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  • MPI Ethno. Forsch.  (252)
  • [Erscheinungsort nicht ermittelbar] : Taylor & Francis  (193)
  • Bad Heilbrunn : Verlag Julius Klinkhardt  (59)
  • Education  (252)
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  • 1
    Online Resource
    Online Resource
    Chapter 17 Researching Family Lives, Schooling and Structural Inequality in Rural Punjab : The Power of a Habitus Listening Guide (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource (20 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This chapter advances a novel theoretic-methodological approach to the analysis of qualitative data. The aim is to achieve a deeper understanding of the relationship between social inequality and educational outcomes in post-colonial rural Southern contexts. It operationalises the Habitus Listening Guide (Arnot & Naveed, 2014) derived from Bourdieu’s theory of cultural reproduction and contemporary narrative theory. The chapter describes the application of four listenings using a dialogic, multi-layered, analysis of interview transcripts. It uncovers the polyphonic voices of four members of Munawar Hussain’s family, describing the impact of the rural social structure on their educational and occupational biographies. Inter-narrativity is generated through repeated listenings of the social structure, of paired father-mother and son-daughter and then of father-son and mother-daughter narratives, and a final mythic-ritual listening which makes audible when religious beliefs are called into play. These beliefs either contribute to the maintenance of poverty and social inequality, and yet inspire strategies to disrupt power structures through education as a religious duty. Each listening reveals the dialectic relationship between the hierarchal post-colonial social order and its school system, and the family’s gendered and generational educational aspirations, strategies, and outcomes
    Note: English
    URL: kostenfrei
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  • 2
    Online Resource
    Online Resource
    Chapter Foreword : Reimagining Education Research Practices – from the South to North (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource (6 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education
    Note: English
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  • 3
    Online Resource
    Online Resource
    Chapter The Promise of Laboratories : An Introduction to Digital Humanities Laboratories in the 21st Century (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032027630 , 9781032027654
    Language: Undetermined
    Pages: 1 Online-Ressource (20 p.)
    Keywords: Library & information services ; Teaching of students with English as a second language (TESOL) ; Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures
    Abstract: This book is about digital humanities laboratories, places where the humanities take up new digital and computational technologies for teaching and research, which often grow out of—or turn into—other contemporary labs configurations: research software engineering labs, digital heritage labs, feminist labs, and social labs. In this introduction, the editors present the goal of the volume, which is to discuss the concept of a laboratory in digital humanities from a broad range of perspectives: epistemological, infrastructural, technological, and socio-cultural. This book offers a reflection on how to interrogate the organisational structures of digital humanities, how to reimagine a “critical laboratory” with great sensitivity towards racial, gender, and indigenous issues, and what can be offered to other humanities fields interested in laboratories (e.g., science and technology studies, media studies, and cultural heritage studies). Laboratories have become an important lens for investigating the development of the field of digital humanities and its connections with science, technology, industry, and society, drawing on interdisciplinary approaches from science and technology studies, infrastructure studies, philosophy of technology, feminism, postcolonial studies, and critical digital pedagogy. This collection aims to pave the way toward “laboratory studies” as a new research direction in digital humanities
    Note: English
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  • 4
    Online Resource
    Online Resource
    Discursive Thinking Through of Education : Learning from Those Who Transform the Universe (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003450726 , 9781000993998 , 9781032585819 , 9781032585802
    Language: Undetermined
    Pages: 1 Online-Ressource (176 p.)
    Series Statement: Routledge International Studies in the Philosophy of Education
    Keywords: Philosophy & theory of education ; Social & political philosophy ; Education
    Abstract: This book is a contribution to the philosophical discourse on education. Education is considered a tool of philosophy. Education (paideia) and politics (politeia) are equal in importance for building a sustainable society free from feud and unhappiness. Discursive thinking through of education is based on Plato’s dialogues and the results of epistemological, metaphysical and ethical research in the fields of cosmology, sociology and neuroscience. The author demonstrates the potential of the threefold scheme of philosophy, a Platone philosophandi ratio triplex, for ordering individual and collective discourse and way of life in strict accordance with the intelligible complexity of the expanding cosmos. An essential read for students and scholars interested in the crossroad between education and philosophy
    Note: English
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  • 5
    Online Resource
    Online Resource
    Chapter 1 Recentring, Reframing and Reimagining the Canons of Educational Research (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This chapter reviews the current canons of educational research and considers how they can be uncoupled from hegemonic knowledge paradigms which privilege Northern contexts. It outlines contributions from decolonial thinking and Southern theory and shows what must change if new epistemologies and ontologies are to emerge. It focuses on Southern epistemologies that illuminate ways of researching education in Southern contexts by students from the South researching their own contexts, and those trained in the North but researching Southern contexts. We consider critically the ways in which qualitative and quantitative research into structures, processes, and interactions have been challenged historically and the contemporary debates about whether, and if so how, such ethical and practical approaches can be transferred and be of value within Global South societies. Important insights are provided by experienced education researchers tackling the challenge of creating, identifying, or adapting research ethics, methods of data collection, and forms of data analysis
    Note: English
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  • 6
    Online Resource
    Online Resource
    Chapter 13 Swedish teachers’ digital competence – infrastructures for teaching and working (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409863 , 9781032409870
    Language: Undetermined
    Pages: 1 Online-Ressource (14 p.)
    Keywords: Education ; Open learning, home learning, distance education
    Abstract: Swedish teachers’ digital competence refers to aspects of teaching as well as teachers’ work in a broader context. In this chapter, 19 Swedish teachers’ digital competence is analyzed as infrastructures for teaching and working, thereby setting digital competence in the context of teachers’ work in and out of the classroom. This chapter contributes to an understanding of how contextual factors of teachers’ digital competence relate to infrastructures for teaching and working and illuminates how contributing to teachers’ digital competence is both an individual and a collective responsibility. The analysis highlights the challenges that teachers face and suggests how these can be understood and conceptualized in relation to individual and structural levels of schooling, and to teaching and working infrastructures
    Note: English
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  • 7
    Online Resource
    Online Resource
    Developing a Didactic Framework Across and Beyond School Subjects : Cross- and Transcurricular Teaching (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003367260 , 9781032433202 , 9781032434292
    Language: Undetermined
    Pages: 1 Online-Ressource (269 p.)
    Series Statement: Routledge Research in Education
    Keywords: Education ; Curriculum planning & development ; Secondary schools ; Philosophy & theory of education
    Abstract: Centred around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally. Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work. Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use
    Note: English
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  • 8
    Online Resource
    Online Resource
    Chapter 3 Droit de cité : The Digital Lab as Digital Milieu (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032027630 , 9781032027654
    Language: Undetermined
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Library & information services ; Teaching of students with English as a second language (TESOL) ; Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures
    Abstract: When King’s Digital Lab was established in late 2015 it was conceived as both a craft factory (working with colleagues to produce digital outputs) and a technical experiment (a site where the intersection of technology and the humanities could be explored). Significant progress has been made on both of those fronts: dozens of projects have been enabled, operational white papers have been shared, and research outputs have explored the intellectual and philosophical aspects of the laboratory environment. It is now possible to move beyond the techniques that enabled this success and use insights from the philosophy of technology to explore long-standing concerns about the role of technology in society. In doing so, the laboratory would become an applied techno-philosophical experiment. More radically, it could rehabilitate the use of technical objects in the humanities and reject technophobia as not only unproductive but unethical. Technical (digital) objects could thus be accorded droit de cité in the field of the humanities. This perspective fits well with emerging work in the humanities that highlights the history of the field, its relationship to modelling, the indeterminacy of computer technology, and the potential for human-machine relations to be reconciled through aesthetics
    Note: English
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  • 9
    Online Resource
    Online Resource
    Familien mit behinderten Angehörigen im Erwachsenenalter : Lebensqualität und Lebensperspektiven (2024)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781526112
    Language: German
    Pages: 1 Online-Ressource (210 Seiten) , Diagramme
    Keywords: Education
    Abstract: Many people with disabilities continue to live with their parents continue to live with their parents or close relatives. This study analyses the living situations of these families. What are their ideas about the future living and care situation of the family member with a disability? At the same time, the study focusses on those families in which the family member with a disability has moved out of the home. What are the reasons for moving out and how do the families experience the transition to assisted living? The findings of the study are used to further develop concepts for family counselling and support
    Abstract: Viele Menschen mit Behinderungen leben im Erwachsenenalter weiterhin bei ihren Eltern oder nahen Verwandten. In der vorliegenden Studie werden die Lebenssituationen dieser Familien untersucht. Wie sehen ihre Vorstellungen von der zukünftigen Wohn- und Betreuungssituation des Familienmitglieds mit Behinderung aus? Zugleich nimmt die Studie diejenigen Familien in den Blick, bei denen das Familienmitglied mit Behinderung von zu Hause ausgezogen ist. Welche Beweggründe führen zum Auszug und wie erleben die Familien den Übergang in eine betreute Wohnform? Die Erkenntnisse der Studie dienen der Weiterentwicklung von Konzepten der Familienberatung und -unterstützung
    Note: German
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  • 10
    Online Resource
    Online Resource
    Professionalisierung in der Studieneingangsphase der Lehrer:innenbildung : Theoretische Perspektiven und empirische Befunde (2024)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781526082
    Language: Undetermined
    Pages: 1 Online-Ressource (290 p.)
    Series Statement: Studien zur Professionsforschung und Lehrer:innenbildung
    Keywords: Education
    Abstract: This anthology brings together empirical and theoretical contributions on the question of the possibilities, limits and paradoxes of the professionalisation of student teachers at the beginning of their studies. Both educational science and didactic perspectives are taken into account. The contributions focus on the logic of implementation in interactions as well as on the orientations of students and various actors in teacher training and show the multifaceted and complex process of socialisation into teacher training
    Abstract: Der Sammelband bündelt empirische und theoretische Beiträge zur Frage nach Möglichkeiten, Grenzen und Paradoxien der Professionalisierung von Lehramtsstudierenden am Beginn ihres Studiums. Hierbei finden sowohl erziehungswissenschaftliche als auch fachdidaktische Perspektiven Berücksichtigung. Die Beiträge fokussieren auf Vollzugslogiken in Interaktionen sowie auf Orientierungen von Studierenden und verschiedenen Akteur:innen der Lehrer:innenbildung und zeigen das facettenreiche und komplexe Geschehen der Einsozialisation in das Lehramtsstudium auf
    Note: German
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  • 11
    Online Resource
    Online Resource
    Chapter 3 Towards the Theory of Content Transformation (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032617336 , 9781032649542
    Language: Undetermined
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Education ; Educational psychology ; Examinations & assessment ; Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment
    Abstract: This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education. Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest
    Note: English
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  • 12
    Online Resource
    Online Resource
    Chapter 6 Content-Focused Approach for Improving Teaching and Learning : 3A Methodology for Didactic Case Studies (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032617336 , 9781032649542
    Language: Undetermined
    Pages: 1 Online-Ressource (23 p.)
    Keywords: Education ; Educational psychology ; Examinations & assessment ; Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment
    Abstract: This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education. Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest
    Note: English
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  • 13
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    Online Resource
    Demokratie und Partizipation in Hochschullernwerkstätten (2024)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781526143
    Language: Undetermined
    Pages: 1 Online-Ressource (362 p.)
    Series Statement: Lernen und Studieren in Lernwerkstätten
    Keywords: Education ; Demokratiebildung; politische Bildung; Hochschule; Grundschulforschung; Grundschule; Lernwerkstätten; Lehrerbildung; Tagungsband; Kindheitspädagogik; Netzwerk NeHle; Teilhabe
    Abstract: In university learning workshops, democracy and participation should not just be a concept, but a lived reality. However, research shows a gap between theory and practice. In the face of global challenges, however, democracy education is becoming increasingly important. It is about a democratic understanding as a way of life, rooted in educational institutions. How can universities promote democratic structures? The book presents discussions and research findings from the 16th International Conference of University Learning Workshops and reflects the diversity and range of topics examined in this debate. (translated with DeepL)
    Abstract: In Hochschullernwerkstätten sollten Demokratie und Partizipation nicht nur ein Konzept sein, sondern gelebte Realität. Doch die Forschung zeigt eine Kluft zwischen Theorie und Praxis. Angesichts globaler Herausforderungen gewinnt Demokratiebildung aber immer mehr an Bedeutung. Es geht um ein demokratisches Verständnis als Lebensweise, verwurzelt in Bildungseinrichtungen. Wie können Hochschulen demokratische Strukturen fördern? Dieser Band präsentiert Diskussionen und Forschungsergebnisse der 16. Internationalen Tagung der Hochschullernwerkstätten und spiegelt die Vielfalt und Breite der untersuchten Themen dieser Debatte
    Note: German
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  • 14
    Online Resource
    Online Resource
    Chapter 1 Introduction (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032617336 , 9781032649542
    Language: Undetermined
    Pages: 1 Online-Ressource (22 p.)
    Keywords: Education ; Educational psychology ; Examinations & assessment ; Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment
    Abstract: This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest
    Note: English
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  • 15
    Online Resource
    Online Resource
    Das Berufsfeldpraktikum als Professionalisierungselement : Grundlagen, Konzepte, Beispiele für das Lehramtsstudium (2024)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781526150
    Language: Undetermined
    Pages: 1 Online-Ressource (402 p.)
    Keywords: Education ; Praktikum; Hochschuldidaktik; Lehramtsstudiengang; Professionalisierung; Förderunterricht; Berufsfeld; Berufsfeldbezogener Unterricht; Schulpraktikum; Lehrerbildung; Lehrerausbildung; Lehramtsstudent; Auslandspraktikum; Mentor; Kooperation; Sprachbildung; Mehrsprachigkeit; Diagnose; Förderung; Internationalisierung; Deutsch als Fremdsprache; Deutsch als Zweitsprache; Lernbegleitung; Berufspraktikum; Ländervergleich; Reflexion 〈Phil〉; Kompetenz; Waldpädagogik; Spende; Gerechtigkeit; Bildung; Zooschule; Biologieunterricht; Sprachförderung; Sportunterricht; Flüchtling; Schüler; Interkulturelles Lernen; Innovation; Fachdidaktik; Portfolio; Hochschullehre; Peer Group; Kunstunterricht; Deutschunterricht; Interkulturalität; Mathematikunterricht; Übergang Schule - Beruf; Übergang Primarstufe - Sekundarstufe I; Englischunterricht; Tätigkeitsfeld; Benachteiligtenförderung; Bildungsbeteiligung; Projekt; Microteaching; Vielfalt; Heterogenität; Migrationshintergrund; Offene Ganztagsschule; Vermittlung; Empirische Untersuchung; Evaluation; Qualitative Forschung; Umfrage; Explorative Studie; Interview; Nordrhein-Westfalen; Deutschland
    Abstract: Extracurricular internships are a constant component of teacher training in Germany, despite their geographically and historically diverse organisation. A discussion of their contribution to the professionalisation of prospective teachers is still lacking, as is an attempt to present the variety of possible designs. This volume addresses both gaps by first discussing from a theoretical perspective the significance of extracurricular internships in the context of continuous professional development in teacher training programmes. Based on the professional internship in North Rhine-Westphalia, exemplary insights are then given into various university internship concepts and diverse projects and collaborations, and initial empirical findings on the contribution of extracurricular practical experience are presented. The volume combines different academic and practice-oriented perspectives and approaches from educational science, educational and social sciences, general didactics, several subject didactics and professionalisation research. Translated with DeepL.com (free version)
    Abstract: Außerschulische Praktika sind trotz ihrer geografisch und historisch unterschiedlichen Ausgestaltungen konstanter Bestandteil der Lehrkräftebildung in Deutschland. Eine Diskussion ihres Beitrags zur Professionalisierung angehender Lehrkräfte steht ebenso aus wie ein Versuch, die Vielfalt der Ausgestaltungsmöglichkeiten darzulegen. Der vorliegende Band widmet sich beiden Leerstellen, indem zunächst aus theoretischer Perspektive diskutiert wird, welchen Stellenwert außerschulische Praktika im Rahmen der kontinuierlichen Professionsentwicklung im Lehramtsstudium einnehmen können. Anhand des Berufsfeldpraktikums in Nordrhein- Westfalen werden anschließend exemplarische Einblicke in verschiedene universitäre Praktikumskonzepte und vielfältige Projekte und Kooperationen gegeben sowie erste empirische Befunde zum Beitrag der außerschulischen Praxiserfahrungen dargestellt. Der Band vereint unterschiedliche wissenschaftliche und praxisorientierte Perspektiven und Zugänge aus der Erziehungswissenschaft, den Bildungs- und Sozialwissenschaften, der Allgemeinen Didaktik, mehreren Fachdidaktiken sowie der Professionalisierungsforschung
    Note: German
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  • 16
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    International Students from Asia in Canadian Universities : Institutional Challenges at the Intersection of Internationalization, Racialization and Inclusion (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781000930801 , 9781003329800 , 9781032360072 , 9781032360065
    Language: Undetermined
    Pages: 1 Online-Ressource (296 p.)
    Series Statement: Routledge Studies in Global Student Mobility
    Keywords: Education ; Higher & further education, tertiary education
    Abstract: This book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies
    Note: English
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  • 17
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    Real-Life Decision-Making (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003406709 , 9781000936896 , 9781032524399 , 9781032524382
    Language: Undetermined
    Pages: 1 Online-Ressource (140 p.)
    Keywords: Education ; Management decision making ; Human-computer interaction ; Artificial intelligence
    Abstract: Have you ever experienced a decision situation that was hard to come to grips with? Did you ever feel a need to improve your decision-making skills? Is this something where you feel that you have not learned enough practical and useful methods? In that case, you are not alone! Even though decision-making is both considered and actually is a very important skill in modern work-life as well as in private life, these skills are not to any reasonable extent taught in schools at any level. No wonder many people do indeed feel the need to improve but have a hard time finding out how. This book is an attempt to remedy this shortcoming of our educational systems and possibly also of our common, partly intuition-based, decision culture. Intuition is not at all bad, quite the contrary, but it has to co-exist with rationality. We will show you how. Methods for decision-making should be of prime concern to any individual or organisation, even if the decision processes are not always explicitly or even consciously formulated. All kinds of organisations, as well as individuals, must continuously make decisions of the most varied nature in order to prosper and attain their objectives. A large part of the time spent in any organisation, not least at management levels, is spent gathering, processing, and compiling information for the purpose of making decisions supported by that information. The same interest has hitherto not been shown for individual decision-making, even though large gains would also be obtained at a personal level if important personal decisions were better deliberated. This book aims at changing that and thus attends to both categories of decision-makers. This book will take you through a journey starting with some history of decision-making and analysis and then go through easy-to-learn ways of structuring decision information and methods for analysing the decision situations, beginning with simple decision situations and then moving on to progressively harder ones, but never losing sight of the overarching goal that the reader should be able to follow the progression and being able to carry out similar decision analyses in real-life situations. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license
    Note: English
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  • 18
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    Effective Use of Collective Peer Teaching in Teacher Education : Maximizing Student Learning (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003403586 , 9781003817826 , 9781032517261 , 9781032513461
    Language: Undetermined
    Pages: 1 Online-Ressource (144 p.)
    Series Statement: Routledge Research in Teacher Education
    Keywords: Education
    Abstract: Effective Use of Collective Peer Teaching in Teacher Education investigates the learning benefits of letting students assume leadership roles in the classroom, emphasizing both theoretical analysis and firsthand empirical research conducted with pre-service teachers. Building on Vygotsky's (1987) sociocultural theory of human learning and research on collective intelligence, this volume introduces peer teaching as a pedagogical practice with a significant and underexplored learning potential. The first part of this book focuses on findings from two separate teacher education programs, while the second analyzes the learning processes through three conceptualized learning positions: peer teacher learning, peer student learning, and collective peer learning. Investigating the balance and interaction of these processes, this book argues that teaching and learning cannot at length be separated from each other and discusses the practical implications of this idea. This book will appeal to researchers, faculty, and teacher educators with interests in theories of learning and international and comparative education. Its crucial insights into how learning can be maximized in the classroom will provide a nuanced picture of the complexity of learning processes
    Note: English
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  • 19
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    Research with International Students : Critical Conceptual and Methodological Considerations (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003290803 , 9781032269825 , 9781032269832
    Language: Undetermined
    Pages: 1 Online-Ressource (302 p.)
    Series Statement: Internationalization in Higher Education Series
    Keywords: Higher & further education, tertiary education ; Education
    Abstract: This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities. Bringing together a range of interdisciplinary scholars, this book explores the many facets of research, which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high-quality, critical research on this topic. Bringing fresh perspectives to the topic of research with international students, the book focuses on: Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives (Re)-conceptualising key ideas that underpin research which are currently taken for granted Developing reflection points and practical guidance for new research designs which centre criticality and ethics Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings
    Note: English
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  • 20
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    Early Childhood Language Education and Literacy Practices in Ethiopia : Perspectives from Indigenous Knowledge, Gender and Instructional Practices (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003424956 , 9781000985894 , 9781032544564 , 9781032534428
    Language: Undetermined
    Pages: 1 Online-Ressource (214 p.)
    Series Statement: Routledge Research in Language Education
    Keywords: Education ; Primary & middle schools ; Teaching of students with English as a second language (TESOL)
    Abstract: This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children’s long-term reading, and learning outcomes. The chapters present research from a collaborative project between Ethiopia and Norway and demonstrate how students can be supported to think pragmatically, learn critically and be in possession of the citizenship skills necessary to thrive in a multilingual world. The authors celebrate multilingualism and bring indigenous traditions such as oracy, storytelling, folktales to the fore revealing their positive impact on educational attainment. Addressing issues of language diversity and systematic ignorance of indigenous literacy practices, the book plays a necessary role in introducing Ethiopia’s cultural heritage to the West and, hence, bridges the cultural gaps between the global north and global south. Arguably contributing one of the first publications on early literacy in Ethiopian languages, this book will appeal to scholars, researchers and postgraduate students studying the fields of early years literacy and language, indigenous knowledge and applied linguistics more broadly
    Note: English
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  • 21
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    The Fabrication of the Autonomous Learner : Ethnographies of Educational Practices in Switzerland, France and Germany (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003379676 , 9781032460079 , 9781032460086
    Language: Undetermined
    Pages: 1 Online-Ressource (238 p.)
    Keywords: Educational psychology ; Philosophy & theory of education ; Educational strategies & policy ; Education
    Abstract: This book provides a thorough and detailed analysis of how the figure of the ‘autonomous learner’ shapes educational practices. It unpacks the impact of current educational reform discourse that focuses on the individual pupil as a learner, while neglecting the social dimensions of classroom practices. In view of the yet unknown requirements of the knowledge economy, students are demanded to take more responsibility for their learning and to become self-reliant, independent, lifelong learners. In turn, teachers are asked to tailor education to the individual needs of their students and to foster their individual learning trajectories. Based on in-depth fieldwork and long-term observation of interactions in classrooms and other scholastic settings, scholars from three European countries – France, Germany and Switzerland – show how the translation of the figure of the ‘autonomous learner’ into classrooms is shaped by distinct cultural traditions. Chapters analyse teaching routines and conceptions of self-reliance involved in autonomy-oriented settings and discuss how these change the sociality of the classroom. They scrutinize how autonomy is used to differentiate between students and how it contributes to the reproduction of social inequality. The book brings into dialogue two neighbouring research traditions that research autonomous learning from a sociological perspective and which have largely ignored each other until now. In so doing, the contributions engage a critical perspective for a careful empirical analysis in order to better understand what is being done in the name of autonomy. Providing insight into the many facets of developing and nurturing self-standing pupils across various educational contexts, this is ideal reading for scholars in the field of education, as well as teachers and decision-makers across the educational sector
    Note: English
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  • 22
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    Educational Research Practice in Southern Contexts : Recentring, Reframing and Reimagining Methodological Canons (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003355397 , 9781032409337 , 9781032409306
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Educational strategies & policy ; Sharlene Swartz, Nidhi Singal, Madeleine Arnot, research methods, educational research methods, research methods in education, Global South, southern contexts, decolonization, decolonizing education
    Abstract: Bringing together a unique collection of 18 insightful and innovative internationally focused articles, Educational Research Practice in Southern Contexts offers reflections, case studies, and critically, research methods and processes designed to decentre, reframe, and reimagine educational research in ways that question existing approaches and operationalise the tenets of decolonising theory. This anthology represents a valuable teaching resource with which to challenge the conventional canons of educational research theory and practice. It provides readers with the chance to read high quality examples of research that critique current ways of doing research and to reflect on how research methods can contribute to the project of decolonising knowledge production in and about education in, for example, Africa, South Asia, Asia and Latin America. It grapples with everyday dilemmas and tricky ethical questions about protection, consent, voice, cultural sensitivity and validation, by engaging with real-world situations and increasing the potential for innovation and new collaborations. Educational Research Practice in Southern Contexts will be essential reading for anyone teaching educational research methods and will encourage novice and experienced researchers to rethink their research approaches, disentangle the local and global, and challenge those research rituals, codes and field work practices which are often unproblematically assumed to be universally relevant
    Note: English
    URL: teilw. kostenfrei
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  • 23
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    Digital Humanities and Laboratories : Perspectives on Knowledge, Infrastructure and Culture (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003185932 , 9781032027630 , 9781032027654
    Language: Undetermined
    Pages: 1 Online-Ressource (310 p.)
    Series Statement: Digital Research in the Arts and Humanities
    Keywords: Library & information services ; Teaching of students with English as a second language (TESOL) ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Economic systems & structures ; Education ; Teaching of a specific subject ; Library and information services ; Higher education, tertiary education ; Educational equipment and technology, computer-aided learning (CAL) ; Economic systems and structures ; Digital humanities laboratory; computational lab; laboratory studies; interdisciplinarity; collaboration; infrastructure; epistemology; research software engineering; postcolonial; feminist pedagogy
    Abstract: Digital Humanities and Laboratories explores laboratories dedicated to the study of digital humanities (DH) in a global context and contributes to the expanding body of knowledge about situated DH knowledge production. Including contributions from a diverse, international range of scholars and practitioners, this volume examines the ways laboratories of all kinds contribute to digital research and pedagogy. Acknowledging that they are emerging amid varied cultural and scientific traditions, the volume considers how they lead to the specification of digital humanities and how a locally situated knowledge production is embedded in the global infrastructure system. As a whole, the book consolidates the discussion on the role of the laboratory in DH and brings digital humanists into the interdisciplinary debate concerning the notion of a laboratory as a critical site in the generation of experimental knowledge. Positioning the discussion in relation to ongoing debates in DH, the volume argues that laboratory studies are in an excellent position to capitalize on the theories and knowledge developed in the DH field and open up new research inquiries. Digital Humanities and Laboratories clearly demonstrates that the laboratory is a key site for theoretical and critical analyses of digital humanities and will thus be of interest to scholars, students and practitioners engaged in the study of DH, culture, media, heritage and infrastructure
    Note: English
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  • 24
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    Digitalization and Digital Competence in Educational Contexts : A Nordic Perspective from Policy to Practice (2024)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032409863 , 9781032409870 , 9781003355694
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Open learning, home learning, distance education ; Digital competence, teachers, infrastructures for teaching and working, challenges
    Abstract: Digital competence, teachers, infrastructures for teaching and working, challenges
    Note: English
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  • 25
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    Persönlichkeitsbildung in Zeiten von Digitalisierung (2024)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781526198
    Language: Undetermined
    Pages: 1 Online-Ressource (218 p.)
    Series Statement: Schriftenreihe zur Humanistischen Pädagogik und Psychologie
    Keywords: Education ; Digitalisierung; Persönlichkeitsbildung; Transformation; Humanistische Pädagogik; Ressourcenorientierung; Pädagogische Psychologie; Demokratische Erziehung; Adoleszenz; Lehrerbildung; Professionalisierung; Humanistische Psychologie; Körper 〈Biol〉; COVID-19; Pandemie; Computerspiel; Soziale Interaktion; Internationalisierung; Hochschulbildung; Persönlichkeitsentwicklung; Schule; Kindertagesstätte; Achtsamkeit; Lebenswelt; Suchtprävention; Reflexion 〈Phil〉; Selbstdarstellung; Bildungsprozess; Autonomie; Heteronomie; Reformpädagoge; Bildungseinrichtung; Schülerperspektive; Förderbedarf; Lebenskompetenz; Projekt; Kunstunterricht; Ästhetische Bildung; Lehrer; Training; Portfolio; Selbstreflexion; Sportaktivität; Psychosoziale Situation; Schwarze Pädagogik; Weisheit; Digitale Medien; Soziales Netzwerk; Interview
    Abstract: The articles in this new volume of the series on humanistic pedagogy and psychology illuminate possibilities and opportunities in the relationship between personal development and digitalisation in a humanistic-pedagogical resource orientation. Theoretical, empirical, conceptual and practical perspectives reflect on tensions and limitations along topics such as the innovation potential for shaping one's own life and professional pedagogical spaces or the dynamics of autonomous algorithms. The contributions also take up the fact that these aspects can only be discussed with reflections on meaning and values with regard to autonomy, interaction design, justice and democracy
    Abstract: Die Artikel in diesem neuen Band der Schriftenreihe zur Humanistischen Pädagogik und Psychologie leuchten in humanistisch-pädagogisch begründeter Ressourcenorientierung Möglichkeiten und Chancen im Verhältnis von Persönlichkeitsbildung und Digitalisierung aus. In theoretischen, empirischen, konzeptionellen und praxisbezogenen Perspektiven werden dabei Spannungslagen sowie Begrenzungen entlang von Themen wie dem Innovationspotenzial für die Gestaltung des eigenen Lebens und professioneller pädagogischer Räume oder Dynamiken verselbstständigter Algorithmen reflektiert. Dass diese Aspekte nur mit Sinn- und Wertreflexionen bezüglich Autonomie, Interaktionsgestaltung, Gerechtigkeit und Demokratie diskutiert werden können, greifen die Beiträge ebenfalls auf
    Note: German
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  • 26
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    Die Idee der Universität – heute : Passauer Perspektiven (2024)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781526174
    Language: Undetermined
    Pages: 1 Online-Ressource (274 p.)
    Keywords: Education ; Hochschule; Universität; Studium; Hochschulbildung; Bildungsgeschichte; Hochschulrahmengesetz; Nachhaltigkeit; Sozialwissenschaften; Interdisziplinarität; Wissenschaft; Geschichte 〈Histor〉; Disziplinarität; Hochschulforschung; Forschung; Wissenschaftlicher Nachwuchs; Forscher; Wahrheit; Reform; Ökonomisierung; Hochschulleitung; Hochschulpräsident; Unternehmen; Hochschulgesetz; Innovation; Wettbewerb; Student; Studentische Mitbestimmung; Funktionalität; Organisation; Strategie; Gesellschaft; Campus; Interdisziplinäre Forschung; Digitalisierung; Informatik; Gegenöffentlichkeit; Approbationsordnung; Passau; Bayern; Deutschland
    Abstract: What "idea" does the university follow and what is its mission? These questions, explicitly raised by Karl Jaspers in 1923, 1946 and 1961, remain constantly topical. They must be reflected upon again and again in the context of permanent change. The answers focus on the university as a whole and the specific university in each case. The university realises itself in concrete conditions in confrontation with the questions of the time. The book combines a general perspective and specific realisation through contributions from outside and inside (here from the University of Passau). Science, politics, education and business thus enter into a multi-layered dialogue in defining the idea of the university. Translated with DeepL.com (free version)
    Abstract: Welcher „Idee“ folgt die Universität und welchem Auftrag ist sie verpflichtet? Diese Fragen von Karl Jaspers 1923, 1946 und 1961 ausdrücklich aufgeworfen, bleiben stets aktuell. Sie müssen im Horizont eines permanenten Wandels immer wieder neu reflektiert werden. Die Antworten nehmen die Universität insgesamt und die jeweils konkrete Hochschule in den Blick. Universität realisiert sich in konkreten Bedingungen in Auseinandersetzung mit den Fragen der Zeit. Das Buch verbindet generelle Perspektive und spezielle Umsetzung durch Beiträge von außen und innen (hier aus der Universität Passau). Wissenschaft, Politik, Bildung, Wirtschaft treten somit in der Bestimmung der Idee der Universität in einen vielschichtigen Dialog
    Note: German
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  • 27
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    International Handbook of Engineering Education Research (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003287483 , 9781000897432 , 9781032262758 , 9781032262765
    Language: Undetermined
    Pages: 1 Online-Ressource (760 p.)
    Keywords: Teaching of students with English as a second language (TESOL) ; Industrial applications of scientific research & technological innovation ; Education
    Abstract: This comprehensive handbook offers a broad overview of contemporary research on engineering education and its practical application. Over the past two decades, the field of engineering education research (EER) has become a vibrant and impactful community with new journals, conferences, and doctoral and research programs established across the globe. The increased interest in this area has helped improve the education and training of the next generation of engineers, as well as supporting growth in the use of technology for teaching and learning, increased attention to broadening participation, diversity and inclusion in the field, and a wide international expansion of the field. Drawing on the work of 100 expert contributors from over 20 countries, this volume covers both emergent and established areas of research within engineering education, giving voice to newcomers to the field as well as perspectives from established experts. Contents include: Sociocognitive and affective perspectives on engineering education. Technology and online learning in engineering education. Cultural and ethical issues including diversity, equity, and inclusion in engineering education. Curriculum design, teaching practices, and teacher education at all levels. Research methods and assessment in engineering education. This book offers an innovative and in-depth overview of engineering education scholarship and practice, which will be of use to researchers in engineering education, engineering educators and faculty, teacher educators in engineering education or STEM education, and other engineering and STEM-related professional organizations. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license
    Note: English
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  • 28
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    The Nordic Education Model in Context : Historical Developments and Current Renegotiations (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003218180 , 9781000632439 , 9781032110462 , 9781032110493
    Language: Undetermined
    Pages: 1 Online-Ressource (368 p.)
    Series Statement: Political Economies of Capitalism, 1600-1850
    Keywords: Educational strategies & policy ; Education ; Curriculum planning & development ; History of education ; Philosophy & theory of education
    Abstract: Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy
    Note: English
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  • 29
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    Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools : Researching Hybrid Integration (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003341772 , 9781000910865 , 9781032377827 , 9781032377810
    Language: Undetermined
    Pages: 1 Online-Ressource (216 p.)
    Series Statement: Migration and Education
    Keywords: Education ; Educational strategies & policy
    Abstract: This edited volume presents the results of a European research project – ‘CHILD-UP’ (Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation), which analyses the hybrid integration of children with migration backgrounds into schools across Europe. Using qualitative data and theoretical foundations obtained through interviews and focus groups, the book ultimately centres the perspectives and experiences of both the children and the professionals working with them. In doing so, it explores the complex position migrant children occupy in host societies, their exercise of agency, challenges and inspirational local practices that support hybrid integration and innovative educational planning. It also analyses the facilitation of conversations concerning children’s personal experiences and social relations, second language learning and language mediation, based on video- and audio-recordings of school activities. The book will be of relevance to researchers, academics, scholars, and faculty in the fields of sociology of education, child development, migration and multicultural studies. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license
    Note: English
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  • 30
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    Nachhaltige Bildung in der Grundschule (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525924
    Language: Undetermined
    Pages: 1 Online-Ressource (474 p.)
    Series Statement: Jahrbuch Grundschulforschung
    Keywords: Education
    Abstract: Sustainable education in primary school can be viewed from several angles: In a broad understanding of the term, the topic refers to sustainable educational processes in the sense of long-term availability. This plays a special role for the primary school as the first school with its mission of basic education. At the same time, a narrow conceptual understanding is included, which considers education for sustainable development from an ecological, economic and social perspective. In this context, action aims at a more sustainable and just present and future. The present volume compiles contributions from the 30th annual conference of the Commission for Primary School Research and Primary Education, which took place in Regensburg in September 2022 and addressed the topic of "Sustainable Education in Primary Schools"
    Abstract: Nachhaltige Bildung in der Grundschule kann unter mehreren Blickwinkeln betrachtet werden: In einem weiten Begriffsverständnis bezieht sich das Thema auf nachhaltige Bildungsprozesse im Sinne einer langfristigen Verfügbarkeit. Dies spielt für die Grundschule als erste Schule mit ihrem Auftrag der grundlegenden Bildung eine besondere Rolle. Gleichzeitig ist ein enges Begriffsverständnis mit eingeschlossen, welches die Bildung für nachhaltige Entwicklung aus einer ökologischen, ökonomischen und sozialen Perspektive betrachtet. Dabei zielt das Handeln auf eine nachhaltiger und gerechter gestaltete Gegenwart und Zukunft. Der vorliegende Band stellt Beiträge der 30. Jahrestagung der Kommission Grundschulforschung und Pädagogik der Primarstufe zusammen, welche im September 2022 in Regensburg stattfand und das Thema „Nachhaltige Bildung in der Grundschule“ adressierte
    Note: German
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  • 31
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    Existenzielle Soziale Arbeit (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525962
    Language: Undetermined
    Pages: 1 Online-Ressource (178 p.)
    Keywords: Education
    Abstract: Social work meets existential philosophy: How do I find meaning in my life? How free am I in my decisions and actions? How do I deal with suffering, guilt and death? How do I lead an authentic life? Drawing on some great thinkers such as Jean-Paul Sartre and Martin Heidegger, Johannes Nathschläger attempts to show how existential philosophy questions and issues represent an omnipresent ""cross-sectional task"" in the diverse fields of action of social work, but have so far received little attention in theoretical discourse. Social work as a profession and scientific discipline must finally face this challenge and develop and apply appropriate methods. It can find inspiration in Irvin Yalom's existential psychotherapy or Viktor Frankl's logotherapy, among others. This book would like to initiate a debate on this and is aimed equally at professionals, students and teachers of social work
    Abstract: Soziale Arbeit trifft auf Existenzphilosophie: Wie finde ich Sinn in meinem Leben? Wie frei bin ich in meinen Entscheidungen und Handlungen? Wie gehe ich mit Leid, Schuld und Tod um? Wie führe ich ein authentisches Leben? Unter Rückgriff auf einige große Denker wie Jean-Paul Sartre und Martin Heidegger unternimmt Johannes Nathschläger den Versuch zu zeigen, wie existenzphilosophische Fragen und Themen in den vielfältigen Handlungsfeldern der Sozialen Arbeit zwar eine allgegenwärtige „Querschnittsaufgabe“ darstellen, im theoretischen Diskurs bislang aber kaum Beachtung fanden. Dieser Herausforderung muss sich Soziale Arbeit als Profession und wissenschaftliche Disziplin endlich stellen und dazu passende Methoden entwickeln und anwenden. Anregungen kann sie u. a. bei der existenziellen Psychotherapie Irvin Yaloms oder der Logotherapie Viktor Frankls finden. Dieses Buch möchte hierzu eine Debatte anstoßen und richtet sich gleichermaßen an Fachkräfte, Studierende und Lehrende der Sozialen Arbeit
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  • 32
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    The Linguistic Challenge of the Transition to Secondary School : A Corpus Study of Academic Language (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003081890 , 9780367534226 , 9780367534219
    Language: Undetermined
    Pages: 1 Online-Ressource (228 p.)
    Series Statement: Routledge Applied Corpus Linguistics
    Keywords: Educational psychology ; Secondary schools ; Education ; linguistics ; Speaking / pronunciation skills ; Language teaching & learning (other than ELT)
    Abstract: This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically. The study: draws on a bespoke corpus of 2.5 million words of written materials and transcribed classroom recordings, provided by the project's partner schools; combines quantitative and qualitative approaches to the corpus data to explore linguistic variation across school levels, registers and subjects; describes the procedures of corpus compilation and analysis of written and spoken academic language, showing how modern corpus tools can be applied to this far-reaching social and educational issue; uncovers differences and similarities between the academic language that school children are exposed to at primary and secondary school, contrasting this against the backdrop of the non-academic language that they encounter outside school. This book is important reading for advanced students and researchers in corpus linguistics, applied linguistics and teacher education. It carries implications for policymakers and schools looking to support students at this critical point in their schooling
    Note: English
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    Chapter 6 Negotiating the Arabic and English Space in UAE Higher Education : The Ownership of English in the English-Medium Instruction Context (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (25 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: The United Arab Emirates puts tremendous effort into protecting the Arabic language and reinforcing its position as the language of the country’s constitution and national identity. The country’s higher education system is built on English-medium instruction, which, alongside the worldwide adherence to native-like norms that accompanies English as a global language, appears to reduce the opportunities for Arab students to take ownership of English. This chapter focuses on the negotiable space between Arabic and English in a United Arab Emirates English-medium instruction higher education context. Data were triangulated from self-reflections by thirty Emirati students (20 females and 10 males) and interviews with four faculty members of maths and information technology who taught through English. The findings show that while English-medium instruction is considered a form of multilingual education, Arabic was believed to have a positive impact on the students’ control over their university courses. The chapter provides implications for how multiple competencies can help Arab students exercise ownership of English, reduce their linguistic and cultural insecurities, and retain their identity while learning in an English-medium instruction context
    Note: English
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    Chapter 5 English-Medium Instruction in Emirati Higher Education : The Importance of Choice and Agency (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: This chapter begins by providing an overview of the many educational reforms which have taken place in the United Arab Emirates within its short history as a nation. Pushed forward by neoliberalism and globalisation, such reforms have largely focused on increasing amounts of English-medium instruction at all levels of education. In the United Arab Emirates, not only does English dominate teaching and learning, but its ‘de facto lingua franca’ status in public domains has led to heated debates centred around the effects of ‘Englishisation’ on the Arabic language, as well as its impact on local cultural identities. The chapter discusses the concept of agency with reference to student and teacher roles in English-medium instruction settings. Specifically, the sociolinguistic implications of English-medium instruction for Arabic-speaking university students are explored. It is argued that often structural constraints such as ‘English only’ classroom policies reinforce monolingual ideologies, with English also acting as a gatekeeper to academic success, so that naturally occurring translingual practice is deprecated. Referencing previous research, the chapter will conclude by advocating the need for increased choice and agency surrounding English-medium instruction in order for educational experiences to be empowering rather than subtractive
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    Chapter New Lenses : An Introduction to Innovations in Peace and Education Praxis (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education
    Abstract: In this chapter, the editors provide an overview of Innovations in Peace and Education Praxis. First, the chapter situates the book within the peace and education literatures. Drawing attention to calls for transdisciplinary scholarship and new lenses for peace education praxis, this chapter highlights how the book seeks to navigate through existing absences in the field, interrogate limits, open space for new and generative work, and reflect on their implications for scholars, researchers, students, practitioners, and educators. Second, the chapter reviews how the edited collection was developed, the influence of the Cambridge Peace and Education Research Group (CPERG), and why the process of creation was as important as the final product. Third, the chapter outlines the book’s theoretical contributions to peace and education including its examination of transdisciplinary scholarship, praxis beyond binaries and rooted in ontological justice, second-order reflexivity, and an expansion of epistemological horizons beyond cognitive-centred modes of knowledge and representation. Finally, the chapter introduces each of the subsequent ten chapters that follow. The editors argue the new lenses brought forward do not offer templated answers but rather a constellation of insights, questions, challenges, and innovative examples of praxis which might help us collectively imagine new paths forward
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    Gelingensbedingungen von Schulreform : Bildungshistorische Befunde als Schlüssel zum pädagogischen Verständnis von Schulentwicklungsprozessen und als Erweiterung des Theorienverbundes zur Schulreform (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525627
    Language: German
    Pages: 1 Online-Ressource , Illustrationen
    Series Statement: Historische Bildungsforschung
    Parallel Title: Erscheint auch als Link, Jörg-Werner, 1965 - Gelingensbedingungen von Schulreform
    RVK:
    DK 1020
    Keywords: Education ; Hochschulschrift ; Deutschland ; Reformpädagogik ; Schulentwicklung ; Bildungsreform ; Historische Bildungsforschung ; Geschichte 1924-2021
    Abstract: This work presents a structural and operative model of successful processes of school reform, based on eleven source-based studies on the history of educational and school-based pedagogy. Oriented on real-world cases and sources, these studies analyse the reform practices of historical reform schools during the twentieth century. The point of reference in each case is the individual school as a pedagogical unit of action. The studies are historically and empirically grounded and provide in-depth insights into the historical practices of schools as well as historical school reforms. The term “conditions for success” is employed here to focus on organisational structures and pedagogical patterns of action within historical processes of reform. The findings are derived from the inherent logic of practical pedagogical processes of reform. These are structures and patterns of action developed by the pedagogical professionals themselves through social processes. The results of the educational-historical source studies are collated here in a model of recurring professional patterns of pedagogical action and structure. The resulting historically and empirically developed “Five-plus-two-K Structure of Successful School Reform Processes” was tested on 100 modern day reform schools and it could be shown that these processes recur over a period of about one hundred years. Following the inherent logic of pedagogical processes in schools, the “Five-plus-two-K Structure of Successful School Reform Processes” was developed through a process of professional pedagogical action, shaped by professional pedagogical action and interaction, and was differentiated for professional pedagogical action. This model is integrative on the basis that it is primarily pedagogically constituted and was closely developed with educational professionals. The model is thus an educational-historical contribution to a theory of school reform processes and contributes to the pedagogical understanding of the processes of school development
    Abstract: Auf der Grundlage von elf bildungshistorischen und schulpädagogischen Quellenstudien wird ein Struktur- und Handlungsmodell gelingender Schulreformprozesse entwickelt. Die Studien analysieren fallorientiert und quellengestützt die Reformpraxen an historischen Reformschulen des 20. Jahrhunderts. Bezugspunkt ist dabei jeweils die Einzelschule als pädagogische Handlungseinheit. Die Studien sind historisch-empirisch fundiert und geben vertiefte Einblicke in historische Schul(reform)praxis. Fokussiert werden mit dem Terminus Gelingensbedingungen organisationale Strukturen und pädagogische Handlungsmuster innerhalb der historischen Reformprozesse. Die Befunde leiten sich aus der Eigenlogik pädagogisch-praktischer Reformprozesse ab. Es sind Strukturen und Handlungsmuster, die von den pädagogischen Akteur*innen im sozialen Prozess selbst entwickelt wurden. Der Ertrag der bildungshistorischen Quellenstudien bündelt sich in einem Modell wiederkehrender pädagogisch-professioneller Handlungs- und Strukturmuster. Diese historisch-empirisch entwickelte „Fünf-plus-zwei-K-Struktur gelingender Schulreformprozesse“ wurde an 100 gegenwärtigen Reformschulen überprüft und konnte im Ergebnis in einem Zeitraum von rund einhundert Jahren als wiederkehrend validiert werden. Entstanden im Prozess professionellen pädagogischen Handelns, gestaltet durch professionelles pädagogisches Handeln und Interaktion und ausdifferenziert für professionelles pädagogisches Handeln folgt das Fünf-plus-zwei-K-Strukturmodell der Eigenlogik pädagogischer Prozesse in der Schule. Es ist anschlussfähig, weil es primär pädagogisch konstituiert ist und sich nah bei den Akteur*innen befindet. Das Modell ist somit ein bildungshistorischer Beitrag zu einer Theorie von Schulreformprozessen und trägt zum pädagogischen Verständnis von Schulentwicklungsprozessen bei
    Note: German
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    Die Illusion der Berufswahl : Zur Passung von Habitus und Feld bei Lehramtsstudierenden (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525542
    Language: Undetermined
    Pages: 1 Online-Ressource (285 p.)
    Series Statement: Studien zur Professionsforschung und Lehrerbildung
    Keywords: Education
    Abstract: Die Illusion der Berufswahl. Zur Bedeutung der Passung von Habitus und Feld für Berufswahlstrategien von Lehramtsstudierenden Die einhelligen Ergebnisse der standardisierten Forschung zur Berufswahl von Lehramtsstudierenden weisen den Wunsch nach Arbeit mit Kindern als zentrales Motiv von (angehenden) Lehrer:innen für ihre Berufswahl aus. Pragmatische, aber ebenso naheliegende Beweggründe wie der sichere Beruf, die gute Entlohnung, die Ferien oder die Familienfreundlichkeit, scheinen vernachlässigbar zu sein. Die vorliegende Studie versucht demgegenüber, weniger die explizit genannten rationalen Gründe, als vielmehr immanente bzw. latente Beweggründe für die Entscheidung zum Lehrberuf zu beleuchten. Nicht die Vorderbühne der manifesten Berufswahlmotive, sondern die Hinterbühne der sozialen Einflüsse auf die berufsbezogenen Orientierungen stehen im Rampenlicht. Für die Ergründung der Berufswahl wird auf Pierre Bourdieus Konzept der Dialektik von Habitus und Feld zurückgegriffen. Mit Hilfe der an Bourdieu anschließenden Methode der Sequenzanalytischen Habitusrekonstruktion wird anhand von berufsbezogenen problemzentrierten Interviews gezeigt, welch große Bedeutung der individuierte Habitus für die berufsbezogenen Orientierungen und die (unbewussten) Berufswahlstrategien von Lehramtsstudierenden hat. Ebenso kommen die impliziten Lehrer:innenbilder und das antizipierte Lehrer:innenhandeln der Studierenden zum Vorschein. Die Studie leistet dadurch einerseits einen Beitrag für die Lehrer:innenbildung, indem die illusio und die soziale Ordnung der Studierenden, ihre berufsbezogenen Orientierungen sowie ihre Berufsbilder sichtbar werden und der Lehrer:innenbildung damit einen Spiegel vorgehalten wird. Andererseits erhebt die vorliegende Arbeit auch den Anspruch, das Phänomen der Berufswahlaus einer bislang wenig beleuchteten Perspektive zu erforschen. Erkennbar wird dadurch eine notwendige doppelte Passung für die Studierenden – einer Passung zur Anforderungslogik des Herkunftsfeldes als auch zur Anforderungslogik des angestrebten beruflichen Ankunftsfeld
    Abstract: The illusion of career choice. On the importance of the fit between habitus and field for career choice strategies of student teachers The unanimous results of standardized research on the career choice of student teachers indicate the desire to work with children as a central motive of (prospective) teachers for their career choice. Pragmatic, but equally obvious motivations such as a secure job, good wages, holidays or family-friendliness, seem to be negligible. In contrast, the present study attempts to shed light not so much on the explicitly mentioned rational reasons, but rather on immanent or latent motivations for choosing the teaching profession. The spotlight is not on the front stage of the manifest career choice motives, but on the back stage of the social influences on career-related orientations. Pierre Bourdieu's concept of the dialectic of habitus and field is used to explore career choice. Using the so-called “Sequenzanalytische Habitusrekonstruktion” (sequence-analytical habitus reconstruction), which follows Bourdieu's concepts, job-related, problem-centered interviews show the great importance of the individualized habitus for job-related orientations and the (unconscious) career choice strategies of student teachers. Likewise, the implicit teacher images and the anticipated teacher behavior of the students come to light. On the one hand, the study contributes to teacher training by revealing the illusio and social order of students, their professional orientations, and their subjective job profiles, thus holding up a mirror to teacher education. On the other hand, this thesis also claims to explore the phenomenon of career choice from a perspective that has so far not been illuminated. Thus, a necessary double fit for the students becomes recognizable – a fit to the requirement logic of the field of origin as well as to the requirements logic of the aspired professional field of arrival
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    Chapter 1 The challenges of expansion and democratization of education : A historical look at school exclusion in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (32 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: The history of public education in Haiti has been characterized by an idealistic notion of extending the enlightenment of education throughout the country. This notion is reflected in the establishment of an important legal arsenal which, since the 19th century, has defined three main principles of the Haitian school system. These three principles have been a constant throughout the history of the country. They were intended to promote the expansion and democratization of schools in Haiti. Overshadowed by academic liberalism, the principles of free and compulsory education remain, however, merely an illusion for the majority of the country's children. Despite pompous speeches from its political leaders, Haiti has failed to catch up with the expansion and democratization of schools. Its educational system faces many challenges, including the problem of access to school, the lack of physical infrastructure and the shortage of qualified teaching staff. These challenges have extended the exclusion and inequality which stem from the contempt of the Haitian elites for the education of the people, in particular those in the countryside, and in an economic model based on food, not industry
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    Invention Pedagogy - The Finnish Approach to Maker Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003287360 , 9781032251974 , 9781032262505 , 9781000810028
    Language: Undetermined
    Pages: 1 Online-Ressource (304 p.)
    Series Statement: Routledge Research in STEM Education
    Keywords: Teaching of students with English as a second language (TESOL) ; Education
    Abstract: This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly
    Note: English
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    Contestations of Citizenship, Education, and Democracy in an Era of Global Change : Children and Youth in Diverse International Contexts (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003197881 , 9781032055121 , 9781032055138 , 9781000787177
    Language: Undetermined
    Pages: 1 Online-Ressource (284 p.)
    Series Statement: Critical Global Citizenship Education
    Keywords: Education ; Educational strategies & policy ; Philosophy & theory of education
    Abstract: Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The book ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy. Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, as well as international and comparative education and citizenship
    Note: English
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    Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032116075 , 9781032116105
    Language: Undetermined
    Pages: 1 Online-Ressource (21 p.)
    Keywords: Education
    Abstract: Taboos are not a new phenomenon. Yet, taboos change over time as social customs change, discard old taboos, and create new ones. What does not change, however, is how taboos regulate the way in which we live together in different communities and how they influence our behaviours. Notwithstanding the ubiquity of all sorts of taboos in daily life, many of them do not seem to find their way into foreign language classrooms easily. This is particularly surprising if we consider the growing importance of critical language pedagogy approaches to foreign language learning. Despite relevant efforts there, teachers, pre-service teachers, and learners often appear to feel discomfort as conversations about controversial issues such as mental illnesses, disabilities, racism, conspiracy theories, violence, and gender unfold. Consequently, classroom materials as well as suitable approaches to these issues in foreign language learning are needed. Taking this as a starting point, this introductory chapter argues for the integration of taboos and controversial topics into the foreign language classroom. It first investigates the concept of critical pedagogy in general and critical (foreign) language pedagogy more specifically. It then discusses taboos in the context of critical language pedagogy, arguing that despite numerous challenges, the foreign language classroom provides the perfect space for discussing some controversial topics with students—primarily by exploring a variety of different texts dealing with taboos instead of personalising a topic, which would be more common in communicative approaches. The chapter closes with a practical framework that provides suggestions for handling taboos in foreign language education
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    Schule und Unterricht im digitalen Wandel : Ansätze und Erträge rekonstruktiver Forschung (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781559929
    Language: Undetermined
    Pages: 1 Online-Ressource (186 p.)
    Parallel Title: Erscheint auch als Schule und Unterricht im digitalen Wandel
    RVK:
    DP 2600
    Keywords: Education ; Aufsatzsammlung ; Computerunterstütztes Lernen ; Unterricht ; Medienkompetenz ; Medienpädagogik ; Schulentwicklung ; Schulforschung ; Bildungswesen ; Schule ; Unterricht ; Neue Medien ; Medienkompetenz ; Digitalisierung ; Unterrichtsforschung ; Computerunterstütztes Lernen ; Lehrer ; Schulentwicklung ; Schulpädagogik
    Abstract: The volume "Schule und Unterricht im digitalen Wandel" (School and Teaching in the Digital Transformation) explores perspectives of reconstructive-sensual research for the study of school and teaching in the digital transformation. Four empirical studies are presented and their findings are classified theoretically and methodologically. The studies are interested in the changes as well as the stability of practices in the classroom when digital media are used. And they investigate how students and teachers interpret the transformation processes that accompany digitization. The research perspectives generated are contoured in greater depth by the discussion of the studies' findings with regard to central questions of digital transformation and its research at the end of the volume
    Abstract: Der Band „Schule und Unterricht im digitalen Wandel“ lotet Perspektiven einer rekonstruktiv-sinnverstehenden Forschung für die Untersuchung von Schule und Unterricht im digitalen Wandel aus. Es werden vier empirische Studien vorgestellt und ihre Befunde theoretisch und methodisch eingeordnet. Die Studien interessieren sich für die Veränderungen wie auch die Stabilität von Praktiken im Unterricht, wenn digitale Medien genutzt werden. Und sie untersuchen, wie Schüler:innen und Lehrkräfte die mit der Digitalisierung einhergehenden Transformationsprozesse deuten. Die generierten Forschungsperspektiven werden durch die Diskussion der Erträge der Studien im Hinblick auf zentrale Fragen des digitalen Wandels und seine Erforschung am Ende des Bandes vertiefend konturiert
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    Das kritisch-alternative pädagogische Milieu um 1968 : Wissensbewegungen zwischen Handlungspraxis, Politik und Wissenschaft (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525696
    Language: Undetermined
    Pages: 1 Online-Ressource (222 p.)
    Series Statement: Beiträge zur Theorie und Geschichte der Erziehungswissenschaft
    Keywords: Education
    Abstract: The late 1960s can be described as a time of democratic awakening and social upheaval, also regarding discussions on education. Taking this period of critique and questioning as a starting point, the work proceeds to examine knowledge movements. Knowledge circulation and knowledge transformation processes between political and educational practice as well as educational theory are analysed on the basis of 9 biographical narratives of people who were active in educational or political practice projects around 1968. The first theoretical part of this thesis outlines the historical context and introduces the state of research on '1968 and pedagogy'. Subsequently, the thesis introduces its knowledge-historical theoretical approaches, from which the concept of knowledge movements developed for this thesis emerges. The first part of the thesis concludes with the presentation of the methodical and methodological premises, explains theoretically the applied procedure of an integrative coupling of discourses and biographies and shows the form of practical application in the work. The second part of the thesis includes the presentation of the empirical results and along inductively identified thematic strands, various aspects of new perspectives that can be considered as (co-)inspired/stimulated by the critical-alternative pedagogical milieu that are examined in greater detail. The third part of the paper presents the results and links them back to the theoretical premises. Thus, it is shown how knowledge of the discursive space of the critical-alternative pedagogical milieu changed through its discursive entanglements with the established educational science and how the established educational science entered a communicative process of opening through the confrontation with the new forms of knowledge. For educational science, the results and documented processes can thus can thus serve as a sample for contemplation and be referred to introspectively in the context of today's processes of theory formation or research. Disciplinary continuities and discontinuities were shown and hence it is possible to revise/identify trends or demarcations via the knowledge-historical findings of the work
    Abstract: Die späten 1960er Jahre können als eine Zeit des demokratischen Aufbruchs und des gesellschaftlichen Umschwungs, auch bezogen auf die Thematisierungen von Bildung und Erziehung, bezeichnet werden. Diesem Zeitraum der Kritik und des Infragestellens als Ausgangspunkt nehmend, knüpft die Arbeit an, um Wissensbewegungen zu untersuchen. So werden, anhand von 9 biographischen Erzählungen mit Personen, die um 1968 in pädagogischen oder politischen Praxisprojekten aktiv waren, Wissenszirkulations- und Wissentransformationsprozesse zwischen politischer und pädagogischer Praxis sowie erziehungswissenschaftlicher Theorie analysiert. Im ersten theoretischen Teil der Arbeit wird einführend zunächst der historische Kontext umrissen und der Forschungsstand zu ‚1968 und Pädagogik‘ vorgestellt. Anschließend führt die Arbeit in ihre wissensgeschichtlichen theoretischen Zugänge ein, aus denen das für diese Arbeit entworfene Konzept von Wissensbewegungen hervorgeht. Der erste Teil der Arbeit schließt mit der Vorstellung der methodologischen und methodischen Prämissen, erläutert theoretisch das angewendete Verfahren einer integrativen Kopplung von Diskursen und Biographien und zeigt die Form der praktischen Anwendung in der Arbeit auf. Der zweite Teil der Arbeit umfasst die Darstellung der empirischen Ergebnisse und entlang von induktiv identifizierten Themensträngen werden verschiedene Aspekte neuer Perspektiven, die als durch das kritisch-alternative pädagogische Milieu mit angeregt betrachtet werden können, näher in den Blick genommen. Im dritten Teil der Arbeit werden die Ergebnisse vorgestellt und an die theoretischen Prämissen rückgekoppelt. So wird dort aufgezeigt, wie Wissen des Diskursraums des kritisch-alternativen pädagogischen Milieus sich durch seine diskursiven Verschränkungen mit der etablierten Erziehungswissenschaft veränderte und sich auch die etablierte Erziehungswissenschaft über die Auseinandersetzung mit den neuen Wissensformen in einem kommunikativen Prozess der Öffnung begab. Für die Erziehungswissenschaft können die Ergebnisse und dokumentierten Prozesse somit eine Kontemplationsfolie bieten, um sich im Kontext heutiger Prozesse der Theoriebildung oder der Forschung selbstreflexiv auf diese zu beziehen. Disziplinäre Kontinuitäten und Diskontinuitäten konnten sichtbar gemacht werden und so ist es möglich über die wissensgeschichtlichen Erkenntnisse der Arbeit Trends oder Abgrenzungen gegenzulesen
    Note: German
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  • 44
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    Interaktionen und Kommunikationen in Hochschullernwerkstätten : Theorien, Praktiken, Utopien (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525672
    Language: Undetermined
    Pages: 1 Online-Ressource (336 p.)
    Series Statement: Lernen und Studieren in Lernwerkstätten
    Keywords: Education
    Abstract: The core element in learning workshops and university learning workshops are the interaction and communication processes between teachers and learners. The aim of this volume is therefore to examine the multifaceted ""interactions and communications in university learning workshops"" from a theoretical perspective and with practical insights. The diverse contributions explore how different target groups and different actors (un)consciously shape their interactions and communications in higher education learning workshops and how they influence each other. In our opinion, a differentiation of the different roles and role functions that actors in the university learning workshop can take on and also change is particularly necessary for a sharpening of specific interaction patterns
    Abstract: Kernelement in Lernwerkstätten und Hochschullernwerkstätten sind die Interaktions- bzw. Kommunikationsprozesse zwischen Lehrenden und Lernenden. Ziel dieses Bandes ist deshalb die Aufarbeitung der facettenreichen „Interaktionen und Kommunikationen in Hochschullernwerkstätten” aus theoretischer Perspektive und mit praktischen Einblicken. Die vielfältigen Beiträge beleuchten, wie verschiedene Zielgruppen und verschiedene Akteur*innen ihre Interaktionen und Kommunikationen in Hochschullernwerkstätten (un)bewusst ausgestalten und sich gegenseitig beeinflussen. Für eine Ausschärfung spezifischer Interaktionsmuster ist dabei u.E. insbesondere eine Ausdifferenzierung der verschiedenen Rollen und Rollenfunktionen notwendig, die Akteur*innen in der Hochschullernwerkstatt einnehmen und auch wechseln können
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    Reimagining Innovation in Education and Social Sciences : Proceedings of the International Joint Conference on Arts and Humanities (IJCAH 2022), September 10-11, 2022, Surabaya, Indonesia (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003366683 , 9781000911336 , 9781032432939 , 9781032432977
    Language: Undetermined
    Pages: 1 Online-Ressource (412 p.)
    Keywords: Education
    Abstract: Certainly, the pandemic has affected several aspects of life. Several modifications have been made and are now continuing. The number of innovations has expanded substantially, particularly in the fields of education and social sciences. Innovations are produced by educators, scientists, and professionals. These innovations must be distributed to aid the development of society in the sphere of education and beyond. After the eradication of the disease, we shall assist one another in conquering it and then develop and prosper together. This volume contains the works of educators, researchers, practitioners, and academics presenting the most recent research results, issues, and practical difficulties and solutions found in the domains of Education, Cultural Studies, Applied Linguistics, and Community Services. Reimagining is a creative method to approach or address challenges associated with innovation in the fields of education, cultural studies, applied linguistics, community services, or social sciences. Due to the topic areas covered in this proceeding, it is appropriate for instructors, researchers, practitioners, and academics who specialize in the aforementioned subjects. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Funded by Universitas Negeri Surabaya, Indonesia
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    Dokumentarische Schulforschung : Schwerpunkte: Schulentwicklung – Schulkultur – Schule als Organisation (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525801
    Language: Undetermined
    Pages: 1 Online-Ressource (362 p.)
    Series Statement: Dokumentarische Schulforschung
    Keywords: Education
    Abstract: Documentary school research establishes a research direction in which the interrelationship of subject-related knowledge acquisition and methodological-methodological aspects is reflexively examined. This volume is the prelude to several anthologies that have been produced in theDFG-funded network ""Documentary School Research"" (NeDoS) and are dedicated to this interrelationship. Three subject areas of documentary school research are the focus of this first volume: School Development, School Culture and School as Organisation. Fundamental questions are raised and dealt with in conceptual contributions. The current research situation is systematically presented in study reviews for each of the three subject areas as well as for existing English-language studies. Current approaches and results of school research operating with the documentary method are also presented in empirical contributions. Finally, the anthology also shows gaps and desiderata in school research using the documentary method and encourages further work in this field of research
    Abstract: Mit der Dokumentarischen Schulforschung wird eine Forschungsrichtung begründet, in der das Wechselverhältnis von gegenstandsbezogener Erkenntnisgewinnung und methodisch-methodologischen Aspekten reflexiv in den Blick genommen wird. Der vorliegende Band bildet den Auftakt mehrerer Sammelbände, die imDFG-geförderten Netzwerk „Dokumentarische Schulforschung“ (NeDoS) entstanden sind und sich diesem Wechselverhältnis widmen. Drei Gegenstandsfelder einer Dokumentarischen Schulforschung stehen im Mittelpunkt dieses ersten Bandes: Schulentwicklung, Schulkultur und Schule als Organisation. In konzeptionellen Beiträgen werden grundlegende Fragen aufgeworfen und bearbeitet. Zu jedem der drei Gegenstandsfelder sowie zu vorliegenden englischsprachigen Studien wird über Studienreviews die aktuelle Forschungslage systematisch dargestellt. Aktuelle Zugänge und Ergebnisse einer mit der Dokumentarischen Methode operierenden Schulforschung werden darüber hinaus in empirischen Beiträgen präsentiert. Der Sammelband zeigt abschließend auch Leerstellen und Desiderate einer mit der Dokumentarischen Methode operierenden Schulforschung und regt zur Fortsetzung der Arbeit in diesem Forschungsfeld an
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    Schöpferische Erfahrungen von Grundschulkindern und Studierenden beim Schreiben : Eine phänomenologische Studie (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525894
    Language: Undetermined
    Pages: 1 Online-Ressource (308 p.)
    Series Statement: Lernen und Studieren in Lernwerkstätten. Impulse für Theorie und Praxis
    Keywords: Education
    Abstract: The study describes creative experiences as learning experiences of students and primary school children in the context of the Learning and Research Workshop Primary School of the TU Dresden (LuFo). The aim is to elaborate what is 'special' about learning in university learning workshops in order to contribute to the current discourse on the self-understanding of university learning workshops. The study emerged from the TUD-Sylber project Teaching, Learning and Research in Workshops, in which workshop seminars in the format of research-based learning in the LuFo were developed from 2016 to 2019 under the direction of Prof. Dr. Jeanette Hoffmann. The seminar I developed, Didactic Research Workshop on Creative Writing, forms the framework for the empirical study. The central research question is: How does learning take place in university learning workshops? The starting point is the phenomenological understanding of learning as experience in connection with creative processes. This is examined in three objects: in writing processes of primary school children, in free children's texts as well as in reflection conversations with students
    Abstract: Die Studie beschreibt Schöpferische Erfahrungen als Lernerfahrungen von Studierenden und Grundschulkindern im Kontext der Lern- und Forschungswerkstatt Grundschule der TU Dresden (LuFo). Ziel ist die Herausarbeitung des ‚Besonderen‘ des Lernens in Hochschullernwerkstätten, um einen Beitrag zum aktuellen Diskurs um das Selbstverständnis von Hochschullernwerkstätten zu leisten. Die Studie ist aus dem TUD-Sylber-Projekt Lehren, Lernen und Forschen in Werkstätten hervorgegangen, in dem 2016 bis 2019 unter der Leitung von Prof. Dr. Jeanette Hoffmann Werkstattseminare im Format Forschenden Lernens in der LuFo entwickelt worden sind. Das von mir entwickelte Seminar Didaktische Forschungswerkstatt zum Kreativen Schreiben bildet den Rahmen für die empirische Untersuchung. Die zentrale Forschungsfrage lautet: Wie vollzieht sich Lernen in Hochschullernwerkstätten? Ausgangspunkt bildet das phänomenologische Verständnis von Lernen als Erfahrung in Verbindung mit Schöpferischen Prozessen. Dieses wird an drei Gegenständen untersucht: in Schreibprozessen von Grundschulkindern, an freien Kindertexten sowie in Reflexionsgesprächen mit Studierenden
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    Exkursionsdidaktik : Geographische Bildung in der Grundschule (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525832
    Language: Undetermined
    Pages: 1 Online-Ressource (314 p.)
    Keywords: Education
    Abstract: For the multi-perspective (subject) teaching in primary school, the reference to the living world is a central orientation. Field trips are an ideal way to bring the living world into the classroom. This anthology shows fifteen didactic methods for excursions in primary school, which can be transferred to different learning environments and places. Not only classical excursions are realised, but also student-centred as well as media augmented and digital excursions are presented. Each excursion method introduces and applies a guiding didactic principle of geography and science education, so that in addition to the variety of methods, this volume also provides a broad conceptual-didactic orientation
    Abstract: Für den vielperspektivischen (Sach-)Unterricht der Grundschule ist der Lebensweltbezug eine zentrale Orientierung. Exkursionen sind ein idealer Zugang, die Lebenswelt in den Unterricht zu bringen. Der vorliegende Sammelband zeigt an Hand von konkreten Anwendungsbeispielen fünfzehn exkursionsdidaktische Methoden für die Grundschule auf, die auf verschiedenste Lernumgebungen und Orte transferiert werden können. Dabei werden nicht nur klassische Exkursionen realisiert, sondern insbesondere auch schüler*innenzentrierte sowie medial augmentierte und digitale Exkursionen vorgestellt. Mit jeder Exkursionsmethode wird ein leitendes fachdidaktisches Prinzip geographischer und sachunterrichtlicher Bildung eingeführt und angewandt, so dass mit diesem Band neben der Methodenvielfalt auch eine breite konzeptionelldidaktische Orientierung vermittelt wird
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  • 49
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    Abitur und Abituraufsätze zwischen 1882 und 1972 : Prüfungspraktiken, professionelle Debatten und Aufsatztexte (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781526099
    Language: Undetermined
    Pages: 1 Online-Ressource (352 p.)
    Keywords: Education
    Abstract: The contributions in this volume present key findings from the Leibniz Association-funded project "Abiturprüfungspraxis und Abituraufsatz 1882 bis 1972". On the basis of an extensive corpus of German Abitur essays processed in a digital research environment, examination practices were reconstructed and contextualised - supplemented by the analysis of further sources. Educational history, legal and administrative constellations as well as subject and writing didactic paradigms were analysed, opening up a historical view of the so-called supreme discipline of the Abitur examination, which is also currently asserting its role in the dispute over the conditions for obtaining the general higher education entrance qualification
    Abstract: Die Beiträge des Bandes präsentieren zentrale Befunde des von der Leibniz-Gemeinschaft geförderten Projekts „Abiturprüfungspraxis und Abituraufsatz 1882 bis 1972“. Auf der Basis eines umfangreichen und in einer digitalen Forschungsumgebung bearbeiteten Korpus deutscher Abituraufsätze wurden – ergänzt durch die Analyse weiterer Quellen – Prüfungspraktiken rekonstruiert und kontextualisiert. Aufgearbeitet wurden sowohl bildungshistorische, juristische und administrative Konstellationen als auch fach- und schreibdidaktische Paradigmen, die einen historischen Blick auf die sogenannte Königsdisziplin der Abiturprüfung eröffnen, die ihre Rolle auch gegenwärtig im Streit um die Erwerbsbedingungen der Allgemeinen Hochschulreife behauptet
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  • 50
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    Chapter 9 Neither Online, Nor Face-To-Face, But Integrated Career Guidance: Introducing New Ways of Engaging Undergraduate Students in Career Learning and Reflective Careering (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032081144 , 9781032081137
    Language: Undetermined
    Pages: 1 Online-Ressource (18 p.)
    Keywords: Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education
    Abstract: This chapter sets out the integrated guidance approach and explores its potential to transform the way in which career education and guidance is delivered in higher education. Integrated guidance is an approach which makes effective use of digital technologies. It is comprised of an ontological basis informed by critical social justice, a pedagogic basis informed by social learning theories and an approach to instructional design which explores the affordances offered by different technologies and approaches and sequences them using pedagogic models derived from Salmon and others. The approach is illustrated by a detailed hypothetical case study which is returned to repeatedly throughout the chapter
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  • 51
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    Raum. Macht. Inklusion : Inklusive Räume erforschen und entwickeln (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525511
    Language: Undetermined
    Pages: 1 Online-Ressource (354 p.)
    Keywords: Education
    Abstract: The volume "Space. Power. Inklusion." brings together selected papers from the 35th Annual Conference of Inclusion Researchers (IFO), which was hosted by the University of Innsbruck in cooperation with KPH Edith Stein from February 23-25, 2022. Under the impression of the global crises intensifying due to the COVID-19 pandemic, the conference focused on the importance of social spaces and powerful social orders for inclusion research. In this context, exclusion can be understood as the expropriation of spaces and their hegemonic occupation; inclusion, on the other hand, as their appropriation, radical democratization, and liberation. The contributions show how exclusive or inclusive spaces can be theoretically conceived, empirically investigated, and practically developed in current research projects
    Abstract: Der Band „Raum. Macht. Inklusion.“ versammelt ausgewählte Vorträge der 35. Jahrestagung der Inklusionsforscher*innen (IFO), die vom 23. bis 25. Februar 2022 durch die Universität Innsbruck in Kooperation mit der KPH Edith Stein ausgerichtet worden ist. Unter dem Eindruck der sich durch die COVID-19-Pandemie verschärfenden globalen Krisen, richtete die Tagung den Blick auf die Bedeutung gesellschaftlicher Räume und machtvoller sozialer Ordnungen für die Inklusionsforschung. Exklusion kann in diesem Zusammenhang als Enteignung von Räumen und deren hegemoniale Besetzung verstanden werden; Inklusion hingegen als deren Aneignung, radikale Demokratisierung und Befreiung. Die Beiträge zeigen auf, wie exklusive oder inklusive Räume in aktuellen Forschungsvorhaben theoretisch konzipiert, empirisch untersucht und praktisch weiterentwickelt werden können
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  • 52
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    Taming the Wild Horse of Shadow Education : The Global Expansion of Private Tutoring and Regulatory Responses (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003318453 , 9781032331560 , 9781032331553
    Language: Undetermined
    Pages: 1 Online-Ressource (171 p.)
    Keywords: Education
    Abstract: Zhang analyses the phenomenon of private supplementary tutoring from a global perspective. The expansion of such tutoring alongside schooling is among the striking global shifts since the turn of the century. In many countries over half of the relevant cohorts of children receive private tutoring, with that proportion in some locations exceeding 80%. The sector has far-reaching implications for social inequalities, (in)efficiencies in educational processes, study burdens on students, family finances, innovation, and employment. Yet greatly-needed government regulations have typically been slow to catch up with the phenomenon. Commentary in the volume juxtaposes countries with strong regulations with counterparts having weak regulations. Conceptually, the book considers forces changing the roles of multiple stakeholders, including governments, entrepreneurs, teachers, families and students. A useful read for students and researchers interested in comparative education and governance
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  • 53
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    Lehrkräftebildung in der Bedarfskrise : Programme – Positionierungen – Empirie (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525917
    Language: Undetermined
    Pages: 1 Online-Ressource (410 p.)
    Series Statement: Studien zur Professionsforschung und Lehrer:innenbildung
    Keywords: Education
    Abstract: Since the beginning of the 2010s, there has been a shortage of teachers in Germany, which is being responded to with various special measures of lateral and lateral entry to accelerate recruitment. The contributions collected in this conference volume provide insights into current research, evaluation and discussion on the development of teacher education and the teaching profession under the conditions of the current demand crisis. The perspective does not only focus on the narrower institutional context of teacher education, but also sheds light on the profile of lateral and lateral entrants, how they deal with the professional challenges and the implications this has for the situation in schools. (DIPF/Orig.)
    Abstract: Seit Beginn der 2010er Jahre existiert ein Mangel an Lehrkräften in Deutschland, auf den mit unterschiedlichen Sondermaßnahmen des Quer- und Seiteneinstiegs zu einer beschleunigten Personalgewinnung reagiert wird. Die in diesem Tagungsband versammelten Beiträge geben Einblicke in die aktuelle Forschung, Evaluation und Diskussion um die Entwicklung der Lehrkräftebildung und des Lehrkräfteberufs unter den Bedingungen der gegenwärtigen Bedarfskrise. Der Blickwinkel konzentriert sich nicht nur auf den engeren institutionellen Kontext der Lehrkräftebildung, sondern beleuchtet auch das Profil der Quer- und Seiteneinsteigenden, ihren Umgang mit den beruflichen Herausforderungen und die Auswirkungen, die sich für die Situation in den Schulen ergeben. (DIPF/Orig.)
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    Chapter 3 The Future Isn’t What It Used to Be! Revisiting the Changing World of Work After Covid- 19 (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032081144 , 9781032081137
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education
    Abstract: This chapter explores the future of work. It argues that while predicting the future is very difficult, this has not prevented a wide variety of commentators from seeking to make such predictions. Covid-19 has resulted in a substantial reimagining of the future of work. Prior to the pandemic, the future was imagined as one of automation, digital technology, globalisation, and the reduction in the utility of human beings unless they could increase their adaptability and flexibility. After the pandemic, the future of work is characterised in terms of a shift to remote working practices, accelerating technological change, growing unemployment, and inequality. Such changes have led commentators to call for increased government engagement in the economy and the workplace, and for new thinking and investment from businesses to manage the changes. Such shifts and changes, if they come to pass, require an active and robust response from career educators. Educators should encourage students to view predictions about the future critically, to recognise their contingency and support them to take both individual and collective action to shape the future
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    Chapter 2 Current discussions on plurilingual pedagogy: Language learning implications in the Arabian Peninsula (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032326450 , 9781032326467
    Language: Undetermined
    Pages: 1 Online-Ressource (16 p.)
    Keywords: Education ; linguistics
    Abstract: English Medium Instruction within higher education is in continuous change as it evolves to meet the needs of both faculty and students. In this chapter, the focus is on highlighting the “transformative” aspects of adopting plurilingual and translanguaging pedagogy to improve language learning, especially in countries within the Arabian Peninsula where English is not the first language. The chapter also sheds light on how instructors could be provided with theoretical frameworks that help them cater to the various multilingual backgrounds brought to the learning environment by the students, which, in turn, impact the design and implementation of teaching activities. These activities could involve plurilingual and translanguaging practices, which at times gather negative perceptions. Therefore, this chapter also examines the reasons for acceptance and the tensions faced by educators when transitioning into new pedagogical practices, highlighting the practical implications of plurilingualism and translanguaging to assist English language in education in countries within the Arabian Peninsula. The goal here is to serve the social and educational transformation of current models of bi/multilingual education in these countries
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  • 56
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    Der Türken- und Türkeidiskurs in Schulbüchern 1919–1945 : Zwischen Wissenszuwachs und Stagnation (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525610
    Language: Undetermined
    Pages: 1 Online-Ressource (282 p.)
    Series Statement: Wie die Türken in unsere Köpfe kamen. Eine deutsche Bildungsgeschichte
    Keywords: Education
    Abstract: The much-vaunted interwar period after World War I and before World War II was also a phase of in-between for German-Turkish relations: It ranged from the founding of nation-state republics in Germany and Turkey together with their comprehensive social and political changes to the years of the Nazi regime and Atatürk's government. Against this background, this study examines the knowledge about Turkey that is conveyed in German textbooks for the subjects of history and geography and that is considered worthy of being handed down. In doing so, it becomes clear how much textbook knowledge participated in the reproduction of outdated stereotypes, but also in the narrative that deals with the ""long past"" of the ""bond between our two peoples"" (Theodor Heuss)
    Abstract: Die vielbeschworene Zwischenkriegszeit nach dem Ersten und vor dem Zweiten Weltkrieg war auch für die deutsch-türkischen Beziehungen eine Phase des Dazwischen: Sie reichte von der Gründung nationalstaatlicher Republiken in Deutschland und der Türkei samt ihren umfassenden gesellschaftlichen und politischen Veränderungen bis in die Jahre des NSRegimes und der Regierung Atatürks. Vor diesem Hintergrund untersucht die vorliegende Studie das in deutschen Schulbüchern für die Fächer Geschichte und Erdkunde vermittelte und als tradierungswürdig erachtete Wissen über die Türkei. Dabei wird deutlich, wie sehr Schulbuchwissen an der Reproduktion überkommener Stereotype teilhatte, aber auch an der Erzählung, die von der „langen Vergangenheit“ der „Bindung zwischen unseren beiden Völkern“ (Theodor Heuss) handelt
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    Brokering in Education Research-Practice Partnerships : A Guide for Education Professionals and Researchers (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003334385 , 9781032358758 , 9781032368993
    Language: Undetermined
    Pages: 1 Online-Ressource (269 p.)
    Keywords: Organization & management of education ; Educational strategies & policy ; Education ; Teacher training
    Abstract: Educational leaders, researchers, and community members have found collaborating on research supports improvement in their schools, districts, and the wider community – but how do we go about developing these partnerships? With essential tools, frameworks, and tips for brokering in research-practice partnerships (RPPs), this practical book provides guidance on cultivating and sustaining impactful relationships and supportive infrastructure with partners. Through the careful brokering of these partnerships, RPP brokers can bridge the gap between education research and practice, bringing people together to build a more equitable educational system. Written by RPP leaders, researchers, and professionals, this handbook explores how brokering can: Support the production and use of partnership research Develop and nurture meaningful relationships, even in the face of challenging circumstances Build individual competencies to manage an RPP and strengthen the partnership Develop partnership governance Implement effective administrative structures Design processes and communications routines Assess and continuously improve the partnership This is an essential read for any educational leader, higher education faculty, researcher, or other community member who wants to understand the types of activities and responsibilities required of an RPP broker and the strategies to become an effective broker of RPPs aimed at educational improvement and equitable transformation
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  • 58
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    Die Begabungsforschung von William Stern : Eine Einführung mit Quellentexten und unveröffentlichten Originaltexten (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525863
    Language: Undetermined
    Pages: 1 Online-Ressource (218 p.)
    Keywords: Education
    Abstract: This volume offers an introduction to the research on giftedness by the philosopher and psychologist William Stern (1871-1938), the doyen and most exposed representative of empirical research on giftedness in Germany. Selected source texts and previously unpublished original texts provide a well-founded insight into his thinking and commitment to educational policy. The author's introductory texts introduce the main content, explain central aspects of Stern's research on giftedness and shed light on biographical, scientific-historical, educational and socio-political contexts. Excerpts from the diaries in which Clara and William Stern recorded observations of their children's development are also presented and evaluated for the first time in terms of their significance for giftedness research and support
    Abstract: Dieser Band bietet eine Einführung in die Begabungsforschung des Philosophen und Psychologen William Stern (1871–1938), dem Nestor und exponiertesten Vertreter der empirischen Begabungsforschung in Deutschland. Ausgewählte Quellentexte und bisher unveröffentlichte Originaltexte ermöglichen einen fundierten Einblick in sein Denken und bildungspolitisches Engagement. Die Einleitungstexte der Autorin führen in die inhaltlichen Schwerpunkte ein, erläutern zentrale Aspekte der Begabungsforschung Sterns und beleuchten bio grafi sche, wissenschaftshistorische, schul- und gesellschaftspolitische Zusammenhänge. Auch die Tagebücher, in denen Clara und William Stern Beobachtungen zur Entwicklung ihrer Kinder festhielten, werden in Auszügen präsentiert und zum ersten Mal in ihrer Bedeutung für die Begabungsforschung und -förderung ausgewertet
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  • 59
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    Ethnographie und Videographie pädagogischer Praktiken : „Ein-Blicke“ in Projekte der Schul- und Unterrichtsforschung in einer Kultur der Digitalität (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525788
    Language: Undetermined
    Pages: 1 Online-Ressource (176 p.)
    Keywords: Education
    Abstract: School and teaching can hardly be thought of without the interconnectedness with digital media. Beyond the question of modes of media use, field observations informed by practice theory help to grasp pedagogical practices (not only) of media action in situ and in actu. The anthology brings together contributions with precisely this theoretical and methodological approach. From media pedagogical, school pedagogical and sociological perspectives, ethnographic or videographic style is used to access school practices in a culture of digitality. Literally, ""glimpses"" are given into different projects and approaches to classroom research
    Abstract: Schule und Unterricht können ohne die Verwobenheit mit digitalen Medien kaum mehr gedacht werden. Über die Frage der Nutzungsweisen von Medien hinaus helfen praxistheoretisch informierte Feldbeobachtungen dabei, pädagogische Praktiken (nicht nur) des Medienhandelns in situ und in actu zu erfassen. Der Sammelband vereint Beiträge mit genau diesem theoretischen und methodologischen Zugang. Aus medienpädagogischer, schulpädagogischer und soziologischer Perspektive wird in ethnographischem bzw. videographischem Stil Zugriff auf Praktiken der Schule in einer Kultur der Digitalität genommen. So werden wortwörtlich „Ein-Blicke“ in unterschiedliche Projekte und Zugänge der Unterrichtsforschung gegeben
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    LabSchoolsEurope : Participatory Research for Democratic Education (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525979
    Language: Undetermined
    Pages: 1 Online-Ressource (158 p.)
    Series Statement: Impuls Laborschule
    Keywords: Education
    Abstract: Across Europe, laboratory schools find new ways to tackle the educational issues of our time. Their work is guided by educational experimentation and the aim to strengthen the bond between educational practice and research. In this book, lab schools from Bielefeld, Brno, Cambridge, Paris, and Vienna provide unique insights into how they bring John Dewey’s framework for a lab school to life. This book is the result of the Erasmus+ project „LabSchoolsEurope: Participatory Research for Democratic Education“. It is a testament to the potential of collaborating across borders
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    Justice, Education, and the World of Today : Philosophical Investigations (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003327332 , 9781032355351 , 9781032355368
    Language: Undetermined
    Pages: 1 Online-Ressource (263 p.)
    Series Statement: Routledge International Studies in the Philosophy of Education
    Keywords: Education ; Higher & further education, tertiary education ; Philosophy & theory of education
    Abstract: This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo
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    Chapter 13 Reflective Practice : Professional Learning for Faculty at an EMI Institution in the UAE (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: A key element in bringing long-term change in teacher practice is engaging teachers in reflection. While being a reflective practitioner is an important part of being an educator, using systematic reflection to help improve teaching practice requires training and mentorship. This chapter describes a professional development programme that utilised the Scholarship of Teaching and Learning framework in an English as a Medium of Instruction university in the United Arab Emirates. The programme aimed to raise awareness among faculty of the benefits of reflective practice and guide them through the process of designing their own classroom interventions to help measure the extent to which their teaching strategies and materials were effective in supporting students successfully attain their learning outcomes. Measures of impact are presented, while three case studies from faculty members who attended the Scholarship of Teaching and Learning programme are used to further illustrate the effect of the programme on teaching practice. The chapter concludes with tips on how to implement a Scholarship of Teaching and Learning programme to provide faulty in a multinational higher education institution with transformative professional development
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    Herausforderungen und Zukunftsperspektiven für den Sachunterricht (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525566
    Language: Undetermined
    Pages: 1 Online-Ressource (216 p.)
    Series Statement: Probleme und Perspektiven des Sachunterrichts
    Parallel Title: Erscheint auch als Herausforderungen und Zukunftsperspektiven für den Sachunterricht
    Keywords: Education ; Aufsatzsammlung ; Sachunterricht
    Abstract: Our world today is characterized by accelerated social, technological, and digital change, as well as a plurality of lifestyles. These developments offer new opportunities for teaching and learning in science education, but at the same time they also pose new challenges for science education. How do educational and learning processes have to be designed with regard to a democratic, pluralistic and digital society and an unpredictable future in order to prepare students to deal with diversity, uncertainty and complexity in a critical and constructive way? What innovations in science education and its didactics are necessary to achieve this? This volume examines the challenges and future perspectives for science education in relation to digitization and digitality, sustainability and education for sustainable development, democracy education and political education, uncertainty, non-knowledge and questioning of previous certainties, as well as under cross-perspective and perspective-related issues
    Abstract: Unsere heutige Welt ist durch einen beschleunigten gesellschaftlichen, technologischen und digitalen Wandel sowie eine Pluralität von Lebensentwürfen und Lebensstilen geprägt. Diese Entwicklungen bieten für das Lehren und Lernen im Sachunterricht neue Möglichkeiten, gleichzeitig stellen sie den Sachunterricht jedoch auch vor neue Herausforderungen. Wie müssen Bildungs- und Lernprozesse im Hinblick auf eine demokratische, pluralistische und durch Digitalität geprägte Gesellschaft und auf eine nicht vorhersehbare Zukunft gestaltet werden, um Schüler*innen darauf vorzubereiten, mit Vielfalt, Ungewissheit und Komplexität kritisch und konstruktiv umzugehen? Welche Innovationen des Sachunterrichts und seiner Didaktik sind dafür notwendig? Der vorliegende Band beleuchtet die Herausforderungen und Zukunftsperspektiven für den Sachunterricht in Bezug auf die Digitalisierung und Digitalität, auf Nachhaltigkeit und Bildung für Nachhaltige Entwicklung, auf Demokratiebildung und politische Bildung, auf Ungewissheit, Nicht-Wissen und Infragestellen bisheriger Gewissheiten sowie unter perspektivenübergreifenden und perspektivenbezogenen Fragestellungen
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    Lehrende und Lernende: eine asymmetrische Beziehung : Eine rekonstruktive Studie zu Erfahrungen und habitualisierten Orientierungen von Lehrpersonen (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525641
    Language: Undetermined
    Pages: 1 Online-Ressource (299 p.)
    Series Statement: Dokumentarische Schulforschung
    Keywords: Education
    Abstract: Arguably one of the most characteristic features of the teacher-student relationship is its multifaceted asymmetry in knowledge, ability, experience, dependency, power, etc. The ambivalent significance of this asymmetry for the teacher-student interaction has been highlighted by educational researchers, teachers, and teacher educators alike. The asymmetrical relationship structure is assumed to be central to the “grammar of schooling” that enables pedagogical interaction in the classroom and sets its parameters. At the same time, it is also considered to pose challenges to teachers in their interaction with students. So far, however, no conceptual account of the asymmetry has been proposed, and few studies have investigated it systematically as a complex, multifaceted feature of the teacher-student relationship. This qualitative study examines the asymmetry from the teachers’ perspective. Drawing on structural-theoretical accounts of teacher professionalism and systems-theoretical conceptions of pedagogical communication, it develops a schematic conception of the asymmetry and its complexity that provides a heuristic frame of reference for the empirical study. Using an approach based on Mannheim’s and Bohnsack’s praxeological sociology of knowledge, the study asks how teachers experience their interaction with students regarding the asymmetry of their relationship and how they deal with and shape the asymmetry when interacting with students. The study focuses on the concept of collective orientations, or habitus, of teachers, i.e., collective, embodied, tacit knowledge that underlies the teachers’ actions as implicitly practice-guiding principles. The findings show that the interviewed teachers perceive the asymmetry as being shaped coconstructively through the interaction of teacher and students, although the interviewed teachers differ in how they experience the process of this co-construction: as antagonism or as congruence in co-construction. Moreover, the teachers take for granted the asymmetry of the relationship and their position as superior in knowledge, ability, and experience as well as power and control. They routinely and as a matter of course rely on this position when interacting with students. However, different collective orientations underlie this reliance on the asymmetry. Two contrasting types of orientations have been reconstructed: orientations primarily centered on the assumed requirements of pedagogical practice and orientations primarily centered on the teachers’ self-interest. Furthermore, the complexity of the asymmetrical relationship structure as spelled out by the heuristic-theoretical conception is not reflected in how the teachers experience their interaction with students regarding the asymmetry and how they deal with it. On the one hand, the interviewed teachers focus on selected aspects of the asymmetry. On the other hand, how they deal with the asymmetry is structurally analogous across theoretically distinguishable aspects. These results raise further questions on how teachers experience and deal with the asymmetry as well as more metatheoretical questions regarding the conception of collective orientations underlying teachers’ professional practice
    Abstract: Eines der zentralen Merkmale der Beziehung von Lehrperson und Lernenden ist ihre vielgestaltige Asymmetrie hinsichtlich Wissen, Können, Erfahrung, Abhängigkeit, Befugnisse etc. Die ambivalente Bedeutung der asymmetrischen Beziehungsstruktur für die Handlungspraxis von Lehrkräften wird im Forschungsdiskurs und von Lehrkräften und Lehrer:innenbildner:innen gleichermaßen betont: Sie ist eine prägende Rahmenbedingung und teilweise grundlegende Voraussetzung pädagogischer Interaktion, aber auch eine Herausforderung für Lehrkräfte im Umgang mit Lernenden. Theoretische Konzeptualisierungen und empirische Studien, die die asymmetrische Beziehungsstruktur in ihrer Komplexität systematisch ausdifferenzieren und als mehrdimensionales Merkmal der pädagogischen Beziehung untersuchen, liegen bisher jedoch kaum vor. Hier setzt diese rekonstruktive Studie an. Ausgehend von struktur- und systemtheoretischen Überlegungen zu pädagogischer Professionalität und Kommunikation wird eine heuristische Konzeption der Asymmetrie vorgeschlagen, die diese theoretisch fundiert ausdifferenziert und systematisiert und vor deren Hintergrund die Ausgestaltung der Asymmetrie durch Lehrkräfte empirisch untersucht wird. Basierend auf mittels Dokumentarischer Methode ausgewerteten Gruppendiskussionen mit Lehrkräften fragt die Studie nach deren Erfahrungen hinsichtlich der Asymmetrie in der Interaktion mit Lernenden und ihrem Umgang mit der Asymmetrie. Dabei fokussiert sie auf die habituellen Orientierungen, d.h. impliziten, konjunktiven Wissensbestände, der Lehrkräfte, die als modus operandi deren Umgang und Auseinandersetzung mit der Asymmetrie strukturieren. Die Ergebnisse zeigen, dass die befragten Lehrkräfte die Ausgestaltung der Asymmetrie in der Interaktion mit Lernenden als Kokonstruktion erleben, die sie jedoch unterschiedlich wahrnehmen: als Komplementarität oder als Opposition von Lehrkraft und Lernenden in der Asymmetriegestaltung. Ferner setzen die befragten Lehrkräfte die asymmetrische Beziehungsstruktur mit Selbstverständlichkeit handlungspraktisch voraus und nehmen ihre superiore Position gegenüber den Lernenden selbstverständlich in Anspruch. Diese selbstverständliche Inanspruchnahme wird von unterschiedlichen habituellen Orientierungen auf je spezifische Weise geprägt. Zwei kontrastierende Typen von Orientierungen ließen sich rekonstruieren: Orientierungen mit primärem Bezug auf wahrgenommene berufliche Erfordernisse und Orientierungen mit primärem Bezug auf eigene persönliche Bedürfnisse. Darüber hinaus zeigen die Ergebnisse, dass sich die in der Heuristik herausgearbeitete Komplexität und Vielgestaltigkeit der asymmetrischen Beziehungsstruktur nicht in der Auseinandersetzung und dem Umgang der Lehrpersonen mit ihr widerspiegeln, sondern die befragten Lehrkräfte auf einzelne Asymmetriefacetten fokussieren und gleichzeitig die Asymmetrie facettenübergreifend homolog, wie ein zusammenhängendes Ganzes, bearbeiten. Die Ergebnisse werfen sowohl weiterführende Fragen zur Auseinandersetzung und zum Umgang von Lehrpersonen mit der Asymmetrie der pädagogischen Beziehung auf als auch metatheoretische Fragen zur Konzeption habitualisierter Orientierungen, die der beruflichen Handlungspraxis von Lehrkräften zugrunde liegen
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    Chapter 4 Language Policies and Ideologies in Qatar : Is Resistance to English-Medium Instruction the Right Resistance? (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource (17 p.)
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT)
    Abstract: Neoliberalism, globalisation, and English language hegemony have contributed to the adoption of Western “travelling policies” in the Arab Gulf states, such as building knowledge-based economies and the implementation of English-medium instruction in schools and universities. In Qatar, as well as in other Arab Gulf states like the United Arab Emirates, this has led to ideologies of English-medium instruction and Arabic-medium instruction being in competition with each other. The result of these ideologies in Qatar has been several abrupt shifts between English-medium instruction and Arabic-medium instruction in language policies for government schools and the leading national university, and other broader efforts to preserve and promote the Arabic language. This chapter first provides an overview of the macro sociolinguistic situation and the roles, status, and functions of English in Qatar. It then describes the shifts between English-medium instruction and Arabic-medium instruction in language policies and implications for cultural and linguistic identities in Qatar. Finally, the chapter reflects on Qatar’s strong resistance to EMI among the Arab Gulf states and the future of English-medium instruction and Arabic-medium instruction in the country
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    Lebensgeschichten alter Eltern kognitiv beeinträchtigter Menschen : Über die biografische Bedeutung des Zusammenlebens mit einem erwachsenen kognitiv beeinträchtigten Kind aus der Perspektive der alten Elternteile (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525559
    Language: Undetermined
    Pages: 1 Online-Ressource (322 p.)
    Series Statement: Perspektiven sonderpädagogischer Forschung
    Keywords: Education
    Abstract: It is estimated that 50 –60 % of all adults with learning disabilities in Germany cohabitate with their relatives, mainly with their parents. Regional surveys confirm cohabitation often continues into the fifth decade of the disabled person’s lifespan (vgl. Lindmeier et al. 2018). With the aging of the family members, the vulnerability of the family life situation increases. Changes are commonly initiated by the parents’ decreasing health, directly affecting the parents ability of care intensity . Until now, science and practice have not developed suitable offers of support. In general, older families are subject to a problem-focused professional discourse and experience themselves confronted with normative regulations. While in the sociological discourse assumptions of normality regarding a family-biography are discussed critically, the work with families with disabled children still assumes a standardized family life cycle as a view on the support structure underlines. Offers of support for older families underestimate the biographical value of their life design and the desire of having this acknowledged, respected and noticed while exploring future perspectives. The presented example of biographical research explores the biographical meanings of living together with an adult disabled child from a parental perspective. The study follows the intention to generate a better understanding and above all appreciation for familiar realities, to support them developing perspectives for their future and to contribute to a new attitude towards older families. In this context family isn’t defined as a stable institution (vgl. Fuhs 2002, 23) but as a making in the sense of doing family (vgl. Jurczyk/Lange & Thiessen 2014). In order to portray the diversity of family-life-stories, to reconstruct crisis and strategies of coping, to trace conceptions of ‘being family’ and to classify the social practice of living together, biographical research is chosen. This appears in the methodology as well as in the epistemological basis of this thesis. On the one hand, biographies are generated in a complex, dialectic interaction of individual acting and social structures. On the other hand, they structure individual acting in turn. Thus, living together can no longer be seen as a sole demonstration of individual action but is likewise socially contextualized. With this approach, the view for the diversity of families with disabled children is enhanced and the long term cohabitation is no longer interpretated as a demonstration of parental failure but as a manifestation of meaningful practice in which society participates at any time. To be able to comprehend the methodic procedure, this thesis starts with a detailed theoretical discussion of its main subjects that are “biography”, “family”, “older families”, “residing/living circumstances” and “age/ageing”. In a next step, conferring to the leading issue and the underlying conceptualization of biography, the chosen methods of research are explained. The narrative interview and the biographical case reconstruction according to Gabriele Rosenthal (2014) are eminently suitable to reflect the complex dialectic relation between social structure and individual behaviour inherent to biography. Thus, the thesis attempts to trace and to compare the social phenomenon of living together focusing on the genesis, the maintenance/perpetuation and the transformation, based on three detailed examples of biographies of older parents with disabled children. The presented results form the basis to derive consequences for a different approach to older families and ideas are discussed to adjust and/or reconstruct structures of support. The proposed approaches emphasize disabled people’s right to a self-determined life, while they also respect the desire of many families to biographically continue their unique way of ‘doing family’, hence encouraging a “person and family”-centered planning process to be the future starting point. hence encouraging a “person and family”-centered planning process to be the future starting point
    Abstract: Schätzungen gehen davon aus, dass etwa 50 –60 % aller erwachsenen kognitiv beeinträchtigten Menschen zusammen mit ihren Angehörigen– mehrheitlich mit ihren Eltern(-teile) – leben. Das Zusammenleben reicht dabei nicht selten bis weit über das 40. Lebensjahr der erwachsenen beeinträchtigten Kinder hinaus, wie regionale Erhebungen bestätigen (vgl. Lindmeier et al. 2018). Dabei nimmt die Vulnerabilität der Lebenssituation mit steigendem Alter der Familienmitglieder zu. Gesundheitliche Probleme der Eltern und damit verbundene Versorgungskrisen sind dabei häufige Auslöser für Veränderungen. Wissenschaft und Praxis haben bislang noch keine adäquaten Unterstützungsangebote für diesen Personenkreis gefunden: Ältere Familien stehen in der Regel vor allem problemorientiert im Fokus des Fachdiskurses und sehen sich mit Blick auf ihr langes Zusammenleben vielfach mit normativen Setzungen konfrontiert. Während in der soziologischen Diskussion familienbiografische Normalitätsannahmen mittlerweile kritisch diskutiert werden, scheint die Arbeit mit Familien mitbeeinträchtigten Kindern noch immer von einem standardisierten Familienzyklus auszugehen, wie auch ein Blick auf die Angebotsstruktur in der Eingliederungshilfe bestätigt. Die vorliegende biografietheoretische Studie untersucht aus der Elternperspektive die lebensgeschichtliche Bedeutung des Zusammenlebens mit einem erwachsenen beeinträchtigten Kind. Ziel ist es, mehr Verständnis für die familiären Lebenswirklichkeiten zu entwickeln, sie bedarfsgerecht bei der Entwicklung von Zukunftsperspektiven zu unterstützen und so zu einer veränderten Haltung gegenüber sogenannten ‚älteren Familien‘ beizutragen. Familie wird dabei nicht als eine „konstante Institution“ (Fuhs 2007, 23) verstanden, sondern als aktive Herstellungsleistung im Sinne eines „Doing Family“ (Jurczyk/Lange & Thiessen 2014). Um familiäre Lebensgeschichten in ihrer Heterogenität zu portraitieren, Krisen und Bewältigungsstrategien zu rekonstruieren, Vorstellungen vom Familie-Sein nachzuzeichnen und die soziale Praxis des Zusammenlebens einzuordnen, wird ein biografietheoretischer Ansatz gewählt. Dieser findet sich in der Methodik ebenso wieder wie in der erkenntnistheoretischen Grundlegung: Biografien werden demnach in einem komplexen dialektischen Zusammenspiel von individuellem Handeln und gesellschaftlichen Strukturen erzeugt und strukturieren gleichzeitig ihrerseits individuelles Handeln. Um das methodische Vorgehen nachvollziehen zu können, erfolgt zunächst eine ausführliche theoretische Auseinandersetzung mit den relevanten Grundlegungen ‚Biografie‘, ‚Familie‘ und ‚ältere Familien‘, ‚Wohnen‘ und ‚Alter(n)‘. In Bezug auf die Fragestellung und der zugrunde gelegten Konzeptualisierung von Biografie werden dann die gewählten Erhebungs- bzw. Auswertungsmethoden begründet: Das narrative Interview sowie die biografische Fallrekonstruktion nach Rosenthal (2014) sind in besonderer Weise geeignet, das Biografien inhärente, komplexe dialektische Verhältnis zwischen Struktur und Handlung abzubilden und zu reflektieren. Auf diese Weise gelingt es, am Beispiel von drei detailliert dargestellten Lebensgeschichten alter Elternteile beeinträchtigter Kinder das soziale Phänomen des Zusammenlebens in seiner Genese, seiner Aufrechterhaltung und seiner Veränderung nachzuzeichnen und zu vergleichen. Auf der Grundlage der Ergebnisse werden Konsequenzen für einen veränderten Zugang zu älteren Familien abgeleitet und Ansätze für angepasste bzw. veränderte Unterstützungsstrukturen diskutiert. Diese heben das Selbstbestimmungsrecht beeinträchtigter Menschen ebenso hervor, wie sie die Unterstützung der biografischen Kontinuität der Herstellung von Familie im Laufe der Zeit respektieren und zum Ausgangspunkt bedarfsgerechter Planungsprozesse machen
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    Kulturtransfer und Wissenszirkulation in den langen 1960er Jahren : Das deutsch-amerikanische Fulbright-Programm für Lehrer:innen (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525719
    Language: Undetermined
    Pages: 1 Online-Ressource (225 p.)
    Series Statement: Studien zur Deutsch-Amerikanischen Bildungsgeschichte / Studies in German-American Educational History
    Keywords: Education
    Abstract: Cultural Transfer and Circulation of Knowledge in the long 1960s. The German-American Fulbright Program for teachers. The dissertation traces intercultural knowledge movements between West Germany and the United States in the long 1960s, initiated by the teacher exchange of the German-American Fulbright Program, focussing on everyday culture and the educational/professional context. For the first time, the Annual Exchange Teacher's Reports on Teaching Experiences in the United States, which are kept in the archives of the German-American Fulbright Commission in Berlin, will be evaluated alongside further sources on the institutionalization, design and operationalization of the German-American Fulbright Program. The reports were submitted as completed questionnaires and form the basis of the work as a serial source. They provide information on how German exchange teachers perceived and reflected on their stay in the USA and show which misconceptions were consolidated or overcome. At the same time, knowledge circulation can be traced, and exchange teachers can be identified as agents of a knowledge movement after World War II. The aim here is not so much to write a normative success story of a straightforward US culture transfer to West Germany. Rather, the focus is on the multi-layered, interwoven, and above all open-ended knowledge movements as part of the German-American educational and cultural transfer processes of the post-war period. The focus will be on the agents, networks, structures, and communication spaces within the German-American Fulbright Program in order to understand where, how, and by whom elements were reflected, selected, adapted, and reshaped or rejected. Thus, the transatlantic exchange encounters of Fulbright teachers indicate that cultural objects and patterns of action as well as societal values were adopted from the United States, thus creating a readiness for modernization through adaptations and reinterpretations. The Fulbright Program continued the German-American educational exchange, setting new accents which influenced developments in the Federal Republic of Germany after 1945, especially in education and everyday culture, while at the same time aiding German culture in its initial opening up to ‚Americanization‘. As a result, the exchange teachers contributed to the cultural transfer between the U.S. and the Federal Republic of Germany in the long 1960s
    Abstract: Kulturtransfer und Wissenszirkulation in den langen 1960er Jahren. Das deutsch-amerikanische Fulbright-Programm für Lehrer:innen. Die Dissertation zeichnet die interkulturellen Wissensbewegungen zwischen Westdeutschland und den USA in den langen 1960er Jahren im alltagskulturellen und schulisch-professionellen Kontext angestoßen durch den Lehrer:innenaustausch des deutsch-amerikanischen Fulbright- Programms nach. Erstmalig werden hierzu die Annual Exchange Teacher’s Reports on Teaching Experiences in the United States aus dem Archiv der deutsch-amerikanischen Fulbright-Kommission in Berlin ausgewertet und weitere Quellen zur Institutionalisierung, Ausgestaltung und Operationalisierung des deutsch-amerikanischen Fulbright-Programms herangezogen. Die Reports liegen in Form von Fragebögen vor und bilden als serielle Quelle die Grundlage der Arbeit. Sie geben Auskunft darüber, wie deutsche Austauschlehrer:innen ihre Erfahrungen während ihres USA-Aufenthalts wahrnahmen und reflektierten und welche ‚misconceptions‘ sich dabei verfestigten oder überwunden wurden. Gleichzeitig können zirkulierendes Wissen sowie Akteur:innen einer transatlantischen Wissensbewegung nach dem Zweiten Weltkrieg nachvollzogen werden. Hierbei geht es weniger darum, eine normative Erfolgsgeschichte für einen geradlinigen Transfer von Elementen US-amerikanischer Kultur(en) nach Westdeutschland zu schreiben. Vielmehr geht es um die vielschichtigen, in- und miteinander verwobenen und vor allem ergebnisoffenen Wissensbewegungen als Teil der deutsch-amerikanischen Bildungs- und Kulturtransferprozesse der Nachkriegszeit. Dabei werden die Akteur:innen, Netzwerke, Strukturen und Kommunikationsräume im Rahmen des deutsch-amerikanischen Fulbright-Programms fokussiert, um nachvollziehen zu können, wo, wie und durch wen Elemente reflektiert, selektiert, adaptiert und umgeformt oder auch abgelehnt wurden. So deuten die transatlantischen Austauschbegegnungen der Fulbright-Austauschlehrer:innen darauf hin, dass kulturelle Objekte und Handlungsmuster sowie gesellschaftliche Wertvorstellungen aus den USA übernommen wurden und durch Adaptionen und Umdeutungen eine Bereitschaft zur Modernisierung schafften. Das Fulbright-Programm schrieb den deutsch-amerikanischen Bildungsaustausch fort und setzte dabei neue Akzente, die die Entwicklungen in der BRD nach 1945 vor allem im Bildungswesen und der Alltagskultur beeinflussten und zugleich eine Öffnung zur ‚Amerikanisierung‘ ermöglichten. So trugen die Austauschlehrer:innen als Multiplikator:innen zum Kulturtransfer zwischen den USA und der BRD in den langen 1960er Jahren bei
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    Den Begriff „Rasse“ überwinden : Die „Jenaer Erklärung“ in der (Hoch-)Schulbildung (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525665
    Language: Undetermined
    Pages: 1 Online-Ressource (384 p.)
    Keywords: Education
    Abstract: The common concern of the authors of this publication is to offer a variety of ideas and concepts for overcoming the concept of ""race"" against the background of its history. The Jena Declaration of 2019 serves as an impulse to rethink (higher) education nationwide. The focus will be on aspects of the history of science and its central actors as well as on current perspectives of modern educational work critical of racism. Reports by representatives of selected places of learning who place remembrance and dialogue at the centre of their practical work as well as concrete, didactically methodically prepared teaching suggestions (best practice) and suggestions from various school subjects complete the work
    Abstract: Gemeinsames Anliegen der Autor*innen in der vorliegenden Publikation ist es, vor dem Hintergrund der Geschichte des „Rasse“-Begriffs vielfältige Ideen und Konzepte zu seiner Überwindung anzubieten. Die Jenaer Erklärung von 2019 dient hierbei als Impuls, die (Hoch-)Schulbildung bundesweit neu zu denken. Dabei geht es sowohl um wissenschaftshistorische Aspekte und deren zentrale Akteure als auch um aktuelle Perspektiven moderner, rassismuskritischer Bildungsarbeit. Berichte von Vertreter*innen ausgewählter Lernorte, die das Erinnern und den Dialog ins Zentrum ihrer praktischen Arbeit stellen sowie konkrete, didaktischmethodisch aufbereitete Unterrichtsvorschläge (Best Practice) und Anregungen aus verschiedenen Schulfächern vervollständigen das Werk
    Note: German
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    Chapter Afterword : Reflections on a Post/Critical Peace Education (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065
    Language: Undetermined
    Pages: 1 Online-Ressource (15 p.)
    Keywords: Education
    Abstract: This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, peace interventions in educational settings, and alternative ontologies in peace and education work. Foregrounding the concept of ‘second-order reflexivity’, the book prioritises the lived experiences and viewpoints of struggling populations regarding the worth of ‘peace’ as grounded within their contexts. Ultimately, this book showcases how the practices of peace education and research can challenge the binaries of modern and postmodern approaches and provide examples of holistic transdisciplinary approaches that embrace complexity and criticality. Contributing new knowledge to peace and education, this volume will be of great interest to academics, post-graduate students and researchers in the field of peace education, peace studies and development studies
    Note: English
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    Professionalität und Professionalisierung von Lehrpersonen : Perspektiven, theoretische Rahmungen und empirische Zugänge (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781526006
    Language: Undetermined
    Pages: 1 Online-Ressource (282 p.)
    Series Statement: Studien zur Professionsforschung und Lehrer:innenbildung
    Keywords: Education
    Abstract: The academic discourse on the "professionalism and professionalisation of teachers" has become more differentiated in recent years. Against this background, the volume provides an introductory insight into the plurality of professional theory approaches, the diversity of methodological approaches and the spectrum of researched content. This is followed by twelve empirical contributions on current research projects, which are arranged in the volume according to three main areas: "Professionalisation of student teachers in relation to the practical field of school", "Actors influencing the professionalisation of student teachers" and "Professionalisation and professionalism of teachers in the school field". The aim of the volume is to enrich the multifaceted discourse on professionalisation and professionalism based on studies, to enable a meta-perspective on the diversity of the discourse and to encourage reflection on this diversity
    Abstract: Der wissenschaftliche Diskurs um „Professionalität und Professionalisierung von Lehrpersonen“ hat sich in den letzten Jahren weiter ausdifferenziert. Vor diesem Hintergrund gibt der Band einleitend einen Einblick in die Pluralität professionstheoretischer Ansätze, in die Vielfalt von methodischen Zugangsweisen und in das Spektrum beforschter Inhalte. Es folgen zwölf empirische Beiträge zu aktuellen Forschungsprojekten, die im Band nach drei Schwerpunktbereichen geordnet werden: „Professionalisierung von Lehramtsstudierenden in Bezug auf das Praxisfeld Schule“, „Auf die Professionalisierung von Lehramtsstudierenden einwirkende Akteur:innen“ und „Professionalisierung und Professionalität von Lehrpersonen im Schulfeld“. Mit dem Band wird das Anliegen verfolgt, den facettenreichen Diskurs um Professionalisierung und Professionalität studienbasiert anzureichern, eine Meta-Perspektive auf die Vielfalt des Diskurses zu ermöglichen sowie zur Reflexion dieser Vielfalt anzuregen
    Note: German
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    Chapter Introduction : What is learning engineering? (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032208503 , 9781032232829
    Language: Undetermined
    Pages: 1 Online-Ressource (22 p.)
    Keywords: Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Open learning, home learning, distance education
    Abstract: This introduction to the book provides a conceptual and historical overview of learning engineering. Although its formal definition is still evolving, learning engineering aims to optimize specific learning solutions--from the learning sciences to human-centered design methodologies to data-informed decision-making--in order to understand under what conditions and with what learners a current design is optimal or not, and to develop and test alternative more robust, or more refined, solutions that are more scalable. The author makes the case for learning engineering as a multidisciplinary approach that complements related professional practices and fields of study such as instructional design, learning sciences, data analytics, instructional systems design, and more. After a brief exploration of the differences between science from engineering, this introduction goes on to address the theoretical and professional origins of learning engineering as well as its inherently team-based process, using as examples the language-learning platform Duolingo and the Carnegie Mellon University spinoff Carnegie Learning, Inc. to discuss effective techniques
    Note: English
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    Chapter 2 Group Psycho-Emotional Dynamics as Central to Effective Institutional Change : Connecting Individual and Whole-Institution Approaches (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032211060 , 9781032211084
    Language: Undetermined
    Pages: 1 Online-Ressource (21 p.)
    Keywords: Education ; Organization & management of education ; Higher & further education, tertiary education ; Educational strategies & policy ; Teacher training ; Inclusive education / mainstreaming ; Proxy Efficacy,Efficacy Beliefs,Stem Faculty,Collective Efficacy,Low Collective Efficacy,Department Atmosphere,Ped,Appreciative Inquiry Framework,DEI,Vice Versa,White Team Members,Proximal Group,Intersectional Lens,Group Level Change,Proxy Agency,Distal Group,Group Level Processes,Individual Faculty Contribution,Overwhelming Whiteness,Refocus,Gendered Organizations Theorists,Academic Departments,Follow,Core Faculty Members
    Abstract: Diversifying the academic faculty remains an elusive goal marked by slow and uneven progress. This book describes an effective model for institutional transformation which is uniquely grounded in group-level processes. Efforts at institutional transformation continue to center individual actors. This is evident in the proliferation of programs that train individuals on implicit bias, search strategies, and other diversity and inclusion-based content as solutions for inequities in academia. Acknowledging the value of these approaches, this book adds a new focus: group-level processes. It unifies research on gender and racial inequity with concepts from social psychological theories of group dynamics to present a model of change centered on professional adult learners, including faculty and academic staff. The book details the implementation of group-level processes based on insights from the learning sciences, higher education leadership, communication studies, and group facilitation to instill norms for a more equitable and inclusive institution. Drawing on quantitative and qualitative data to illustrate the impact of group-level initiatives, the book offers recommendations to enable the application of this model in higher education contexts. This book will be of interest to researchers and graduate students studying institutional transformation, academic social justice leadership, and faculty professional development and to those interested in integrating justice and equity into team science, translational research, and other trans-, inter-, and multi-disciplinary fields
    Note: English
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    Wahrnehmungsvignetten. Phänomenologisch-reflexives Denken und professionelle Haltung : Studien- und Arbeitsbuch (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525870
    Language: Undetermined
    Pages: 1 Online-Ressource (264 p.)
    Keywords: Education
    Abstract: Perceptual vignettes originate from a phenomenological method of pedagogical practice and research. It includes perceptions, descriptions and reflection phases for professional inclusive attitude development and diagnostics. The processual work with perceptual vignettes challenges us to put aside ideal-typical patterns, categorisations of all kinds, judgements about prognoses and to look more closely at the individual and special situation of a person. The volume is designed as a study and workbook and includes theoretical basics, practical applications of the method and topic-specific exercises for perceiving, writing and reflecting
    Abstract: Wahrnehmungsvignetten entspringen einer phänomenologischen Methode der pädagogischen Praxis und Forschung. Sie schließt Wahrnehmungen, Beschreibungen und Reflexionsphasen für eine professionelle inklusive Haltungsentwicklung und Diagnostik ein. Die prozessuale Arbeit mit Wahrnehmungsvignetten fordert auf, idealtypische Muster, Kategorisierungen aller Art, Urteilsbildungen zu Prognosen zurückzustellen und genauer auf die individuelle und besondere Lage eines Menschen zu blicken. Der Band ist als Studienund Arbeitsbuch konzipiert und umfasst theoretische Grundlagen, praktische Anwendungen der Methode und themenspezifische Übungen zum Wahrnehmen, Schreiben und Reflektieren
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    Chapter 20 Children as Citizens of a Global Society : Learning Together in Culturally and Linguistically Diverse Classrooms (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032135007 , 9781032135014
    Language: Undetermined
    Pages: 1 Online-Ressource (25 p.)
    Keywords: Education
    Abstract: As members of a global society, many young children’s experience in early childhood classrooms have yet to fully realize the richness of their increasingly culturally and linguistically diverse settings. Drawing on data from a participatory action research project, this study explored how such settings might produce global citizens who enact the social responsibilities of respect, empathy, and acceptance. Video-recordings of children aged five to six years in four urban preschool classrooms across Southeast Queensland, Australia, were collected. The teachers showed the children involved selected excerpts to illicit video-stimulated accounts. Excerpts were transcribed using conversation analytic methods, documenting turn taking, and verbal and non-verbal responses. Explicating teacher and young children’s classroom interactions and accounts identified the classroom practices of teachers and children to encourage global citizens who promote respect, empathy, and acceptance. This chapter presents the co-designed Empowering Global Learner framework of participation, communication, and sense of belonging to illustrate the classroom practices used for effective global citizens
    Note: English
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    Chapter 7 Left-handedness attempts at dyslateralization, duress, and performance in reading and writing (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (29 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: This chapter deals with the sensorimotor predominance in connection with hindrances to the learning of reading and writing in a group of 120 left-handed pupils, aged 9 to 20, educated in ten schools located in the western and southern departments of Haiti. Manual, visual and auditory preference is studied in relation to linguistic performance in left-handed students, sometimes ignored but often forced to favor the side which hemispherical development has not made naturally dominant. Poor performance was certainly observed, but it is not directly linked to these students' left-handedness. It is preponderantly the consequence of asymmetries contrary to the cerebral hemisphere, of a somewhat underhand attempt at 'dyslateralization', due to the failure of an educational system characterized by shortcomings and prejudices built around the phenomenon of laterality and problems emanating from unsuitable educational and linguistic practices. This creates constraints that prevent these students from thriving. Because the teaching strategies, methods and the school environment are designed and adapted to benefit right-handed students, left-handed people have a disability
    Note: English
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    Chapter 3 Representation of children with disabilities and cognitive justice in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (27 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: It is a well-known fact that the Haitian education system is marked by school segregation as a corollary of social segregation (Joint, 2008; Tardieu 2017; Abraham, 2019). This system of educational apartheid maintains the structural exclusion of disadvantaged and vulnerable children from quality education. In other words, it maintains the learning gap between children from urban and rural areas; between learners from upscale neighborhoods and those from slums; between those of 'well-educated' parents and those of uneducated and impoverished parents. But what about children with disabilities? What kind of reception or educational relationship is provided in the education system for children with physical disabilities or learning disabilities? The results of this research mainly revolve around four key notions, namely: social representations, the social model of disability, pedagogical relations and cognitive justice. They highlight the weight of the social representations of people with disabilities on the forms of educational relationships built and practiced at school. While expectations are high in terms of human resources and adapted teaching materials, this study reveals that all public education policies guided by the principles of inclusion and cognitive justice must act upstream on the underlying thought patterns. These constitute deep obstacles to the intellectual and social emancipation of children with disabilities
    Note: English
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    Der deutsch-türkische Bildungsraum im Wilhelminischen Kaiserreich : Akteure, Netzwerke, DiskurseAkteure, Netzwerke, Diskurse (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525474
    Language: Undetermined
    Pages: 1 Online-Ressource (280 p.)
    Series Statement: Wie die Türken in unsere Köpfe kamen. Eine deutsche Bildungsgeschichte
    Keywords: Education
    Abstract: Today's ignorance of German-Turkish relations before the 1961 recruitment agreement stands in astonishing contrast to the attention paid to the Ottoman Empire before and during the First World War. Using a variety of previously unknown historical sources, the author reconstructs how German pedagogy and teachers in the Wilhelmine Empire contributed to the shaping of a German-Turkish educational space. To this end, she takes a transnational perspective on the actors, networks, and discourses that flanked Germany's world power ambitions at the time in terms of cultural policy. With her study, she makes an insightful contribution to the postcolonial historiography of pedagogy and educational science
    Abstract: Das heutige Nicht-Wissen um die deutsch-türkischen Beziehungen vor dem Anwerbeabkommen von 1961 steht in erstaunlichem Gegensatz zu der Aufmerksamkeit, die dem Osmanischen Reich vor und während des Ersten Weltkriegs entgegengebracht wurde. Anhand einer Vielzahl bisher unbekannter historischer Quellen rekonstruiert die Autorin, wie deutsche Pädagogik und Lehrerschaft im Wilhelminischen Kaiserreich zur Ausgestaltung eines deutsch-türkischen Bildungsraums beitrugen. Dazu nimmt sie aus einer transnationalen Perspektive Akteure, Netzwerke und Diskurse in den Blick, die die damaligen deutschen Weltmachtambitionen kulturpolitisch flankierten. Mit ihrer Studie leistet sie einen aufschlussreichen Beitrag zur postkolonialen Geschichtsschreibung von Pädagogik und Erziehungswissenschaft
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    Die Umsetzung von Bildung für nachhaltige Entwicklung im Sachunterricht : Eine rekonstruktive Fallstudie zu Motiven von Lehrkräften in der Grundschule (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781526105
    Language: Undetermined
    Pages: 1 Online-Ressource (255 p.)
    Keywords: Education
    Abstract: The central “epoch-typical key problems” (Klafki 1993) that school education should address include the global challenges of socially produced inequality within our societies as well as the careful and responsible use of resources, both now and in the future. In view of this, as well as rapid processes of social change and increasingly complex challenges, the innovative capacity of the school as an institution is gaining in importance, because it has the task of enabling children and young people to actively shape an ecologically sustainable, economically efficient and socially just environment, considering global aspects. The presented dissertation ties in with this educational mission in schools. Based on findings that indicate that, firstly, education for sustainable development (ESD) is not yet sufficiently structurally anchored in schools and teaching, especially in the primary school sector, and secondly, that teachers and their motivation are decisive in the transfer of innovations and the implementation of programmatic models of school education, the present work investigates the question of which biographical dispositions and motives are evident in primary school teachers, implementing ESD in subject “Sachunterricht”. Thus, the work lies at the intersection of biographical professionalization, sustainability and school implementation research. In the theoretical references, the discourse on sustainability and corresponding educational concepts as well as approaches of implementation, innovation, implementation research as well as (biographical) professionalization research are used. For the empirical study, problem-centered interviews with primary school teachers in Lower Saxony were conducted and evaluated using sequence analysis based on objective hermeneutics. The aim is to reconstruct different case-specific patterns of orientation and interpretation as well as motives in relation to the implementation of ESD and to investigate connections between biographical and social structures and the motives for implementing education for sustainable development in “Sachunterricht” among teachers
    Abstract: Als zentrale „epochaltypische Schlüsselprobleme“ (Klafki 1993), denen sich schulische Bildung zuwenden sollte, können u.a. die globalen Herausforderungen der gesellschaftlich produzierten Ungleichheit innerhalb unserer Gesellschaften sowie der sowohl gegenwärtig als auch zukünftig schonende und verantwortungsvolle Umgang mit Ressourcen gelten. Angesichts dessen sowie rascher gesellschaftlicher Wandlungsprozesse und zunehmend komplexerer Herausforderungen gewinnt die Innovationsfähigkeit der Institution Schule an Bedeutung, denn ihr kommt die Aufgabe zu, Kinder und Jugendliche zur aktiven Gestaltung einer ökologisch tragfähigen, wirtschaftlich leistungsfähigen und sozial gerechten Umwelt unter Berücksichtigung globaler Aspekte zu befähigen. An diesen schulischen Bildungsauftrag knüpft die vorgelegte Dissertationsschrift an. Ausgehend von Befunden, die darauf verweisen, dass erstens insbesondere im Grundschulbereich Bildung für nachhaltige Entwicklung (BNE) in Schule und Unterricht noch nicht hinreichend strukturell verankert ist und zweitens Lehrkräfte und ihre Motivation entscheidend beim Transfer von Innovationen und der Implementierung programmatischer Leitbilder schulischer Bildung sind, wird in der vorliegenden Arbeit der Frage nachgegangen, welche biographischen Dispositionen und Motive sich bei Grundschullehrkräften zeigen, die BNE im Sachunterricht umsetzen. Damit liegt die Arbeit im Schnittfeld von biographischer Professionalisierungs-, Nachhaltigkeits- und schulischer Implementationsforschung. In den theoretischen Bezügen werden zunächst der Diskurs um Nachhaltigkeit und entsprechende Bildungskonzeptionen sowie ferner Ansätze der Implementations-, Innovations-, Umsetzungsforschung sowie der (biographischen) Professionalisierungsforschung herangezogen. Für die empirische Untersuchung wurden problemzentrierte Interviews mit Grundschullehrkräften in Niedersachsen geführt und sequenzanalytisch in Anlehnung an die Objektive Hermeneutik ausgewertet. Ziel ist es, unterschiedliche fallspezifische Orientierungs- und Deutungsmuster sowie Motivlagen in Bezug auf die Umsetzung von BNE zu rekonstruieren und Zusammenhänge zwischen biographischen und sozialen Strukturen und den Motiven zur Umsetzung von Bildung für nachhaltige Entwicklung im Sachunterricht bei Lehrer*innen zu untersuchen
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    Shadow Education in the Middle East : Private Supplementary Tutoring and its Policy Implications (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003317593 , 9781000685312 , 9781032329802 , 9781032329819
    Language: Undetermined
    Pages: 1 Online-Ressource (122 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This volume offers insights into the role of private supplementary tutoring in the Middle East, and its far-reaching implications for social structures and mainstream education. Around the world, increasing numbers of children receive private tutoring to supplement their schooling. In much of the academic literature this is called shadow education because the content of tutoring commonly mimics that of schooling: as the curriculum changes in the schools, so it changes in the shadow. While much research and policy attention has focused on private tutoring in East Asia and some other world regions, less attention has been given to the topic in the Middle East. Drawing on both Arabic-language and English-language literature, this study commences with the global picture before comparing patterns within and among 12 Arabic-speaking countries of the Middle East. It presents the educational and cultural commonalities amongst these countries, examines the drivers of demand and supply of shadow education, and considers the dynamics of tutoring and how it impacts on education in schools. In addition to its pertinence within the Middle East itself, the book will be of considerable interest to academics and education policy makers broadly concerned with changing roles of the state and private sectors in education. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license
    Note: English
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    Chapter Introduction : Why This Book and Why Now (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032146973 , 9781032127934
    Language: Undetermined
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Literacy ; Education
    Abstract: Dual language bilingual programs aim to develop bilingualism, biliteracy, and sociocultural competence while meeting grade-level academic standards. There are at least four dual language bilingual education (DLBE) program models, which are traditionally defined by the student groups they imagine serving. One of these groups is transnational and racialized language learners who are, more often than not, otherwise marginalized in US schools. Well-implemented DLBE programs, with their roots in the historical and political fight for civil and educational rights for children who speak languages other than English, have been shown to be demonstrably effective for this group. Unfortunately, not all programs are well implemented, and they exist in spaces with colonial and racist histories, as pointed out by Guadalupe Valdés’s cautionary note decades ago. Even when DLBE programs are designed specifically for racialized and transnational language learners, research has documented persistent challenges to equity
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    Pädagogische Wissenschaft in der DDR : Ideologieproduktion, Systemreflexion und Erziehungsforschung (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781559721
    Language: German
    Pages: 1 Online-Ressource (630 Seiten)
    Series Statement: Bildungsgeschichte. Forschung - Akzente - Perspektiven
    Parallel Title: Erscheint auch als Tenorth, Heinz-Elmar, 1944 - Pädagogische Wissenschaft in der DDR
    RVK:
    DV 2175
    Keywords: Geschichte 1945-1995 ; Education ; Pädagogik ; Bildungsforschung ; Deutschlandbild
    Abstract: With their analyses, the Berlin historians of education provide for the first time a historiographically well-founded and systematically grounded history of the development and status of scientific pedagogy in the GDR. It is no longer interpreted solely in ideology-political and critical terms as an auxiliary of SED educational policy, but is comprehensively analyzed in its own practice as a system of different forms of knowledge. As a scientific pedagogy, it developed from 1945 to 1989 in the conflictual field between science and politics, pedagogical practice and educational research, central institutions and individual work into a discipline of its own shape, in the process increasingly also according to its self-understanding a researching discipline in a difficult and highly politicized context
    Abstract: Die Berliner Bildungshistoriker geben mit ihren Analysen erstmals eine historiographisch fundierte und systematisch grundierte Geschichte der Entwicklung und des Status der wissenschaftlichen Pädagogik der DDR. Sie wird nicht mehr allein ideologiepolitisch und -kritisch als Erfüllungsgehilfin der SED-Bildungspolitik interpretiert, sondern in ihrer eigenen Praxis als ein System differenter Wissensformen umfassend analysiert. Als wissenschaftliche Pädagogik hat sie sich von 1945 bis 1989 im konflikthaften Feld zwischen Wissenschaft und Politik, pädagogischer Praxis und erziehungswissenschaftlicher Forschung, zentralen Institutionen und individueller Arbeit zu einer Disziplin eigener Gestalt entwickelt, im Prozess zunehmend mehr auch nach ihrem Selbstverständnis eine forschende Disziplin in einem schwierigen und hoch politisierten Kontext
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    Materialität - Digitalisierung - Bildung (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781525399
    Language: Undetermined
    Pages: 1 Online-Ressource (266 p.)
    Keywords: Education
    Abstract: The anthology is guided by the question of whether the digital sphere exhibits a materiality. Answers are explored within the horizon of the basic educational concept of education. Based on different theoretical approaches, the volume includes references to media pedagogy and media didactics as well as contributions from childhood pedagogy, historical pedagogy, aesthetic education, inclusion pedagogy, educational gender studies, school pedagogy, adult education, and empirical and theoretical educational research. In this way, diverse conceptualizations of education are proposed and contextualized, recognizing the interplay of materiality and digitalization as a space of reflection for their thinking
    Abstract: Der Sammelband ist durch die Frage geleitet, ob die digitale Sphäre eine Materialität vorweist. Antworten werden im Horizont des erziehungswissenschaftlichen Grundbegriffs der Bildung ausgelotet. Ausgehend von unterschiedlichen theoretischen Zugängen umfasst der Band sowohl medienpädagogische und mediendidaktische Bezüge als auch Beiträge aus der Pädagogik der Kindheit, der historischen Pädagogik, der ästhetischen Bildung, der Inklusionspädagogik, der erziehungswissenschaftlichen Geschlechterforschung, der Schulpädagogik, der Erwachsenen- und Weiterbildung sowie der empirischen und theoretischen Bildungsforschung. Auf diese Weise werden vielfältige Begriffsbestimmungen von Bildung vorgeschlagen und kontextualisiert, die das Zusammenspiel von Materialität und Digitalisierung als Reflexionsraum ihres Denkens anerkennen
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    Chapter 8 Learning of written language : A study focused on a group of deaf and hard-of-hearing students in Haiti (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479
    Language: Undetermined
    Pages: 1 Online-Ressource (29 p.)
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming
    Abstract: The deaf and hard-of-hearing sometimes experience constraints that differ from those of hearing people; plus, when this physiological state (deafness) coincides with other disorders, learning to write becomes exceptionally difficult. The main interest of this chapter includes the strategies that hard-of-hearing and deaf (non-hearing) children devise to learn to write and how they use writing in the development of knowledge in the Haitian context. It is a matter of understanding how these children manage to learn to read and write, and of analyzing impacts of judgements on their school performances. As deafness, seen in particular from the angle of sensorimotor disorder is described as phenomenon that impose social specific limitations on children, this chapter is to study the impacts of pedagogical practices on the learning process of written language. The deafness as a characteristic of a community of people that are culturally and linguistically different community, is notably studied
    Note: English
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  • 84
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    Vom "Türkenjoch" zu "Deutschlands Freundschaft für die Türkei" : der Wandel des Wissens über das Osmanische Reich in deutschen Geschichtsschulbüchern 1839-1918 (2023)
    Bad Heilbrunn : Verlag Julius Klinkhardt
    Details
    ISBN: 9783781559868
    Language: German
    Pages: 1 Online-Ressource (320 Seiten) , Illustrationen
    Series Statement: Wie die Türken in unsere Köpfe kamen Band 4
    Series Statement: Wie die Türken in unsere Köpfe kamen
    Parallel Title: Erscheint auch als Hellmanzik, Timm Gerd Vom „Türkenjoch“ zu „Deutschlands Freundschaft für die Türkei“
    Dissertation note: Dissertation Universität Hamburg 2022
    Keywords: Pädagoge ; Schulbuch ; Education ; Türkei ; Osmanisches Reich ; Hochschulschrift ; Deutschland ; Türkei ; Türkenbild ; Narrativ ; Geschichtsbild ; Stereotyp ; Schulbuch ; Diskursanalyse ; Kulturkontakt ; Transnationale Politik ; Postkolonialismus ; Bildungswesen ; Bildungspolitik ; Geschichtsunterricht ; Geschichte 1839-1918
    Abstract: The change of saying "From the Turkish yoke" to "Germany's friendship for Turkey" shows the changed perception of the Ottoman Empire in German history textbooks of the 19th and early early 20th century. This book offers comprehensive insights into historical textbook texts and their ways of representing "Turks" and "Turkey", which have hardly been taken into account in research on the history of education. It documents the interplay of images of the self and the other within the the pedagogical discourse of the time from a transnational and transnational and postcolonial perspective
    Abstract: Der Wandel des Sprechens "Vom Türkenjoch" zu "Deutschlands Freundschaft für die Türkei" zeigt die veränderte Wahrnehmung des Osmanischen Reichs in deutschen Geschichtsschulbüchern des 19. und frühen 20. Jahrhunderts. Das vorliegende Buch bietet umfassende Einblicke in historische Schulbuchtexte und ihre Darstellungsweisen von "Türken" und "der Türkei", die in der bildungshistorischen Forschung bisher kaum Berücksichtigung fanden. Es dokumentiert das Wechselspiel von Selbst- und Fremdbildern innerhalb des pädagogischen Diskurses der damaligen Zeit aus transnationaler und postkolonialer Perspektive.
    Note: Literatur- und Abbildungsverzeichnis: Seite 299-320 , German
    DOI: 10.35468/5986
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  • 85
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    English as a Medium of Instruction on the Arabian Peninsula (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003183594 , 9781032024936 , 9781032024943
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; linguistics ; Language teaching & learning (other than ELT) ; EMI, bilingual education, translanguaging, multilingualism, academic literacies, Arab Gulf states
    Abstract: Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications. // This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers’ pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book. // Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume
    Note: English
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  • 86
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    Plurilingual Pedagogy in the Arabian Peninsula : Transforming and Empowering Students and Teachers (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003315971 , 9781032326450 , 9781032326467
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; linguistics ; Arabic language; Gulf; language policy; linguistic landscape; Multilingualism; Plurilingualism; Qatar; Saudi Arabia; Translanguaging; United Arab Emirates ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::C Language and Linguistics::CF Linguistics
    Abstract: This edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students’ learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English. With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great interest to researchers, scholars, and students in the fields of applied linguistics, language education, teacher education, and EMI
    Note: English
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  • 87
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    Learning Engineering Toolkit : Evidence-Based Practices from the Learning Sciences, Instructional Design, and Beyond (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003276579 , 9781032208503 , 9781032232829
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Higher & further education, tertiary education ; Educational equipment & technology, computer-aided learning (CAL) ; Open learning, home learning, distance education ; instructional design; user experience design; data analysis; ISLS; International Society of the Learning Sciences; technology-enhanced learning; artificial intelligence; participatory research design; learning design; engineering design; Janet Kolodner; human-centered learning; Association for the Advancement of Computing in Education; IEDMS; online learning; reskilling; E-Learning; learning sciences; Evidence-Based Practices; computer science; learning analytics; big data; Society for Learning Analytics Research; International Educational Data Mining Society; AECT; Association for Educational Communications and Technologies; ICICLE; design-based research; Learning Engineering Toolkit; lean-agile development; SoLAR; IEEE IC Industry Consortium on Learning Engineering; digital learning; course design; upskilling; massive open online courses; human computer interaction; HCI; Jim Goodell; data science; educational data mining; AACE; educational technologies; MOOC
    Abstract: The Learning Engineering Toolkit is a practical guide to the rich and varied applications of learning engineering, a rigorous and fast-emerging discipline that synthesizes the learning sciences, instructional design, engineering design, and other methodologies to support learners. As learning engineering becomes an increasingly formalized discipline and practice, new insights and tools are needed to help education, training, design, and data analytics professionals iteratively develop, test, and improve complex systems for engaging and effective learning. Written in a colloquial style and full of collaborative, actionable strategies, this book explores the essential foundations, approaches, and real-world challenges inherent to ensuring participatory, data-driven, learning experiences across populations and contexts
    Note: English
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  • 88
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    Innovations in Peace and Education Praxis : Transdisciplinary Refl ections and Insights (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032203027 , 9781032203065 , 9781003263111
    Language: Undetermined
    Pages: 1 Online-Ressource
    Series Statement: Routledge Research in International and Comparative Education
    Keywords: Education ; Introduction: Affect; critical pedagogy; education research; epistemology; peace education; peacebuilding education; philosophy of education
    Abstract: Affect; critical pedagogy; education research; epistemology; peace education; peacebuilding education; philosophy of education
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  • 89
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    Taboos and Controversial Issues in Foreign Language Education : Critical Language Pedagogy in Theory, Research and Practice (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032116075 , 9781032116105 , 9781003220701
    Language: Undetermined
    Pages: 1 Online-Ressource
    Series Statement: Routledge Research in Language Education
    Keywords: Education ; Critical language pedagogy; taboo topics; controversial topics; PARSNIP; foreign language education; foreign language teaching; foreign language learning; critical literacies ; thema EDItEUR::J Society and Social Sciences::JN Education
    Abstract: Taboos are not a new phenomenon. Yet, taboos change over time as social customs change, discard old taboos, and create new ones. What does not change, however, is how taboos regulate the way in which we live together in different communities and how they influence our behaviours. Notwithstanding the ubiquity of all sorts of taboos in daily life, many of them do not seem to find their way into foreign language classrooms easily. This is particularly surprising if we consider the growing importance of critical language pedagogy approaches to foreign language learning. Despite relevant efforts there, teachers, pre-service teachers, and learners often appear to feel discomfort as conversations about controversial issues such as mental illnesses, disabilities, racism, conspiracy theories, violence, and gender unfold. Consequently, classroom materials as well as suitable approaches to these issues in foreign language learning are needed. Taking this as a starting point, this introductory chapter argues for the integration of taboos and controversial topics into the foreign language classroom. It first investigates the concept of critical pedagogy in general and critical (foreign) language pedagogy more specifically. It then discusses taboos in the context of critical language pedagogy, arguing that despite numerous challenges, the foreign language classroom provides the perfect space for discussing some controversial topics with students—primarily by exploring a variety of different texts dealing with taboos instead of personalising a topic, which would be more common in communicative approaches. The chapter closes with a practical framework that provides suggestions for handling taboos in foreign language education
    Abstract: NUR Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education Ludwig, Christian; Summer, Theresa (2023) + Chapter 1 Approaching Taboos and Controversial Issues in Foreign Language Education Open Access
    Note: English
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  • 90
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    Mapping the Future of Undergraduate Career Education : Equitable Career Learning, Development, and Preparation in the New World of Work (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003213000 , 9781032081144 , 9781032081137
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Organization & management of education ; Careers guidance ; Higher & further education, tertiary education ; 19, Applying, Approaches, Aspirations, , Career, Careering, Center, Challenge, Changing, Characteristics, Class, Concerns, Considerations, Covid, Critical, curriculum, defining, Design, development, education, empowering, engagement, engaging, equitable , equity, face, find, first, future,generation, guidance, health, hidden, inclusion, innovation, integrated, international, introducing, introduction, landscape, learning, mapping, meaning, mental, mindset, multipotentiality, narrative, navigating, needs, neither, new, Online, paradigm, part, preparation, present, purpose, recent, reflective, revisiting, rise, sharp, shifts, students, support, thinking, undergraduate, used, ways, what, work, working, workplace, world, new ; thema EDItEUR::J Society and Social Sciences::JN Education ; thema EDItEUR::J Society and Social Sciences::JN Education::JNK Educational administration and organization ; thema EDItEUR::J Society and Social Sciences::JN Education::JNR Careers guidance ; thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education
    Abstract: This timely book explores current trends and future possibilities for undergraduate career education, the nature of the changing workplace, and its impact on students in colleges and universities. Built on decades of experience in career development and professional learning, the editors raise and investigate multiple critical issues facing career educators in higher education today: preparing students for the future of work; exploring the increasing centrality of experiential learning in career education; examining innovative paradigm shifts in career education; and developing strategies for equity-focused and inclusive programming for all students. Reckoning with the effects of COVID-19 on the world of career development, this book draws on contributions from leading scholars, entrepreneurs, and practitioners from across the fields of education, business, STEM, and the humanities to offer an inclusive and innovation-focused approach to supporting scholars, practitioners, and students involved with career education, development, and counseling for a new generation—and a new world of work
    Note: English
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  • 91
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    Critical Consciousness in Dual Language Bilingual Education : Case Studies on Policy and Practice (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003240594 , 9781032146973 , 9781032127934
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Literacy ; Education ; Bilingual, consciousness, critical, education, language, studies
    Abstract: This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges. Applying a pioneering critical consciousness approach, the volume provides readers with narratives, awareness, and tools to support culturally and linguistically diverse students and their families. Organized around four major areas—policy, leadership, family and community engagement, teaching and teacher learning—the volume’s case studies bring together stories from policymakers, educational leaders, family and community members, and teachers. The case studies spotlight examples in which power imbalances have been identified and shifted through critically conscious actions and offer insight into how to ensure all DLBE programs are nurturing, empowering, multilingual environments for all students, particularly racialized, immigrant, and transnational students. Accessible and varied, the case studies address important topics such as anti-Black racism, digital access, disability, school-district relations, working with undocumented families, and more. Each chapter includes a case narrative, teaching notes, discussion questions, and/or teaching activities to support stakeholders who wish to develop and enact equity in their DLBE policies, classrooms, and professional development. A key resource for supporting student needs and transformative inquiry in the classroom, this book is ideal for graduate students, professors, leaders, educators, and other stakeholders in bilingual education and language education
    Note: English
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  • 92
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    International Perspectives on Educating for Democracy in Early Childhood : Recognizing Young Children as Citizens (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003229568 , 9781032135007 , 9781032135014
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; as, Childhood, Children, Citizens, Democracy, DeZutter, Early, Educating, for, in, International, Lee, on, Perspectives, Recognizing, Stacy, Young
    Abstract: This book brings together established and emerging scholars from around the globe to highlight new directions for research on young children as active, engaged citizens of classrooms. Divided into three sections, the volume draws on innovative methods to explore diverse conceptualizations of citizenship, children’s understandings, and effective practice. Rejecting traditional views of children as citizens-in-preparation, the volume explores how young children can and do live as citizens, and how early childhood educational settings serve as civic forums. Chapters discuss the child-as-citizen in relation to issues including gender, class, race, tribal status, and linguistic diversity, and ultimately illustrate how sociocultural processes in early years settings can be harnessed to promote the development of democratic dispositions and skills. This book establishes citizenship enactment in early childhood education as a robust and growing research area with the potential to shape research, policy, and practice worldwide. As such, it will appeal to researchers and academics with an interest in citizenship education, democracy, and early childhood education, as well as postgraduate students of teacher education and those working across international and comparative education more broadly
    Note: English
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  • 93
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    Disability, Diversity and Inclusive Education in Haiti : Learning, Exclusion and Educational Relationships in the Context of Crises (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781032389462 , 9781032389479 , 9781003347644
    Language: Undetermined
    Pages: 1 Online-Ressource
    Series Statement: Routledge Research in Educational Psychology
    Keywords: Education ; Educational psychology ; Inclusive education / mainstreaming ; Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships
    Abstract: Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Lainy, Rochambeau, Learning, Relationships
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  • 94
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    Teaching Interculturally 'Otherwise' (2023)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003345275 , 9781032384795 , 9781032433523
    Language: Undetermined
    Pages: 1 Online-Ressource
    Keywords: Education ; Educational strategies & policy ; Philosophy & theory of education ; Teaching of students with English as a second language (TESOL) ; Teaching skills & techniques ; Education; Intercultural Communication; Intercultrual Education
    Abstract: This edited volume focuses on the thorny and somewhat controversial issue of teaching (and learning) interculturality in a way that considers the notion from critical and reflexive perspectives when introduced to students. Comprised of three parts, the book discusses the nuts and bolts of teaching interculturally, considers changes in the teaching of interculturality, and provides pedagogical insights into interculturalising the notion. It studies both teaching im-/explicitly about interculturality and how to incorporate interculturality into teaching practices or into an institution. By sharing varied cases and theoretical reflections on the topic, the editors and contributors from different parts of the world aim to stimulate more initiatives to enrich the field instead of delimiting it, especially in complement to and beyond the 'West' or 'Global North', and also to build up further reflexivity in the way readers engage with interculturality in education. This will be a must-read for teachers and researchers of intercultural communication education at different educational levels, as well as anyone interested in scholarship on education for interculturality
    Note: English
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    Chapter 1 Technical and further education after COVID : New opportunities or new inequalities? (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003049524 , 9780367503338 , 9780367503345
    Language: English
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Education
    Abstract: Technical and vocational education have assumed a significant role in the plans of developed nations to overcome economic crisis, relocating learning into the workplace and extending it to higher levels. Policy discourses are based on the premise that education polarised between universities and low attainment has poorly served the needs of modern economies and young people. This chapter sets out the principal claims of these approaches to improve youth transitions and contribute to social justice. These claims are traced back to their origins in the shift to service-based economies and collapse of youth labour markets, leading to a crisis in vocational education and fuelling demand for higher education credentials; and to the emergence of international policies aiming to reconstitute youth transitions on neoliberal lines. Addressing these questions from a social justice perspective, we ask whether such disruption of the educational divide between general and vocational routes has eroded its role in reproducing and validating the social structures of the post-war period, with the creation of new routes and the postulation of new elites validating the emergence of existing and new forms of educational and social inequity
    Note: English
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    Chapter 3 Researching Kreol Seselwa and its role in education in the pursuit of educational equity in the Seychelles (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003028383 , 9780367677527
    Language: English
    Pages: 1 Online-Ressource (19 p.)
    Keywords: Education ; Teaching of students with English as a second language (TESOL)
    Abstract: This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language.The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond
    Note: English
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    Chapter 6 Welfare vocationalism : Preparing for service and caring occupations (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003049524 , 9780367503338 , 9780367503345
    Language: English
    Pages: 1 Online-Ressource (20 p.)
    Keywords: Education
    Abstract: In contrast to the technical elites, specific groups of young people – women, those from the lowest social classes, and those with the poorest educational experiences – are already likely to engage with poorer quality further education programmes, those associated primarily with low-paid and precarious employment. They undergo workplace learning as a much more limited experience, studying in vocational areas many of which already include substantial work placements as part of many learning programmes. Childcare, which already requires longer periods in the workplace than are stipulated by T Level requirements, is a prime example. Their time in the workplace is conceptualised as learning to interact with service users and to acquire the personal attributes of workers in these occupations. Placements can sometimes be seen as the routine work of ‘caring’ and service occupations, and young people interviewed often expressed impatience and frustration, linked to preparation for routine employment. The socialisation of these groups appears a key premise of the expectations and rationale offered by policymakers for recent reforms
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    Indirect Education : Exploring Indirectness in Teaching and Research (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003193463 , 9781000542417 , 9781032063201 , 9781032063225
    Language: English
    Pages: 1 Online-Ressource (140 p.)
    Keywords: Education
    Abstract: Indirect Education discusses direct and indirect pedagogies and the complexities of these concepts within the field of education practice and research. It addresses the question of when it is most beneficial to be indirect with regard to teaching and educational research. The book offers an original approach to education in how it reasserts our right to a sense of ownership and agency in educational explorations. It argues that there should be space for indirect ways of teaching and communication when matters without clear answers and objectives enter the educational sphere. Bringing together a mix of empirical studies presented with a degree of storytelling, the book explores the literature of educational theory to make a novel and relatable argument for making space for indirectness in learning contexts. Putting forward a compelling case that is necessary for education in the difficult times that we are living in, the book will appeal to academics, researchers and students in the fields of educational theory, pedagogy, leadership studies and educational practice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license
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    Chapter 2 Lessons of European VET? National systems and international prescriptions (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003049524 , 9780367503338 , 9780367503345
    Language: English
    Pages: 1 Online-Ressource (26 p.)
    Keywords: Education
    Abstract: This chapter examines conflicting claims about the potential of European VET to provide a model for technical and vocational systems across the world. Technocratic accounts by international policy bodies, especially the OECD and EU, have focused on the possibilities for VET to facilitate transitions to employment by providing early experiences of learning at work, drawing on the integration of VET into production systems, as in the German system, seen as a barrier to neoliberal convergence because maintaining key progressive features into service sectors. Conversely, universalist welfare states held to underpin VET in Scandinavia have meanwhile given way to dualised social policies which, echoing the welfare state literature, can be seen either as ‘layered’ parallel provision or the direct erosion of comprehensive policies. During the early post-war period VET systems incorporated progressive educational elements which have come under attack, as signs of emerging dualisation have undermined the more progressive features of VET in Europe. Challenges from higher levels of VET, particularly in its most employer-responsive forms, can be seen as signs of this emerging dualisation
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  • 100
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    Designs for Research, Teaching and Learning : A Framework for Future Education (2022)
    [Erscheinungsort nicht ermittelbar] : Taylor & Francis
    Details
    ISBN: 9781003096498 , 9781000528855 , 9780367561246 , 9780367561260
    Language: English
    Pages: 1 Online-Ressource (182 p.)
    Keywords: Education ; Educational strategies & policy
    Abstract: This bookoffers a coherent theoretical and multimodal perspective on research, teaching and learning in different non-formal, semi-formal, and formal learning environments. Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for how to think about contemporary learning, a guideline for how to do research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts. The book supports innovative thinking on how we understand learning, and will appeal to academics, scholars and postgraduate students in the fields of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts and professionals working in education
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