Feminismus
    URL: Inhaltsverzeichnis
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    HU Berlin
    München BSB
    KOBV
    BVB
  • 40
    Book
    Book
    Globalisation, enterprise and knowledge : education, training and development in Africa (2002)
    Wallingford : Symposium Books
    Details
    ISBN: 1873927495
    Language: English
    Pages: 230 S.
    Series Statement: Monographs in international education
    DDC: 303.482096
    RVK:
    DI 1000
    RVK:
    DV 3000
    Keywords: Développement économique, Effets de l'éducation sur le - Afrique ; Internationalisatie ; Mondialisation - Afrique ; Onderwijsbeleid ; Onderwijsvernieuwing ; Éducation - Afrique ; Entwicklungsländer ; Erziehung ; Gesellschaft ; Globalisierung ; Politik ; Education ; Globalization Economic aspects ; Globalization Political aspects ; Globalization Social aspects ; Globalisierung ; Bildungspolitik ; Subsaharisches Afrika ; Globalisierung ; Bildungspolitik ; Subsaharisches Afrika
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  • 41
    Book
    Book
    Feminist interpretations of John Dewey (2002)
    University Park, Pa. : Pennsylvania State University Press
    Details
    ISBN: 0271021616 , 0271021608
    Language: English
    Pages: xi, 317 p.
    Series Statement: Re-reading the canon
    DDC: 305.4201
    RVK:
    DD 5901
    RVK:
    CI 6401
    Keywords: Dewey ; Feminist theory ; Pragmatism ; Education ; Democracy ; Dewey, John ; Feministische Philosophie ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
    Note: Includes bibliographical references and index
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
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  • 42
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    Making sense of test-based accountability in education (2002)
    Santa Monica, CA : Rand
    Details
    ISBN: 0833031619
    Language: English
    Pages: 1 Online-Ressource (xxi, 168 Seiten)
    Parallel Title: Erscheint auch als Making sense of test-based accountability in education
    RVK:
    DO 1252
    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)
    URL: kostenfrei
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  • 43
    Online Resource
    Online Resource
    Models of Science Teacher Preparation : Theory into Practice (2002)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    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
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DN 7002
    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
    DOI: 10.1007/0-306-47230-9
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  • 44
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    Evaluation of Science and Technology Education at the Dawn of a New Millennium (2002)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    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
    Parallel Title: Erscheint auch als
    RVK:
    DF 2602
    RVK:
    UB 4080
    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
    DOI: 10.1007/0-306-47560-X
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  • 45
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    Online Resource
    Computers and Education in the 21st Century (2002)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306475320
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer-11648
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DP 1960
    Keywords: Education ; Computer science ; Learning. ; Instruction. ; Multimedia information systems. ; Multimedia systems ; Professional education. ; Vocational education. ; User interfaces (Computer systems). ; Educational technology. ; Education—Data processing. ; Human-computer interaction. ; Learning, Psychology of. ; Computerunterstützte Kommunikation ; Computerunterstütztes Lernen ; Pädagogik ; Computer
    Abstract: Plenary Lectures -- Computers in Education: the Near Future -- Natural Language Processing in Educational Computer Science -- Educational Web Sites: Some Issues for Evaluation -- Papers -- Building a Virtual Learning Environment Using Agents -- Integration of Simulation and Multimedia in Automatically Generated Internet Courses -- A Visual Simulation Environment for MIPS Based on VHDL -- An Authoring Environment for the SimulNet Educational Platform -- BabelWin: An environment for learning and monitoring reading and writing skills -- An Internet Distance-Learning Operating Model -- Synchronous Drawing Actions in Environments of Collaborative Learning of Design -- Interconnecting Courseware Modules via WWW -- Adaptive Internet-based learning with the TANGOW system -- APRISA: A Tool for Teaching the Interconnection of Open Systems -- Interactive Mathematics Teaching with Mathedu -- Teaching Support Units -- The Interactive Physics Course on the Internet. Problems and Solutions -- Task Based Training of Application Users -- SUMA Project (Open Murcia University Services) -- Introducing Waves Using Simulations Controlled From Html Files -- Using Bayesian Networks in Computerized Adaptive Tests -- XML-based Integration of Hypermedia Design and Component-Based Techniques in the Production of Educational Applications -- Approach to Intelligent Adaptive Testing -- Learning Basque in a Distance-Adaptive way -- Collaborative planning for problem solution in distance learning -- High Level Design of Web-Based Environments for Distance Education -- M.A.C. A Hypermedia System for Learning Electronics -- Computer-Human Learning.
    Abstract: ConieD is the biannual Congress on Computers in Education, organised by the Spanish Association for the Development of Computers in Education (ADIE). The last Congress, held in Puertollano (Ciudad Real), brought together researchers in different areas, ranging from web applications, educational environments, or Human-Computer Interaction to Artificial Intelligence in Education. The common leitmotiv of the major part of the lectures was the World Wide Web. In particular, the focus was on the real possibilities that this media presents in order to make the access of students to educational resources possible anywhere and anytime. This fact was highlighted in the Conclusions of the Congress following this Preface as the Introduction. From the full 92 papers presented to the Programme Committee we have selected the best 24 papers that we are presenting in this book. The selection of papers was a very difficult process, taking into account that the papers presented in the Congress (60) were all good enough to appear in this book. Only the restrictions of the extension of this book have limited the number of papers to 24. These papers represent the current high-quality contributions of Spanish research groups in Computers in Education. Manuel Ortega Cantero José Bravo Rodríguez Editors xiii Introduction ConieD’99 (1st National Congress on Computers in Education) has brought together a very important group of Spanish and Latin American researchers devoted to studying the application and use of computers in education.
    DOI: 10.1007/0-306-47532-4
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  • 46
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    Online Resource
    Integrated and Holistic Perspectives on Learning, Instruction and Technology : Understanding Complexity (2002)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306475849
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer-11648
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DP 1060
    Keywords: Education ; Learning. ; Instruction. ; Learning, Psychology of. ; Lernen ; Unterrichtstechnologie ; Multimedia ; Lernumwelt ; Aufsatzsammlung
    Abstract: Instructional Foundations for Life-long Learning and Understanding Complex Domains -- Environments for Lifelong Learning -- Knowledge Management for School-based Educators -- Reflections on Developing A Web-based Teaching with Technology Course -- Static and Dynamic Environments -- Building Theory Into Practice in Learning and Instruction -- Leveraging Technology in the Service of Life-long Learning -- Integrating Technology and Knowledge Construction in Rich Learning Environments -- Integrating Constructivism and Learning Technologies -- Mental Models & Instructional Planning -- Reality, Models and Complex Teaching Learning Environments -- Building Versus Using Simulations -- Research-based Principles for Multimedia Presentation -- Epistemology, Psychology of Learning and Instructional Design.
    Abstract: One outcome of recent progress in educational technology is strong interest in providing effective support for learning in complex and ill-structured domains. We know how to use technology to promote understanding in simpler domains (e.g., orientation information, procedures with minimal-branching, etc.), but we are less sure how to use technology to support understanding in more complex domains (e.g., managing limited resources, understanding environmental impacts, etc.). Such domains are increasingly significant for society. Technology (e.g., collaborative tele-learning, digital repositories, interactive simulations, etc.) can provide conceptually and functionally rich domains for learning. However, this introduces the problem of determining what works in which circumstances and why. Research and development on these matters is reflected in this collection of papers. This research suggests a need to rethink foundational issues in educational philosophy and learning technology. One major theme connecting these papers is the need to address learning in the large - from a more holistic perspective. A second theme concerns the need to take learners where and as they are, integrating technology into effective learning places. Significant and systematic progress in learning support for complex domains demands further attention to these important issues.
    DOI: 10.1007/0-306-47584-7
    URL: Volltext
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  • 47
    Online Resource
    Online Resource
    Decentralizing education in transition societies : case studies from Central and Eastern Europe (2001)
    Washington, D.C : World Bank
    Details
    ISBN: 0821348760
    Language: English
    Pages: Online-Ressource (vii, 111 p) , 28 cm
    Edition: Online-Ausg. World Bank E-Library Archive
    Series Statement: WBI learning resources series
    DDC: 370/.947
    RVK:
    DI 3009
    Keywords: Education Case studies ; Education and state Case studies ; Educational change Case studies ; Education Case studies ; Education and state Case studies ; Educational change Case studies ; Education ; Education and state ; Educational change
    Note: Includes bibliographical references
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 48
    Book
    Book
    Youth, education and risk : facing the future (2001)
    London [u.a.] : Routledge Falmer
    Details
    ISBN: 0415257778 , 0415257786
    Language: English
    Pages: VIII, 221 S. , graph. Darst.
    Edition: 1. publ.
    DDC: 304.2
    RVK:
    DU 3002
    RVK:
    DU 3004
    Keywords: Jeunes adultes - Conditions sociales ; Jeunesse - Politique gouvernementale ; Éducation ; Erziehung ; Jugend ; Politik ; Education ; Young adults Social conditions ; Youth Government policy ; Erziehung ; Jugend ; Sozialer Wandel ; Jugend ; Erziehung ; Sozialer Wandel
    URL: Inhaltsverzeichnis
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    Book
    BVB
  • 49
    Book
    Book
    Evaluation universitärer Lehre : zwischen Qualitätsmanagement und Selbstzweck (2001)
    Münster ; München [u.a.] : Waxmann
    Details
    ISBN: 3830910878
    Language: German
    Pages: 168 S. , graph. Darst.
    DDC: 11
    RVK:
    AL 19800
    RVK:
    AL 34000
    RVK:
    AL 34500
    RVK:
    DM 3000
    Keywords: Education ; Veterinary Education ; Evaluation ; Hochschule - Lehre - Qualitätsmanagement - Evaluation - Kongress - Wien 〈2001〉 ; Erziehung ; Hochschule ; Evaluation ; Qualitätsmanagement ; Lehre ; Konferenzschrift 2001 ; Konferenzschrift 2001 ; Konferenzschrift 2001 ; Konferenzschrift 2001 ; Konferenzschrift 2001 ; Kongress ; Konferenzschrift ; Hochschule ; Lehre ; Qualitätsmanagement ; Evaluation
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
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    Book
    HU Berlin
    München BSB
    München UB
    Würzburg UB
    Regensburg UB
    BSZ
    GBV
    KOBV
    BVB
    Bayreuth UB
  • 50
    Online Resource
    Online Resource
    New School Management Approaches (2001)
    Paris : OECD Publishing and Centre for Educational Research and Innovation
    Details
    ISBN: 9789264192539
    Language: English
    Pages: Online-Ressource (228 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Gestion des établissements ; De nouvelles approches
    Parallel Title: Parallelausg. Gestion des établissements : De nouvelles approches
    RVK:
    DK 1040
    Keywords: Education ; Schulverwaltung ; Innovation
    Abstract: Those who manage schools and educational systems today have an arduous task as schools everywhere are being asked to do more than ever before. They also face a complex world and seemingly endless pressures on resources and demands for better performance. How are schools and educational systems responding to these major challenges? What is the role of school managers within this new context? This book analyses those key questions, focusing on new school management approaches at the primary and secondary school levels. It is based on 29 innovative initiatives examined in nine countries: Flanders (Belgium), Greece, Hungary, Mexico, Japan, the Netherlands, Sweden, England (the United Kingdom) and the United States.
    DOI: 10.1787/9789264192539-en
    URL: Volltext
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  • 51
    Online Resource
    Online Resource
    E-Learning : The Partnership Challenge (2001)
    Paris : OECD Publishing and Centre for Educational Research and Innovation
    Details
    ISBN: 9789264193161
    Language: English
    Pages: Online-Ressource (114 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Cyberformation ; Les enjeux du partenariat
    Parallel Title: Parallelausg. Cyberformation : Les enjeux du partenariat
    DDC: 370
    RVK:
    DP 1960
    RVK:
    QX 870
    RVK:
    DP 2600
    Keywords: Education ; Neue Medien ; E-Learning
    Abstract: Are the new information and communication technologies transforming education and learning in OECD countries? There is certainly an upsurge in investigations and inquiries into e-learning by all kinds of parties and interest groups -- governmental, professional, commercial -- and from education communities. The universal « mega-trends » associated with globalisation mean that partnership in providing e-learning material is needed to manage cost and complexity in the face of competition that may come from any part of the world. This raises important questions about the public interest and the public good especially in school education which find different responses in different OECD countries; yet increased public-private sector partnering appears a well-nigh universal phenomenon. This publication explores closely the e-learning developments respectively in the school and in the higher education sector in terms of market prospects and partnership creation. The fastest developments are seen in post-secondary and corporate education. However, technology alone does not deliver education success. It only becomes valuable in education if learners and teachers can do something useful with it. There is now a definite shift of focus from technology to content and people in several OECD countries.
    DOI: 10.1787/9789264193161-en
    URL: Volltext
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  • 52
    Online Resource
    Online Resource
    Cities and Regions in the New Learning Economy (2001)
    Paris : OECD Publishing
    Details
    ISBN: 9789264189713
    Language: English
    Pages: Online-Ressource (148 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Les villes et les régions dans la nouvelle économie apprenante
    DDC: 338.926
    RVK:
    DI 3000
    Keywords: Economic development Effect of education on ; Case studies ; Information society ; Education ; Urban, Rural and Regional Development ; Fallstudiensammlung ; Wirtschaftswachstum ; Regionalentwicklung ; Wissensproduktion ; Bildungsplanung ; Europäische Union ; Regionalentwicklung ; Innovation ; Bildung ; Organisatorisches Lernen
    Abstract: Is there a "new learning economy"? Do regions and cities play new roles in terms of governance and intervention in order to promote learning, innovation, productivity and economic performance at the local level? Such questions are high on the political agenda everywhere. This publication, which views the debate from the perspective of a regional learning economy, clearly answers in the affirmative. Of central importance is the idea that learning regions and cities, which are especially well attuned to the requirements of the new learning economy, may be fostered through the development of appropriate strategies of public governance and intervention. The relationships between various forms of learning and economic performance at the regional level are analysed and provide strong evidence of the importance of individual and firm-level organisational learning for regions’ economic performance. Case studies of five regions and cities indicate that social capital affects both individual and organisational learning.
    DOI: 10.1787/9789264189713-en
    URL: Volltext
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    Book
    Book
    Governing the child in the new millenium / (2001)
    New York [u.a.] :Routledge Falmer,
    Details
    ISBN: 0-415-92830-3 , 0-415-92831-1
    Language: English
    Pages: X, 298 S.
    DDC: 305.23
    RVK:
    DU 3009
    RVK:
    DU 4009
    RVK:
    MS 1960
    RVK:
    MS 2020
    Keywords: Erziehung ; Kind ; Child development ; Children ; Education ; Educational change ; Kindheitsforschung. ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Kindheitsforschung
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    HU Berlin
    KOBV
    BVB
  • 54
    Book
    Book
    Bias gender dalam pendidikan / (2001)
    Pabelan, Surakarta :Muhammadiyah University Press,
    Details
    ISBN: 9796360381 , 9789796360383
    Language: Indonesian
    Pages: xix, 243 Seiten : , Illustrationen ; , 21 cm.
    Edition: cetakan pertama
    RVK:
    DV 2325
    RVK:
    MS 3000
    Keywords: Indonesia ; Education / Indonesia ; Sexism in textbooks / Indonesia ; Sex discrimination in education / Indonesia ; Discrimination sexuelle en éducation / Indonésie ; Education ; Sex discrimination in education ; Sexism in textbooks
    Abstract: Sex discrimination in education in Indonesia
    Note: Text in Indonesisch
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    HU Berlin
  • 55
    Book
    Book
    Power and place : Indian education in America (2001)
    Golden, Colo : Fulcrum Pub
    Details
    ISBN: 155591859X
    Language: English
    Pages: VII, 168 S
    DDC: 371.829/97
    RVK:
    DV 2850
    Keywords: Indians of North America ; Education ; Education and state ; United States ; Indian students ; Government policy ; United States ; United States ; Social policy ; Aufsatzsammlung ; USA ; Indianer ; Enkulturation ; Ausbildung ; Indianerpolitik
    Note: Includes bibliographical references and index
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    GBV
  • 56
    Book
    Book
    Governing the child in the new millennium (2001)
    New York, NY [u.a.] : RoutledgeFalmer
    Details
    ISBN: 0415928303 , 0415928311
    Language: English
    Pages: X, 298 S. graph. Darst.
    DDC: 305.23
    RVK:
    DU 3009
    RVK:
    DU 4009
    Keywords: Children ; Socialization ; Child development ; Education ; Kindheitsforschung ; Aufsatzsammlung ; Kindheitsforschung
    URL: Inhaltsverzeichnis
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    HBZ
  • 57
    Online Resource
    Online Resource
    Computers and Education : Towards an Interconnected Society (2001)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306475337
    Language: English
    Pages: 1 Online-Ressource(XV, 342 p. 95 illus.)
    Edition: 1st ed. 2001.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DB 3000
    Keywords: Multimedia information systems. ; Professional education. ; Vocational education. ; User interfaces (Computer systems). ; Educational technology. ; Education—Data processing. ; Human-computer interaction. ; Multimedia systems. ; Education ; Multimedia systems ; Computer science ; Bildungswesen ; Datenverarbeitung ; Kongress
    Abstract: Plenary Lectures -- Artificial Intelligence in the HyperClass: Design Issues -- Advanced Learning Environments: Changed Views and Future Perspectives -- Learning Communities in the Web: Concepts and strategies -- Papers -- Evaluation Criteria for Hypermedia Educational Systems -- Creating Collaborative Environments for Web-based Training Scenarios -- The Next Step in Computer Based Education: the Learning Technologies Standardisation -- Foundations of Programming: a Teaching Improvement -- Development of Didactic Resources for Distance Learning based on Simulation -- Tutormap -- Using teachers as heuristics evaluators of educational software interfaces -- Test Construction and Management with Network Adaptive Control -- Symbolic Calculus Training by Means of Math Trainer -- EJS: An Authoring Tool to Develop Java Applications -- Adam Case -- SICAS -- Simurob and JRF -- Collares Ortofónicos -- Exercita -- Using Simulation and Virtual Reality for Distance Education -- An Experience on Virtual Teaching: Aula Net -- ED68K -- HCI Curricula in Spain -- Interactive Design of Adaptive Courses -- Guided Collaborative Chess Tutoring through Game History Analysis -- Using Analysis, Design and Development of Hypermedia Applications in the Educational Domain -- Ubiquitous Computing and Collaboration -- Creation of a Multimedia Systemfor Learning about Oscillations -- Shared Whiteboard Manager and Student Notebook for the PLAN-G Telematic Platform -- Guiding the User -- Pedagogical Strategies With Hypermedia -- Improving the Language Mastery through Responsive Environments.
    Note: Selection of plenary lectures and papers presented at the 2nd International Symposium on Computers in Education held at Puertollano, Spain in 2000 , Includes bibliographical references and index
    DOI: 10.1007/0-306-47533-2
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  • 58
    Online Resource
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    Research in Science Education — Past, Present, and Future (2001)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306476396
    Language: English
    Pages: 1 Online-Ressource(VIII, 344 p.)
    Edition: 1st ed. 2001.
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DB 3000
    RVK:
    TB 4050
    Keywords: Learning. ; Instruction. ; Science education. ; Teaching. ; Educational technology. ; Chemistry. ; Humanities. ; Science—Study and teaching. ; Teachers—Training of. ; Learning, Psychology of. ; Social sciences. ; Education ; Chemistry ; Science Study and teaching ; Teachers Training of ; Naturwissenschaftlicher Unterricht ; Naturwissenschaftliche Bildung
    Abstract: Views and Visions of Science Education Research -- Science Education Researchers and Research in Transition: Issues and Policies -- Research in Science Education in Europe: Retrospect and Prospect -- Science Content as Problematic - Issues for Research -- Science Education Versus Science in the Academy: Questions - Discussion - Perspectives -- Scientific Literacy — Conceptions and Assessment -- The Assessment of Scientific Literacy in the OECD/PISA Project -- Scientific Literacy: From Theory to Practice -- Making Formative Use of a National Summative Assessment Regime -- A Comparison of STS-teaching and Traditional Physics Lessons - On the Correlation of Physics Knowledge and Taking Action -- Students’ Conceptions -- On the Quantum Thinking of Physics Undergraduates -- Experiences with a Modern Course in Quantum Physics -- Learning Process Studies in the Field of Fractals -- Students’ Understandings of their Internal Structure as Revealed by Drawings -- Personal Context and Continuity of Human Thought; Recurrent Themes in a Longitudinal Study of Pupils’ Understanding of Scientific Phenomena -- Entities of the World and Causality in Children’s Thinking -- Using Media Reports of Science Research in Pupils’ Evaluation of Evidence -- Pupils’ Perceptions of Science Education at Primary and Secondary School -- Teachers’ Conceptions -- Teacher Professionalism and Change: Developing a Professional Self Through Reflective Assessment -- Formative Assessment Using Concept Cartoons: Initial Teacher Training in the UK -- Teaching Chemical Equilibrium in Australian and German Senior High Schools -- The Ideas of Spanish Primary Teachers on how to Develop an Understanding of Processes in Science and their Support in Textbooks -- Pre-service Elementary Teachers Constructing the Nature and Language of Science -- Combining Knowledge of Physics and Chemistry in Teaching: The Behaviour of a Narrow Jet of Water in the Presence of Charged Insulators -- Intuitive Rules: A Theory and its Implications to Mathematics and Science Teacher Education -- Conceptual Change — Teaching and Learning Processes -- Conceptual Change Research and the Teaching of Science -- Rhetoric and Science Education -- Development of Complexity through Dealing with Physical Qualities: One Type of Conceptual Change? -- On the Micro-structure of Analogical Reasoning: The Case of Understanding Chaotic Systems -- Role-playing, Conceptual Change, and the Learning Process: A Case Study of 7th Grade Pupils -- Concept Mapping as a Tool for Research in Science Education -- The Need for and the Role of Metacognition in Teaching and Learning the Particle Model -- Evolving Mental Models of Electric Circuits -- Two Models for a Physical Situation: the Case of Optics. Students’ Difficulties, Teachers’ Viewpoints and Guidelines for a ?Didactic Structure? -- The Influence of a Historically Oriented Course on the Content Knowledge of Students in Optics -- Using Everyday and Scientific Conceptions for Developing Guidelines of Teaching Microbiology -- Teaching and Learning the Concept of the Model in Secondary Schools -- Conceptual Change and Student Diversity: The Case of Volcanism at Primary School -- The Development of Prospective Teachers’ Concerns about Teaching Chemistry Topics at a Macro-micro-symbolic Interface -- How to Enhance Students’ Motivation and Ability to Communicate in Science Class-discourse -- How do Boys and Girls use Language in Physics Classes? -- Instructional Media and Lab Work -- Improving the Use of Instructional Illustrations in Learning Chemistry -- Computing in Stereochemistry - 2D or 3D Representations? -- Learning Physics with Multimedia- and Experimental-supported Workshop Instruction -- Generating Hypotheses in Scientific Enquiry -- Using Laboratory Work for Purposeful Learning about the Practice of Science -- University Students During Practical Work: Can We Make the Learning Process Intelligible? -- Learning About Investigations - The Teacher’s Role -- Point and Set Paradigms in Students’ Handling of Experimental Measurements -- Beyond the Laboratory-learning Physics Using Real-life Contexts.
    Abstract: This volume includes articles based on papers presented at the Second International Conference of the European Science Education Research Association (E.S.E.R.A.) held in Kiel, August 31 to September 4, 1999. About 300 colleagues, virtually from around the world - with a particular European focus - participated. Some 200 papers were presented. Three pages synopses of these papers were published in Proceedings of the conference (edited by Michael Komorek, Helga Behrendt, Helmut Dahncke, Reinders Duit, Wolfgang Gräber and Angela Kross). They are available from the IPN homepage: http://www.ipn.uni-kiel.de. The participants were asked to submit contributions to the present volume. It contains the invited plenary lectures and a selection of the submitted contributions based on reviews by an international board and the editors. The volume mirrors main lines of research in science education in Europe and around the world. The invited lectures provide overviews of the growth of science education research from the past to the present, including views of future developments. Major emphasis of empirical research still seems to be students' conceptions and conceptual change. About half of the contributions fall into that category. In addition, most of the remaining contributions deal with various cognitive issues of teaching and learning science. It was surprising for us that the number of studies on affective issues and gender differences was much smaller than expected.
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-306-47639-8
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  • 59
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    Online Resource
    Formative Assessment and Science Education (2001)
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    Details
    ISBN: 9780306472275
    Language: English
    Pages: 1 Online-Ressource(VIII, 148 p.)
    Edition: 1st ed. 2001.
    Series Statement: Contemporary Trends and Issues in Science Education 12
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DP 1609
    RVK:
    DV 2565
    RVK:
    TB 4050
    Keywords: Science education. ; Assessment. ; Learning. ; Instruction. ; Education. ; Educational tests and measurements. ; Learning, Psychology of. ; Science—Study and teaching. ; Education ; Science Study and teaching ; Educational tests and measurements ; Neuseeland ; Unterrichtsforschung ; Naturwissenschaftlicher Unterricht
    Abstract: A Review of the Relevant Literature -- A Case Study of Formative Assessment -- The Characteristics of Formative Assessment -- A Model of Formative Assessment -- Cameos of Formative Assessment -- Learning and Formative Assessment -- Doing Formative Assessment.
    Abstract: Formative Assessment and Science Education documents the findings of a research project which investigated the ways in which teachers and students used formative assessment to improve the teaching and learning of science in some New Zealand classrooms. The research documented in this book used the definition of formative assessment as `the process used by teachers and students to recognise and respond to students' learning, in order to enhance that learning, during the learning'. The book contains one detailed case study from the research, as well as cameos of instances of formative assessment. The book also contains two summaries of the research findings - a model developed to describe the process of formative assessment used by the teachers and students involved in the research, and a summary of the characteristics of formative assessment. The findings are also theorised with respect to sociocultural and discursive views of learning. This research will be of interest to graduate students and researchers, as well as teacher educators, curriculum developers, and assessment specialists.
    Note: Includes bibliographical references (p. [139]-144) and index
    DOI: 10.1007/0-306-47227-9
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  • 60
    Book
    Book
    Education, culture, and identity in twentieth-century China (2001)
    Ann Arbor : University of Michigan Press
    Show associated volumes/articles
    Details
    ISBN: 0472111515
    Language: English
    Pages: VI, 498 S , graph. Darst , 24 cm
    DDC: 370/.951
    RVK:
    NU 8100
    RVK:
    DV 2105
    Keywords: Education ; China ; History ; 20th century ; Aufsatzsammlung ; China ; Bildungswesen ; Internationale Politik ; Bildungspolitik ; Multikulturelle Gesellschaft ; Geschichte 1901-2000
    Note: Hier auch später erschienene, unveränderte Nachdrucke , Includes bibliographical references (p. 461 - 480) and index
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    MPI Ethno. Forsch.
  • 61
    Online Resource
    Online Resource
    Starting Strong : Early Childhood Education and Care (2001)
    Paris : OECD Publishing
    Details
    ISBN: 9789264192829
    Language: English
    Pages: Online-Ressource (216 p.) , ill.
    Series Statement: Starting Strong
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Petite enfance, grands défis ; Éducation et structures d'accueil
    DDC: 372.21
    RVK:
    DK 2009
    RVK:
    DV 3000
    Keywords: Education ; Social Issues/Migration/Health ; Electronic books
    Abstract: Improving the quality of, and access to, early childhood education and care has become a major policy priority in OECD Member countries. The early years are increasingly viewed as the first step in lifelong learning and a key component of a successful educational, social, and family policy agenda. Countries have adopted diverse strategies to policy development in this field - strategies which are deeply embedded in particular country contexts, values, and beliefs. In particular, early childhood policy and provision are strongly linked to cultural and social beliefs about young children, the roles of families and government, and the purposes of early childhood education and care within and across countries. Yet, countries share many similar challenges and issues. Taking a broader and more holistic approach than previous studies, this book provides a comparative analysis of major policy developments and issues in 12 OECD countries, highlights innovative approaches, and proposes policy options that can be adapted to varied country contexts. What are the most promising strategies for organising policy in ways which promote child and family well-being? Looking towards the future, the report proposes eight key elements of successful policy for decision makers seeking to promote equitable access to quality early childhood education and care.
    DOI: 10.1787/9789264192829-en
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  • 62
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    Online Resource
    Literacy in the Information Age : Final Report of the International Adult Literacy Survey (2000)
    Paris : OECD Publishing
    Details
    ISBN: 9789264181762
    Language: English
    Pages: Online-Ressource (220 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. La littératie à l'ère de l'information ; Rapport final de l'Enquête internationale sur la littératie des adultes
    Parallel Title: Druckausg. Literacy in the information age
    DDC: 379.24
    RVK:
    DW 1500
    RVK:
    DW 1000
    Keywords: Analphabetismus ; Wissensgesellschaft ; Arbeitsmarkt ; OECD-Staaten ; Erwachsene ; Education ; Social Issues/Migration/Health ; Statistik ; OECD ; Erwachsenenbildung ; Alphabetisierung ; Erwachsener ; Schreib- und Lesefähigkeit ; Internationaler Vergleich
    Abstract: Literacy in the Information Age, the final report from the International Adult Literacy Survey, presents evidence on the nature and magnitude of the literacy gaps faced by OECD countries. It offers new insights into the factors that influence the development of adult skills in various settings - at home, at work and across the 20 countries for which comparable household assessment results are included. Findings point to large differences in the average level and population distribution of literacy skills both within and between countries. Low literacy skills are evident among all adult groups in significant - albeit varying - proportions. Literacy proficiency varies considerably according to home background factors and educational attainment in most of the countries surveyed. However, the relationship between literacy skills and educational attainment is complex. Many adults have managed to attain high levels of literacy proficiency despite a low level of education; conversely, some have low literacy skills despite a high level of education. These differences matter both economically and socially: literacy affects, inter alia, labour quality and flexibility, employment, training opportunities, income from work and wider participation in civic society. Improving the literacy skills of the population remains a large challenge for policy makers. The results suggest that high-quality foundation learning in schools is important but insufficient as a sole means to that end. Policies directed at the workplace and family settings are also needed. The employers’ role in promoting and rewarding literacy skills is particularly important for skills development.
    DOI: 10.1787/9789264181762-en
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  • 63
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    Online Resource
    Overcoming Exclusion through Adult Learning (2000)
    Paris : OECD Publishing and Centre for Educational Research and Innovation
    Details
    ISBN: 9789264181601
    Language: English
    Pages: Online-Ressource (180 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Surmonter l'exclusion grâce à l'apprentissage des adultes
    DDC: 300
    RVK:
    DW 1500
    Keywords: Education ; Social Issues/Migration/Health ; Erwachsenenbildung ; Segregation
    Abstract: The phenomenon of social exclusion has become one of the outstanding problems on the eve of the 21st century. Even with the long-term trend towards rising general levels of affluence across OECD countries, large sections of our societies are missing out and for some prospects are getting worse. Learning -- in formal education and in a wide range of other community and enterprise settings -- represents one of the most important means of overcoming exclusion. While much is known about the impact of schooling for young people, the relationships between exclusion and adult learning are less well examined. This study seeks to address this gap, focusing on 19 innovative learning initiatives that are making the difference in six countries: Belgium (Flemish Community), Mexico, the Netherlands, Norway, Portugal, the United Kingdom (England). How well do these initiatives meet the learning needs of adults at risk of exclusion? How are they organised and what are their innovative features? These are the key questions answered, taking into account not only the point of view of the analysts, organisers and administrators, but also that of the adult learners themselves.
    DOI: 10.1787/9789264181601-en
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  • 64
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    Inclusive Education at Work : Students with Disabilities in Mainstream Schools (2000)
    Paris : OECD Publishing
    Details
    ISBN: 9789264180383
    Language: English
    Pages: Online-Ressource (376 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. L'insertion scolaire des handicapés ; Des établissements pour tous
    Parallel Title: Parallelausg. L'insertion scolaire des handicapés
    DDC: 371.9/046
    RVK:
    DV 3000
    RVK:
    DT 1550
    RVK:
    QX 800
    Keywords: Education ; Social Issues/Migration/Health ; OECD ; Schüler ; Behinderung ; Integrative Schule
    Abstract: The rights of students with disabilities to be educated in their local mainstream school is becoming more and more accepted in most countries, and many reforms are being put in place to achieve this goal. Further, there is no reason to segregate disabled students in public education systems; instead, education systems need to be reconsidered to meet the needs of all students. Based on in-depth analysis of inclusive practice in eight countries, this book addresses the issues that arise for such practices to be successful. The most detailed international comparative study ever carried out, this book shows that all students, whatever the type and extent of their disability, can be successfully included in mainstream schools, as long as certain safeguards are ensured. Nine areas emerge as being of crucial importance: funding models, systems of public accountability for schools, pupil assessment, curriculum development, adult-to-student ratios, the role of classroom assistants, the functioning of support services, the training of teachers and other professionals and community and parental involvement. The country case studies are complemented by comprehensive annexes describing how teachers can be most efficiently prepared for special education, and developing a procedure for cost-effectiveness analysis of special education.
    Note: Franz. Ausg. u.d.T.: L'insertion scolaire des handicapés
    DOI: 10.1787/9789264180383-en
    URL: Volltext
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  • 65
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    Online Resource
    Measuring student knowledge and skills : the PISA 2000 assessment of reading, mathematical and scientific literacy (2000)
    Paris : OECD Publishing
    Details
    ISBN: 9789264181564
    Language: English
    Pages: 1 Online-Ressource (108 Seiten) , Illustrationen
    Series Statement: PISA
    Parallel Title: Erscheint auch als Measuring student knowledge and skills: the PISA 2000 assessment of reading, mathematical and scientific literacy
    RVK:
    DO 1250
    Keywords: Lernen ; Wissen ; Messung ; Schüler ; Mathematik ; Naturwissenschaft ; OECD-Staaten ; Education ; Schulleistungsmessung ; Internationaler Vergleich ; Schultest ; Schulleistungsmessung ; Internationaler Vergleich
    Abstract: The PISA 2000 Assessment of Reading, Mathematical and Scientific Literacy introduces the PISA approach to assessing reading, mathematical and scientific literacy and describes the PISA 2000 assessment instruments in terms of: the content that students need to acquire, the processes that need to be performed, and the contexts in which knowledge and skills are applied. Each of the assessment domains is illustrated with a broad range of sample items.
    DOI: 10.1787/9789264181564-en
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  • 66
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    Online Resource
    Where are the Resources for Lifelong Learning? (2000)
    Paris : OECD Publishing
    Details
    ISBN: 9789264061439
    Language: English
    Pages: Online-Ressource (140 p.) , ill.
    Parallel Title: Parallelausg. Comment financer l'apprentissage à vie ?
    DDC: 374
    RVK:
    DW 1000
    Keywords: Continuing education ; Education ; Lebenslanges Lernen ; Bildungsökonomie ; Internationaler Vergleich
    Abstract: There is broad political support for lifelong learning because it is so vital to sustained economic progress and social cohesion in the "new economy". But its implementation is potentially costly and depends on making the learning process more cost-effective and on securing financial and in-kind resources from the private sector. What can be done to keep lifelong learning from becoming prohibitively expensive, and to ensure that there are strong and transparent incentives to invest in it ? This book looks at recent experience of selected OECD countries as they have articulated their goals and strategies for lifelong learning. It examines policies and practices that influence the rates of return to lifelong learning, and mechanisms that are being put in place to channel financial resources to lifelong learning. It identifies resource issues that need to be addressed if lifelong learning is to be an affordable and workable guide to public policy.
    DOI: 10.1787/9789264061439-en
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  • 67
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    Online Resource
    Innovating Schools (2000)
    Paris : OECD Publishing and Centre for Educational Research and Innovation
    Details
    ISBN: 9789264181427
    Language: English
    Pages: Online-Ressource (136 p.) , ill.
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Les écoles innovantes
    RVK:
    DK 1020
    Keywords: Education ; OECD ; Bildungspolitik
    Abstract: It is now widely agreed that learning is pivotal in the "knowledge societies" of today and, still more, of tomorrow. It is also widely agreed that schools have a key role to play in laying the foundations for lifelong learning for all of us. But, how well are these aims being met? How innovative are schools as institutions? And what are some of the most promising examples across OECD countries from which we can learn? This volume addresses these questions, drawing on a major OECD/Japan conference which was held in Hiroshima and attended by experts from 24 countries and a "virtual" conference conducted in parallel. It presents key trends and policy challenges regarding schools for today and tomorrow, from European traditions across to the different perspectives of the Asia-Pacific region, with a particular focus on Japan. Alongside expert chapters are the innovative schools themselves, with examples taken and synthesised from many of the countries that attended the Hiroshima conference. The volume addresses issues of curriculum, innovation and the achievement of lifelong learning in the schools of tomorrow.
    DOI: 10.1787/9789264181427-en
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  • 68
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    Book
    The rhetoric and reality of mass education in Mao's China (2000)
    Lewiston, NY [u.a.] : Mellen Press
    Details
    ISBN: 0773476385 , 9780773476387
    Language: English
    Pages: XVI, 562 S , graph. Darst , 24 cm
    Series Statement: Chinese studies 14
    Series Statement: Chinese studies
    DDC: 370/.951
    RVK:
    DV 2105
    RVK:
    LC 57440
    Keywords: Education ; China ; History ; 1949-1976 ; Education and state ; China ; History ; 20th century ; China ; Bildung ; Geschichte 1949-1976
    Note: Includes bibliographical references and index
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    MPI-MMG
  • 69
    Book
    Book
    Bildungsbeteiligung: Chancen und Risiken : eine Längsschnittstudie über Bildungs- und Weiterbildungskarrieren in der "Moderne" (2000)
    Opladen :Leske + Budrich,
    Details
    ISBN: 3-8100-2334-5
    Language: German
    Pages: 441 S. : , graph. Darst.
    Series Statement: Hochschule für Wirtschaft und Politik 〈Hamburg〉: Schriftenreihe der Hochschule für Wirtschaft und Politik, Hamburg 4 [d.i. 5]
    RVK:
    MS 7050
    RVK:
    DU 1000
    RVK:
    MS 7000
    RVK:
    DU 6000
    Keywords: Geschichte 1979-1997 ; Geschichte 1979-1980 ; Erziehung ; Education ; Bildung. ; Lebenslauf. ; Längsschnittuntersuchung. ; Bildungsbeteiligung. ; Berufslaufbahn. ; Generation. ; Jahrgang. ; Bildung ; Lebenslauf ; Längsschnittuntersuchung ; Geschichte 1979-1997 ; Bildungsbeteiligung ; Berufslaufbahn ; Generation ; Jahrgang ; Geschichte 1979-1980 ; Längsschnittuntersuchung
    Note: Falsche Zählung in Serie
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    HU Berlin
  • 70
    Book
    Book
    30 ans de sciences de l'éducation à Paris V (2000)
    Paris : Presses Univ. de France
    Details
    ISBN: 2130508162
    Language: French
    Pages: VI, 194 S , 22 cm
    Edition: 1. éd
    Series Statement: Éducation et formation
    Series Statement: Pédagogie théorique et critique
    RVK:
    DM 1105
    Keywords: Université René Descartes ; Education ; Study and teaching (Higher) ; France ; Paris ; Konferenzschrift ; Konferenzschrift ; Konferenzschrift ; Université René Descartes ; Hochschulbildung ; Geschichte 1967-1997
    Note: Includes bibliographical references (p. [189]-194)
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    GBV
    KOBV
    BVB
  • 71
    Book
    Book
    Unequal schools, unequal chances : the challenges to equal opportunity in the Americas (2000)
    Cambridge, Mass. [u.a.] : Harvard Univ. Press
    Details
    ISBN: 0674003756
    Language: English
    Pages: XV, 464 S. , Ill., graph. Darst.
    Series Statement: The David Rockefeller Center Series on Latin American studies
    DDC: 397.26098
    RVK:
    DV 3000
    Keywords: Démocratisation de l'enseignement - Amérique latine ; Gelijke kansen ; Onderwijs ; Sociale ongelijkheid ; Éducation - Amérique latine ; Éducation - Politique gouvernementale - Amérique latine ; Erziehung ; Unterricht ; Education and state ; Education and state ; Education ; Education ; Educational equalization ; Educational equalization ; Chancengleichheit ; Schulbildung ; Bildungswesen ; Soziale Ungleichheit ; Lateinamerika ; USA ; Südamerika ; Mittelamerika ; Lateinamerika ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Lateinamerika ; Bildungswesen ; Soziale Ungleichheit ; Mittelamerika ; Schulbildung ; Chancengleichheit ; Südamerika ; Schulbildung ; Chancengleichheit
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    HU Berlin
    München BSB
    KOBV
    BVB
  • 72
    Book
    Book
    Aboriginal education : fulfilling the promise (2000)
    Vancouver [u.a.] : UBC Press
    Details
    ISBN: 0774807822
    Language: English
    Pages: XVIII, 278 S , Ill , 24 cm
    DDC: 371.82997071
    RVK:
    DV 2395
    Keywords: Indians of North America ; Education ; Canada ; Inuit ; Education ; Canada ; Native peoples ; Education ; Canada ; Autochtones ; Education ; Canada ; Canada ; Commission royale sur les peuples autochtones ; Kanada ; Indianer ; Eskimo ; Bildungsreform ; Selbstbestimmungsrecht
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    GBV
  • 73
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    Online Resource
    Improving student achievement : what state NAEP test scores tell us (2000)
    Santa Monica, Calif : Rand
    Details
    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
    RVK:
    DK 1022
    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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  • 74
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    Online Resource
    Evaluation Models : Viewpoints on Educational and Human Services Evaluation (2000)
    Dordrecht : Kluwer Academic Publishers
    Details
    ISBN: 9780306475597
    Language: English
    Pages: 1 Online-Ressource(X, 509 p.)
    Edition: Second Edition
    Series Statement: Evaluation in Education and Human Services 49
    Series Statement: Springer eBook Collection
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    RVK:
    DF 2600
    Keywords: Assessment. ; Teaching. ; Educational tests and measurements. ; Teachers—Training of. ; Education ; Teachers Training of ; Educational tests and measurements ; Aufsatzsammlung ; Pädagogik ; Evaluation
    Abstract: Program Evaluation: An Introduction -- Program Evaluation: A Historical Overview -- Models, Metaphors, and Definitions in Evaluation -- Foundational Models for 21st Century Program Evaluation -- Questions/Methods-Oriented Evaluation Models -- A Rationale for Program Evaluation -- Outcome Evaluation -- The Role of Testing in Evaluations -- The Discrepancy Evaluation Model -- The Role of Field Trials in Evaluating School Practices: A Rare Design -- Cost Analysis for Improved Educational Policymaking and Evaluation -- The Clarification Hearing: A Personal View of the Process -- Case Study Evaluations: A Decade of Progress? -- Educational Criticism as a form of Qualitative Inquiry -- Program Theory: Not Whether Programs Work but How They Work -- Improvement/Accountability-Oriented Evaluation Models -- Course Improvement through Evaluation -- Evaluation Ideologies -- The CIPP Model for Evaluation -- Accountability: Implications for State and Local Policymakers -- Social Agenda-Directed (Advocacy) Models -- Program Evaluation, Particularly Responsive Evaluation -- Epistemological and Methodological Bases of Naturalistic Inquiry -- Developing Discourses on Evaluation -- Steps of Empowerment Evaluation: From California to Cape Town -- Deliberative Democratic Evaluation in Practice -- Overarching Matters -- Utilization-focused Evaluation -- Professional Standards and Principles for Evaluations -- The Methodology of Metaevaluation.
    Abstract: Evaluation Models is an up-to-date revision of the classic text first published in 1983. Organized in three sections, the first includes a historical perspective on the growth of evaluation theory and practice and two comparative analyses of the various alternative perspectives on evaluation. The second section includes articles representing the major schools of thought about evaluation written by the leaders who have developed these schools and models. The final section describes and discusses the Standards for Program Evaluation and the reformation of program evaluation.
    Note: Includes bibliographical references (p. [473]-496) and index
    DOI: 10.1007/0-306-47559-6
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    MPI Ethno. Forsch.
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