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  • Online Resource  (212)
  • 2005-2009  (212)
  • 2005  (212)
  • Education  (212)
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  • Online Resource  (212)
  • Book  (17)
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  • 2005-2009  (212)
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  • 1
    Online Resource
    Online Resource
    American Indian and Alaska Native children : findings from the base year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (2005)
    Washington, DC : National Center for Education Statistics, U.S. Dept. of Education, Institute of Education Sciences
    Details
    Language: English
    Pages: Online-Ressource (XVI, 73 S.) , graph. Darst.
    Series Statement: E.D. TAB
    Keywords: Indians of North America Statistics ; Education ; United States ; Early childhood education Longitudinal studies ; Statistics ; United States ; Readiness for school Statistics ; United States ; Child care Statistics ; United States ; Educational tests and measurements United States
    Abstract: "This E.D. TAB briefly profiles American Indian and Alaska Native children born in the year 2001. This report focuses on demographic information on the children, specific mental and physical skills, experiences in childcare, and some descriptive information on the percentage of children with fathers in their lives."--Foreword
    URL: Volltext  (kostenfrei)
    URL: Volltext  (kostenfrei)
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    Online Resource
    BSZ
    GBV
  • 2
    Online Resource
    Online Resource
    Adaptations of Euro-Canadian schools to Inuit culture in selected communities in Nunavut (2005)
    Ottawa, Ont. : National Library of Canada
    Details
    ISBN: 0612608352 , 9780612608351
    Language: English
    Pages: Online-Ressource (X, 179 S.)
    Dissertation note: Zugl.: Thunder Bay, Ont., Lakehead Univ., Thesis (M. Ed.), 2001
    Keywords: Inuit Education ; Education
    Note: Includes bibliographical references
    URL: Volltext  (kostenfrei)
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    Online Resource
    BSZ
    GBV
  • 3
    Online Resource
    Online Resource
    Effective Learning and Teaching of Writing : A Handbook of Writing in Education (2005)
    New York, N.Y : Kluwer Academic
    Details
    ISBN: 9781402027390
    Language: English
    Pages: Online-Ressource (X, 670 p, online resource)
    Edition: Second Edition
    Series Statement: Studies In Writing 14
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Effective learning and teaching of writing
    RVK:
    HD 206
    Keywords: Language and education ; Education ; Education ; Language and languages
    Abstract: Effective Learning and Teaching of Writing is a handbook on research on the effective teaching and learning of writing. It is a reference for researchers and educators in the domain of written composition in education. Effective Learning and Teaching of Writing covers all age ranges and school settings and it deals with various aspects of writing and text types. Research methodology varies from experimental studies to reflective classroom practitioners’ research. This new volume in the series Studies in Writing brings together researchers from all kinds of disciplines involved in writing research and countries in their endeavour to improve the teaching of written composition. It is the result of co-operation of researchers all over the world and shows that in spite of the differences in educational regions over the world, research in writing shares similar problems, and tries to find answers, and generate new questions. The body of knowledge in this volume will inspire researchers and teachers to improve research and practice
    Description / Table of Contents: Effective learning and teaching of writing: student involvement in the teaching of writing -- emergent writing in kindergarten and the emergence of the alphabetic principle -- looking at reading and writing through language -- rewriting to introduce punctuation in the second grade: a didactic approach -- contextual factors enhancing cognitive and metacognitive activity during the process of collaborative writing -- Metacognitive regulations, peer interactions and revision of narratives by sixth graders -- The directivity of teacher strategies in collaborative writing tasks -- Making digital annotations using the world wide web -- Popular culture: a resource for writing in secondary English classrooms -- The garden of thought - about writing poems in upper secondary school -- Using a structured writing workshop to help good readers who are poor writers -- Deaf ways of writing narratives: a bilingual approach -- Stylistic imitation as a tool in writing pedagogy -- Improving argumentative writing by fostering argumentative speech -- Monitoring local coherence through bridging integration -- Learning to write instructive texts by reader observation and written feedback -- Learning to read and write argumentative text by observation of peer learners -- The uptake of peer-based intervention in the writing classroom -- Teaching writing: using research to inform practice -- Impact of regular philosophical discussion on argumentative skills: reflection about education in primary schools -- Action research: a study on using an integrative-narrative method to teach l2 writing in a Hong Kong primary school -- Teaching how to write argumentative texts at primary school -- Teaching writing: teaching oral presentation -- Writing to learn: constructing the concept of genre in a writing -- Writing "in your own words": children’s use of information sources in research projects -- Metacognition to learn how to write texts at school and to develop motivation to do it -- Fostering novices’ ability to write informative texts -- Adapting to the classroom setting: new research on teachers moving between traditional and computer classrooms -- Assessment of argumentative writing -- Digital information literacy: teaching students to use the internet in source-based writing -- "Down the plughole": the pitfalls of testing the writing of l2 pupils -- Composing a summary -- Enhancing thinking dispositions through informal writing: Experiences in science classes -- Fostering reflective writing by structuring writing-to-learn tasks -- Reflective writing & reflective thinking: the implications of introducing reflective practice into a professional doctorate programme in pharmacy -- Writing to learn: conducting a process log -- Learning by writing hypertext: a research based design of university courses in writing hypertext -- The effect of student prior experience, attitudes, and approaches on performance in an undergraduate science writing program -- Children’s writing strategies: profiles of writers -- Writing-to-learn and graph-drawing as aids of the integration of text and graphs -- References -- Author index -- Subject index -- List of contributors.
    DOI: 10.1007/978-1-4020-2739-0
    URL: Volltext
    URL: Volltext
    URL: Cover
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    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Dimensionen der Erziehung und Bildung (2005)
    [Erscheinungsort nicht ermittelbar] : Universitätsverlag Göttingen
    Details
    Language: German
    Pages: 1 Online-Ressource
    Keywords: Society & social sciences ; Education ; Philosophy & theory of education
    Abstract: Central historical, biographical and school-related aspects of formation and education are brought together in this work to point to the diversity of educational sciences. Tradition and innovation are recurrent themes in all the articles. As Friedrich Schleiermacher puts it in his understanding of generations as constituent aspect of pedagogy itself: only who fathoms the tradition and who is aware of the tradition will be able to be innovative – and only an innovative person is able to recognize tradition.Central historical, biographical and school-related aspects of formation and education are brought together in this work to point to the diversity of educational sciences. Tradition and innovation are recurrent themes in all the articles. As Friedrich Schleiermacher puts it in his understanding of generations as constituent aspect of pedagogy itself: only who fathoms the tradition and who is aware of the tradition will be able to be innovative – and only an innovative person is able to recognize tradition
    Abstract: Dieser Band vereint zentrale - historische, biographische und schulbezogene - Aspekte der Bildung und Erziehung, die in ihrer Multiperspektivität auf die Vielseitigkeit einer ganzen wissenschaftlichen Disziplin, der Erziehungswissenschaft, verweisen. Tradierung und Innovation sind dabei die begrifflichen Klammern, die die inhaltlich breit gefächerten Beiträge dieses Bandes durchziehen und die mit Friedrich Schleiermachers auf eine offene Zukunft hin ausgelegtes Generationenverständnis als konstitutiv für die Pädagogik selbst gesehen werden können: Nur wer das Tradierte auslotet und mit dem Tradierten vertraut ist, kann innovativ sein - und nur ein innovativer Mensch kann das Tradierte überhaupt erkennen
    Note: German
    URL: OAPEN Library: download the publication
    URL: OAPEN Library: description of the publication
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    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Reviews of National Policies for Education: University Education in Denmark 2005 (2005)
    Paris : OECD Publishing
    Details
    ISBN: 9789264009745
    Language: English
    Pages: Online-Ressource (228 p.)
    Series Statement: Reviews of National Policies for Education
    Parallel Title: Erscheint auch als University education in Denmark
    DDC: 378.489
    RVK:
    DV 2115
    Keywords: Studium ; Hochschule ; Hochschulfinanzierung ; Dänemark ; Education ; Denmark ; Dänemark ; Hochschulbildung ; Tertiärbereich
    Abstract: This OECD Review of the Danish university system examines such aspects as governance, funding, the Research Council System, the Danish knowledge system, the university system itself, universities' interaction with society, and outcomes. It finds that training and research is of high quality, but that the system needs to change in response to rapidly changing demands. A number of recommendations are put forward, particularly in the area of university governance and steering of the system by the government.
    DOI: 10.1787/9789264009745-en
    URL: Volltext
    URL: lizenzpflichtig
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  • 6
    Online Resource
    Online Resource
    From Principles of Learning to Strategies for Instruction : Empirically Based Ingredients to Guide Instructional Development (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387234816
    Language: English
    Pages: Online-Ressource (XXV, 230 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Seidel, Robert J. From principles of learning to strategies for instruction
    RVK:
    CP 5000
    RVK:
    DP 1420
    Keywords: Teachers Training of ; Education ; Education ; Teachers Training of ; Lernpsychologie ; Lernpsychologie
    Abstract: The purpose of this volume is to help educators and training developers to improve the quality of their instruction. Unlike other books, which have appeared so far, this volume is not limited to a particular theoretical position. Nor is it like many of the instructional design texts, which ignore the learning literature. Rather, it draws upon any and all of those research-based principles regardless of learning theory, which suggest heuristics to guide instructional strategies. The approach of the authors is unique in that they develop a framework or model taxonomy for tasks, through which the principles of learning can be related to particular learning processes, suggesting distinctive strategies for specific instructional tasks. The authors present a four-stage model that includes acquisition, automaticity, near term transfer, and far term transfer.
    Description / Table of Contents: TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; INTRODUCTION: OVERVIEW: PRINCIPLES OF LEARNING AND STRATEGIES FOR INSTRUCTION; CHAPTER 1: HEURISTICS AND TAXONOMY; CHAPTER 2: A COGNITIVE DOMAIN EXAMPLE: READING; CHAPTER 3: PSYCHOMOTOR DOMAIN; CHAPTER 4: AFFECTIVE DOMAIN; CHAPTER 5: INTERPERSONAL DOMAIN; CHAPTER 6: SUGGESTIONS FOR THE INTEGRATION OF TECHNOLOGY; CHAPTER 7: SUMMARY; ABOUT THE AUTHORS; INDEX
    Note: Includes bibliographical references and index
    DOI: 10.1007/0-387-23481-0
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Kapitel 2
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  • 7
    Online Resource
    Online Resource
    Exploring Probability in School : Challenges for Teaching and Learning (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387245300
    Language: English
    Pages: Online-Ressource (XVI, 388 p, digital)
    Series Statement: Mathematics Education Library 40
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Exploring probability in school
    RVK:
    SM 619
    Keywords: Distribution (Probability theory) ; Mathematics ; Teachers Training of ; Education ; Education ; Distribution (Probability theory) ; Mathematics ; Teachers Training of ; Aufsatzsammlung ; Mathematikunterricht ; Wahrscheinlichkeitsrechnung ; Mathematikunterricht ; Wahrscheinlichkeitsrechnung ; Mathematikunterricht ; Wahrscheinlichkeitsrechnung
    Abstract: Exploring Probability in School provides a new perspective into research on the teaching and learning of probability. It creates this perspective by recognizing and analysing the special challenges faced by teachers and learners in contemporary classrooms where probability has recently become a mainstream part of the curriculum from early childhood through high school. The authors of the book discuss the nature of probability, look at the meaning of probabilistic literacy, and examine student access to powerful ideas in probability during the elementary, middle, and high school years. Moreover, they assemble and analyse research-based pedagogical knowledge for teachers that can enhance the learning of probability throughout these school years. With the book's rich application of probability research to classroom practice, it will not only be essential reading for researchers and graduate students involved in probability education, it will also capture the interest of educational policy makers, curriculum personnel, teacher educators, and teachers.
    Description / Table of Contents: Introduction; The Nature of Chance and Probability; Towards ""Probability Literacy"" for all Citizens: Building Blocks and Instructional Dilemmas; An Overview of Research into the Teaching and Learning of Probability; Characteristics of Elementary School Students' Probabilistic Reasoning; Combinatorics and the Development of Children's Combinatorial Reasoning; The Probabilistic Reasoning of Middle School Students; How do Teachers Foster Students' Understanding of Probability?; Dealing with Compound Events; How Can Teachers Build Notions of Conditional Probability and Independence?
    Description / Table of Contents: What is the Nature of High School Students' Conceptions and Misconceptions About Probability?Probability and Statistical Inference: How Can Teachers Enable Learners to Make the Connection?; Teaching and Learning the Mathematization of Uncertainty: Historical, Cultural, Social and Political Contexts; Assessing Probabilistic Thinking and Reasoning; Probability in Teacher Education and Development; Reflections
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/b105829
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltstext
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  • 8
    Online Resource
    Online Resource
    Institutional Context of Education Systems in Europe : A Cross-Country Comparison on Quality and Equity (2005)
    Dordrecht : Springer Science + Business Media, Inc
    Details
    ISBN: 9781402027451
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    DDC: 370.94
    RVK:
    MG 10930
    Keywords: Education ; Comparative education ; Schulpflicht ; Privatschule ; Öffentliche Schule ; Education - Europe ; Schools - Europe ; Education and state - Europe ; School management and organization - Europe ; Westeuropa ; Europa ; Schulpflicht ; Privatschule ; Öffentliche Schule ; Internationaler Vergleich
    Abstract: Based on empirical analysis using configuration theory and multi-dimensional scaling, this book provides insight into types of relationships that can be found between groups of countries with certain institutional context features, and into the quality and equity of their education system. In this volume, the authors take up the challenge of considering what a European 'settlement' might look like. In doing so, they take into account worldwide trends and the increasing evidence of convergence across educational systems. The outcomes of comparative analyses seem to suggest that strong education systems in terms of finance, governance and choice could be preferable. To a greater or lesser extent, therefore, all the systems of education currently in use in Europe face some common challenges. The way in which these challenges are addressed will determine the future of these systems. Key elements in the current debate that are considered in greater detail in this volume include changing views on (a) centre-local relations with signs of an increasing commitment to decentralisation as a guiding principle for developing school governance, (b) school autonomy which is now increasingly regarded as the engine-room for school improvement, especially in relation to sustaining it, and (c) the celebration of community and school choice as a means of securing higher levels of parental involvement. This volume will be of interest to researchers and practitioners working in education, educational research and sociology of education. It will also be of relevance to those interested in the comparison of various education systems and in governance, funding of education and school choice.
    Description / Table of Contents: Institutional Contexts and Effectiveness of Schooling; Selection and Definition of Indicators; Country Reports: Education Systems in Europe; Quality and Equity of European Education; Configurations of Institutional Contexts; Reflections and Explanations; Summary and Implications for Worldwide Education;
    Note: Description based upon print version of record
    DOI: 10.1007/1-4020-2745-1
    URL: Volltext  (lizenzpflichtig)
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  • 9
    Online Resource
    Online Resource
    Upon What Does the Turtle Stand? : Rethinking Education for the Digital Age (2005)
    Dordrecht : Springer Science + Business Media, Inc
    Details
    ISBN: 9781402027994
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.334
    RVK:
    DP 2580
    RVK:
    DP 2600
    Keywords: Education ; Education Philosophy ; Bildung ; Internet ; Aufsatzsammlung
    Abstract: " The societal changes engendered by the rapid technological advances of the past century underline more than ever the crucial need to reflect on the future of our educational systems. Information and Communication Technologies (ICT) have completely modified our living, working, spending and leisure patterns, but do they also offer the very opportunity that we, as citizens, parents, teachers and politicians, have been seeking to ensure that children all over the world have access to an education that will enable them to become masters of their own lives? ""Upon What Does the Turtle Stand?"" attempts to answer this question by: examining the social aims underlying ICT integration in education, providing readers with a broad overview of the subject, underlining similarities and differences, points of accord and of conflict in implementation strategies and approaches, presenting the issue from the standpoint of highly experienced experts in the field, enabling readers to perceive more clearly the fundamental aims and values upon which ""The Turtle Stands"". This publication offers a wealth of information to researchers, academics, university lecturers, students, teacher trainers and trainees, educationalists and policy makers in their quest to define the rightful role of ICT in education."
    Description / Table of Contents: Preliminaries; CONTENTS; Introduction; Other Asian Countries; Society in Developing Countries; The Turtle Stands on the Basis of an Emerging Educational Paradigm; Portable Computing Challenges Schooling; Thus Spake Venitia; Professional Development for Teachers and Quality in School Education; Literacy or the Art of Integration; Recreation; What Kind of Technologies for What Kind of Education; Policy Practice and the Space in Between; Why Should Children Go to School; Digital Inclusion in Brazil; Towards a New Canon in Education; Visions Values Technologies and Schools
    Description / Table of Contents: About the Contributors
    Note: Description based upon print version of record , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-2799-0
    URL: Volltext  (lizenzpflichtig)
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  • 10
    Online Resource
    Online Resource
    Teaching about Technology : An Introduction to the Philosophy of Technology for Non-philosophers (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402034107
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Science & Technology Education Library 27
    DDC: 601
    RVK:
    DP 4600
    RVK:
    CC 8700
    Keywords: Education ; Teachers Training of ; Lehrbuch ; Technikphilosophie
    Abstract: Teaching about technology, at all levels of education, can only be done properly when those who teach have a clear idea about what it is that they teach. In other words: they should be able to give a decent answer to the question: what is technology? In the philosophy of technology that question is explored. Therefore the philosophy of technology is a discipline with a high relevance for those who teach about technology. Literature in this field, though, is not always easy to access for non-philosophers. This book provides an introduction to the philosophy of technology for such people. It offers a survey of the current state-of-affairs in the philosophy of technology, and also discusses the relevance of that for teaching about technology. The book can be used in introductory courses on the philosophy of technology in teacher education programs, engineering education programs, and by individual educators that are interested in the intriguing phenomenon of technology that is so important in our contemporary society.
    Note: Includes bibliographical references (p. 145-160) and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3410-5
    URL: Volltext  (lizenzpflichtig)
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  • 11
    Online Resource
    Online Resource
    Applied Rasch Measurement: A Book of Exemplars : Papers in Honour of John P. Keeves (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402030765
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 4
    DDC: 370
    Keywords: Comparative Education ; Education ; Distribution (Probability theory)
    Abstract: This volume presents applications of the Rasch method to the real world measurement problems encountered by graduate students and other researchers. It includes an introductory section written by leaders and pioneers in the field in which the theory of the model is outlined succinctly. The major part of the book is devoted to research problems that have been addressed by a variety of applications of the Rasch measurement model using commonly available Rasch analysis programs. These examples will provide models and guidance for both researchers and students who are learning to apply the Rasch method. Each chapter outlines the research problem, describes the data used in the analysis, and presents the results of the analyses along with their interpretation. Data sets, command files and output files are available from a website for students and researchers who wish to work through any example in detail. The volume concludes with an exploration of some important extensions of the model to more complex research problems and data structures. Information about the common Rasch analysis programs is presented by their developers along with URLs for locations from which trial/demo/student versions of these programs can be downloaded.
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3076-2
    URL: Volltext  (lizenzpflichtig)
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  • 12
    Online Resource
    Online Resource
    The Professoriate : Profile of a Profession (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402033834
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Higher Education Dynamics 7
    DDC: 378.12
    RVK:
    AL 31600
    RVK:
    AL 32600
    RVK:
    CW 5500
    RVK:
    MS 5200
    Keywords: Education ; Comparative Education ; Education and state ; Education, Higher ; Aufsatzsammlung ; Hochschulunterricht ; Internationaler Vergleich
    Abstract: This indispensable guide provides a unique insight into the academic profession at a time of major change. It is organized both thematically and geographically with attention given to regions rarely covered, such as China and Latin America. For the first time, here is a book that critically assesses the condition of the professoriate at a time of momentous change when the profession is fracturing along fault lines.
    Abstract: This volume provides a unique insight into the academic profession at a time of major change. It is organized both thematically and geographically with attention given to regions rarely covered, such as China and Latin America. For the first time, here is a book that critically assesses the condition of the professoriate at a time of momentous change. The profession is fracturing along fault lines associated with gender, tenure, age, rank and system and institutional status. Globalization is also re-shaping the world of higher education, including academic work practices. This book draws upon a major international study of the academic profession, as well as upon new data. Both thematic treatments and case studies of the academic profession in various parts of the world present challenging insights into the tensions in the profession, as well as some of the aspects that, despite all the changes, bind academics in very different institutions and systems, together. Researchers, planners, students and national and international agencies concerned with the changing world of higher education, will find this book an indispensable guide to understanding the forms and directions of change in the professoriate, as well as some of the continuities.
    Description / Table of Contents: Challenge and Change: The Academic Profession in Uncertain Times; Globalisation's Impact on the Professoriate in Anglo-American Universities; Academics and Institutional Governance; Faculty Perceptions of University Governance in Japan and the United States; From Peregrinatio Academica to Global Academic: The Internationalisation of the Profession; Academics' View of Teaching Staff Mobility; How Satisfied Are Women and Men with Their Academic Work?; Academic Work Satisfaction in the Wake of Institutional Reforms in Australia
    Description / Table of Contents: Academic Challenges: The American Professoriate in Comparative PerspectiveImprove Teaching Methods or Perish; The Chinese Professoriate in Comparative Perspective; The Academic Profession in Hong Kong; Conclusion: New Millennium, New Milieu?
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3383-4
    URL: Volltext  (lizenzpflichtig)
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  • 13
    Online Resource
    Online Resource
    Meeting Basic Learning Needs in the Informal Sector : Integrating Education and Training for Decent Work, Empowerment and Citizenship (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402034275
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Technical and Vocational Education and Training: Issues, Concerns and Prospects 2
    DDC: 371.38
    RVK:
    DL 4000
    Keywords: Education ; Education and state ; Antineoplastic Agents therapeutic use ; Neoplasms drug therapy
    Abstract: This anthology brings together basic facts and features about basic learning needs and skills of people working and living in the informal economy and presents case studies from different countries examining educational and training strategies for meeting these learning needs. It portrays the grave problems facing educational and training systems vis-á-vis informal sector workers, even as they look at holistic solutions that take into account principles of lifelong learning and innovations in informal, non-formal and formal adult learning, and show a growing awareness that education is a human right of fundamental significance to promoting decent work and humane living conditions. The size, diversity, and the strength and sheer tenacity of workers and owners in the informal sector as well as the stress on globalisation and technological changes have combined to bring about a reappraisal of the links between education and training and the informal labour market. The book looks at the interlinkages between EFA and work and takes the stance that promoting the right to basic education is crucial for overcoming oppression and indecent working conditions. Basic education in its current state is not imparting the necessary skills for entry to the labour market. In view of this gap, the case studies pose the crucial question of what essential skills and which basic learning needs have to be addressed for productive and decent work. Although this book mainly provides cases of learning programmes for the informal economy in countries in South Asia, Latin America and Egypt, the lessons learnt have much to offer to researchers, policy makers and practitioners working in other parts of the world.
    Description / Table of Contents: Introduction; Schooling and Basic Skills: Training Programmes and Challenges in the Informal Sector: Latin America; Informal Learning and the Role of Social Movements; The Informal Sector: Non-Formal Education Settings for Working Children; Institutional Support Structures and Modes of Skills Transmission; Gender and the Informal Economy in Latin America: New Challenges and Possible Answers for Labour Training Policies; Trade Unions and Adult Learning for Women Construction Workers in the Informal Sector; Skills Formation for the Informal Sector in Bangladesh: A Strategic Framework
    Description / Table of Contents: Training and Skills Development for Decent Work in the Informal Sector: Case Studies from South IndiaEducation, Training and Skills Formation for Decent Work in the Informal Sector: Case Studies from Northern India; Educational Reform for Linking Skills Development with Employment in Nepal; Training in Modest Housing Construction for Those Who Need it Most: An Example from Nicaragua
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3427-X
    URL: Volltext  (lizenzpflichtig)
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  • 14
    Online Resource
    Online Resource
    The Inclusion of Other Women : Breaking the Silence through Dialogic Learning (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402036811
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Lifelong Learning Book Series 4
    DDC: 374.0082
    RVK:
    DW 1500
    Keywords: Education ; Social sciences ; Erwachsenenbildung ; Frau ; Lebenslanges Lernen ; Frau
    Abstract: "The Inclusion of Other Women brings together insights and narratives of three women, of European, Arab and of Romà descent, who address issues of feminism and social inclusion within the framework of adult education and learning. The authors discuss the experiences of the ""other women"": non-academic women who have been historically silenced from the feminist mainstream discourse and are now claiming their voice. This volume provides a rigorous theoretical analysis of feminist thought and real women's lives, drawing the connection between marginalized women's social participation, dialogically oriented adult education and solidarity, as key elements in the creation of personal meaning and social transformation. Grounded in a dialogic educational perspective, the authors' insightful work and the voices of the ""other women"" make this a highly unique, engaging, accessible reading experience. This book will prove of great value to professors, researchers, graduate students, teachers and teacher trainers with a strong interest in Adult Education, Lifelong Learning and Women's Studies."
    Description / Table of Contents: From Imposition to Negotiation and Consensus; From Academic Feminism (of the élite) to Universal Feminism (for All); We are Women for Transformation, We are not Women for Accommodation; Creation of Meaning Through Lifelong Learning; From Competition to Complexity: Solidarity; The Equal Right to be Different
    Note: Includes bibliographical references (p. 177-185) and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3681-7
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  • 15
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    Accreditation and Evaluation in the European Higher Education Area (2005)
    Dordrecht : Springer Science + Business Media, Inc
    Details
    ISBN: 9781402027970
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Dordrecht Springer Science + Business Media, Inc 2005 Springer-11648
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Higher Education Dynamics 5
    RVK:
    DF 2609
    RVK:
    DV 3000
    Keywords: Assessment, Testing and Evaluation ; Comparative Education ; Education ; Education (general) ; Aufsatzsammlung ; Evaluation ; Akkreditierung ; Höheres Bildungswesen
    Abstract: This volume presents a rich account of the development of accreditation and evaluation in 20 European countries. The authors are leaders in the field and they have cooperated in this effort by writing richly different, often deep and insightful analyses of the situation in their country. The two editors have added a synopsis detailing the main trends, and sketching commonalities as well as contrasts in the developments across Europe. The book shows how accreditation is becoming a main mechanism in the steering of higher education all over Europe. The book is unique in its analysis of forces driving towards the spread of different models of accreditation in the emerging European Higher Education area. Readers will obtain an up-to-date picture of the state of affairs of accreditation in the framework of evaluation activities in Europe. They will gain an understanding of why accreditation and evaluation systems have evolved the way they have, and subsequently, they will obtain more realistic views on potentialities for European comparability and cooperation in this area.
    DOI: 10.1007/1-4020-2797-4
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  • 16
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    Critical Graphicacy : Understanding Visual Representation Practices in School Science (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402033766
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Science & Technology Education Library 26
    DDC: 371.3
    RVK:
    DP 1200
    Keywords: Education ; Science Study and teaching ; Unterricht ; Sachverhalt ; Veranschaulichung
    Abstract: This book explores reading and interpretation practices related to visual materials - here referred to as inscriptions - that accompany texts. Guiding questions include: 'What practices are required for reading inscriptions?' and 'Do textbooks allow students to develop graphicacy skill required to critically read scientific texts?' The book reveals what it takes to interpret, read, and understand visual materials, and what it takes to engage inscriptions in a critical way.
    Abstract: School science is dominated by textbook-oriented approaches to teaching and learning. Some surveys reveal that students have to read, depending on academic level, between ten and thirty-six pages per week from their textbook. One therefore has to ask, To what degree do textbooks introduce students to the literary practices of their domain? Few studies have addressed the quality of science curriculum materials, particularly textbooks, from a critical perspective. In this light, we are concerned in this book with better understanding the reading and interpretation practices related to visual materials - here referred to as inscriptions - that accompany texts. Our overarching questions included: What practices are required for reading inscriptions? and Do textbooks allow students to develop levels of graphicacy required to critically read scientific texts? Some of the more specific questions included: What are the practices of relating inscriptions, captions, and main text?, and What practices are required to read inscriptions in school textbooks? That is, we are interested not only in understanding what it takes to interpret, read, and understand visual materials (i.e., inscriptions), but also in understanding what it takes to engage inscriptions in a critical way. It is only when citizens can critically engage with language (texts, speech) and inscriptions that they become knowledgeable users of television, newspapers, and magazines, who can choose or leave aside particular expressions as part of the particular politics that they participate in.
    Description / Table of Contents: Toward a critical graphicacy; The work of reading graphs; Graphicacy and context; Photographs in biology texts; Graphicacy in lectures; Interpretive graphicacy in practice; Layered inscriptions: what does it take to get their point?; Semiotics of chemical inscriptions; Reading layered, dynamic inscriptions; Epilogue: steps toward critical graphicacy
    Note: Includes bibliographical references (p. 273-277) and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3376-1
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  • 17
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    New Paradigm for Re-engineering Education : Globalization, Localization and Individualization (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402036200
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 6
    DDC: 370.99
    Keywords: Education ; Comparative Education
    Abstract: "In response to the challenges of globalization and local development, educational reforms are inevitably becoming one of the major trends in the Asia-Pacific Region or other parts of the world. Based on the most recent research and international observations, this book aims to present a new paradigm including various new concepts, frameworks and theories for reengineering education. It can provide educators, school leaders and practitioners, educational officials, change agents, researchers, and policy-makers with a comprehensive new perspective to implement educational reforms, enhance leadership, and change school management in a context of globalization, localization and individualization. This book has 21 chapters in three sections. Section I ""New Paradigm of Educational Reform"" containing eight chapters, illustrates the new paradigm and frameworks of reengineering education, fostering human development and analysing reform policies and also discusses the trends and challenges of educational reforms in the Asia-Pacific Region. Section II ""New Paradigm of Educational Leadership"" with five chapters aims to elaborate how the nature, role and practice of school leadership can be transformed towards a new paradigm and respond to the three waves of education reforms. Section III ""Reengineering School Management for Effectiveness"" with eight chapters aims to provide various practical frameworks for reengineering school management processes and implementing changes in school practices."
    Description / Table of Contents: Introduction; New Paradigm for Education Reforms: Globalization, Localization, and Individualization; Three Waves of Education Reform: Internal, Interface, and Future; Fostering Local Knowledge and Human Development in Globalization of Education; A Theory of Self-learning in a Networked Human and IT Environment; Economic Considerations in Education Reforms and Policymaking; A Comprehensive Framework for Analysis of Education Reform Policy; Education Reforms in the Asia-Pacific Region: Trends, Challenges, and Research; Education Reforms Towards the Third Wave: The Case of Hong Kong
    Description / Table of Contents: New Paradigm of School LeadershipSchool Leadership and Three Waves of Education Reforms; Leadership for Strategic Management and Action Learning; Leadership and School Performance; Characteristics of Principals' Leadership and Influence of Societal Culture; Evaluating School Effectiveness; Monitoring Education Quality at Multi-levels; Studying Cultural Factors in Educational Effectiveness; Managing Teacher Effectiveness; Implementing Multi-level Self-management in Schools; Reengineering Total Home-school Partnership; Managing Parental Involvement in Education with a New Framework
    Description / Table of Contents: Managing School Crisis with Multiple Perspectives
    Note: Includes bibliographical references , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3620-5
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  • 18
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    International Handbook on Globalisation, Education and Policy Research : Global Pedagogies and Policies (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402029608
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 379.9
    RVK:
    DI 1000
    Keywords: Comparative Education ; Education ; Education and state ; Vergleichende Erziehungswissenschaft ; Bildungspolitik ; Globalisierung ; Bildungspolitik ; Bildungsreform ; Globalisierung ; Kulturvergleich
    Abstract: The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and implementation, and provide a useful synthesis of the education policy research conducted in different countries, and practical implications. The Handbook, by focusing on such issues as - the OECD (2001) model of the knowledge society, and associated strategic challenge and 'deliverable goals' (OECD 2001:139)- UNESCO-driven lifelong learning paradigm, and its relevance to education policy makers, globally - different models of policy planning, and equity questions that are raised by centralization/decentralization, diversity/uniformity and curriculum standardization issues - the 'crises' of educational quality, the debate of standards and excellence, and good and effective teaching. - will contribute to a better and more holistic understanding of the education policy and research nexus, offering possible strategies for the effective and pragmatic policy planning and implementation at the local, regional and national levels.
    Description / Table of Contents: Preliminaries; TABLE OF CONTENTS; FOREWORD; PREFACE; ACKNOWLEDGEMENTS; OVERVIEW AND INTRODUCTION; Globalisation, Education and Policy Research; Globalisation and Higher Education; Globalisation, Education Policy and Change; Policy Issues: Gender, Equity, Minorities, and Human Rights; Education, Policy, and Curricula Issues; Curriculum and Policy Change; Globalisation, Education Policy and Reform: Changing Schools; Curriculum in the Global Culture; Index of Names; Index of Subjects
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-2960-8
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  • 19
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    Making a Difference in Teacher Education Through Self-Study : Studies of Personal, Professional and Program Renewal (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402035289
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Self Study of Teaching and Teacher Education Practices 2
    DDC: 370.711
    RVK:
    DN 7502
    Keywords: Education ; Curriculum planning ; Teachers Training of ; Aufsatzsammlung ; Lehrerbildung ; Selbsttätigkeit ; Lehrerfortbildung ; Selbsttätigkeit
    Abstract: * examples of research conducted on 15 different teacher education programs* the impact the research had on the development of the program is included* the text systematically describes 15 teacher education programs* engaging stories of teacher educators working to renew their programs* The studies include a description of the research methodology used
    Abstract: Making a difference in Teacher Education through Self-Study: Studies of Personal, Professional, and Program Renewal describes the systematic efforts of committed and creative teacher educators to improve their teacher education programs. It describes the accomplishments of individuals (and in part the programs in which they work) who have overcome many of the hurdles teacher educators typically face. These individuals have made a difference in the lives of their students, their colleagues, and many classroom teachers. The book presents research on 15 different teacher education programs and describes individual renewal efforts. The stories - including both the successes and challenges - are inspiring and informative. In this age of accountability these teacher educators have used a range of research methods to gather data on their work and in turn used it to guide future decisions. The text includes examples of both large scale research and individual efforts. The common thread among the authors is a commitment to 'walking the talk'.
    Description / Table of Contents: How 20 Years of Self-Study Changed My Teaching; From the Inside Out and the Outside In; Using an Existential Form of Reflection to Understand My Transformation as a Teacher Educator; Exploring the Concept of Dialogue in the Self-Study of Teaching Practices; Transformation Through Self-Study; From Self-Study to Collaborative Self-Study to Collaborative Self- Study of Collaboration; Is Virtual Teaching, Real Teaching?; In My Own Handwriting; Theater of the Oppressed as an Instructional Practice; Spheres of Learning in Teacher Collaboration; Through a Murky Mirror; Unsquaring Teacher Education
    Description / Table of Contents: Learning About TeachingCourse Assignments for Self and Program Renewal; The Impact of a Preservice Teacher Education Program on Language Arts Teaching Practices
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3528-4
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  • 20
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    Navigating Numeracies : Home/School Numeracy Practices (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402036774
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Multiple perspectives on attainment in numeracy
    DDC: 372.72
    Keywords: Education ; Mathematics ; Teachers Training of ; Mathematikunterricht ; Rechenfähigkeit
    Abstract: Aims to further understanding of why some pupils have low achievement in numeracy in the school context. This book examines this by a relatively original view that focuses on numeracy as a social practice. It is useful for policy, practice and further research into the teaching and learning of mathematics in schools
    Description / Table of Contents: Preliminaries; CONTENTS; Chapter 1: Explanations for low achievement class poverty ethnicity; Chapter 2: Theoretical Positions; Chapter 3: Methodology; Chapter 4: Children Case Studies; Chapter 5: School Case Studies; Chapter 6: Numeracy Practices at School; Chapter 7: Numeracy Practices at Home; Chapter 8: Numeracy Practices; Chapter 9: Conclusion; APPENDICES; References; Index
    Note: Includes bibliographical references (p. 207-213) and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3677-9
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  • 21
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    Teacher Professional Development in Changing Conditions (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402036996
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 370.71
    RVK:
    DN 7500
    Keywords: Education ; Teachers Training of ; Lehrerfortbildung
    Abstract: This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching (ISATT). Part 1 presents the five keynote addresses of the conference, while Parts 2 through 4 present selected papers related to each of three sub-themes: knowledge construction and learning to teach, perspectives on teachers' personal and professional lives, and teachers' workplace as context for learning. The chapters in this book provide an array of approaches to understanding the process of teacher learning within the current context of the changing workplace environment. They also provide an important international perspective on the complex issues revolving around the international educational reform movement. Basically, they show how teachers' workplace (inside and outside schools) are more than ever subject to continuous change and that, subsequently, standards for teaching must be flexible to these changing conditions. This asks for a redefinition of teacher professionalism in which the role of context in teacher learning is emphasized as well as the improvement of the quality of teacher thinking and learning. Related to the ever-changing context of teaching, a dynamic approach to teaching and teacher learning is required, in which identity development is crucial. Researchers have an important role to play in revealing and explaining how teachers can build their professional identity, through self-awareness and reflection, in the ever-changing educational contexts throughout the world.
    Note: Includes bibliographical references , This book presents some highlights from the deliberations of the 2003 conference of the International Study Association on Teachers and Teaching , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3699-X
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  • 22
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    The Pendulum : Scientific, Historical, Philosophical and Educational Perspectives (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402035265
    Language: English
    Pages: Online-Ressource (VII, 542 S.) , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Parallel Title: Druckausg. Matthews, Michael R., 1948 - The Pendulum
    DDC: 507.1
    RVK:
    UF 1950
    RVK:
    NU 2000
    Keywords: Education ; Mathematics ; Science Study and teaching ; Teachers Training of ; Mechanics ; Physics History ; Pendel
    Abstract: The pendulum is a universal topic in primary and secondary schools, but its full potential for learning about physics, the nature of science, and the relationships between science, mathematics, technology, society and culture is seldom realised. Contributions to this 32-chapter anthology deal with the science, history, methodology and pedagogy of pendulum motion. There is ample material for the richer and more cross-disciplinary treatment of the pendulum from elementary school to high school, and through to advanced university classes. Scientists will value the studies on the physics of the pendulum, historians will appreciate the detailed treatment of Galileo, Huygens, Newton and Foucault's pendulum investigations, psychologists and educators will learn from the papers on Piaget, teachers will welcome the many contributions to pendulum pedagogy. All readers will come away with a new awareness of the importance of the pendulum in the foundation and development of modern science, and for its centrality in so many facets of society and culture.
    Description / Table of Contents: The Pendulum: Its Place in Science, Culture and Pedagogy; The Pendulum in the 21st Century-Relic or Trendsetter; The Pendulum: A Paradigm for the Linear Oscillator; Introduction to the Treatment of Non-Linear Effects Using a Gravitational Pendulum; Experimental Control of Simple Pendulum Model; Soup-can Pendulum; What Makes the Foucault Pendulum Move among the Stars?; Galileo and the Pendulum: Latching on to Time; The Treatment of Cycloidal Pendulum Motion in Newton's Principia; Pendulums, Pedagogy, and Matter: Lessons from the Editing of Newton's Principia
    Description / Table of Contents: The Treatment of the Motion of a Simple Pendulum in Some Early 18th Century Newtonian TextbooksNewton's Path to Universal Gravitation: The Role of the Pendulum; Léon Foucault: His Life, Times and Achievements; The Pendulum: From Constrained Fall to the Concept of Potential; Idealisation and Galileo's Pendulum Discoveries: Historical, Philosophical and Pedagogical Considerations; Pendula, Models, Constructivism and Reality; The Poet and the Pendulum; Methodology and Politics: A Proposal to Teach the Structuring Ideas of the Philosophy of Science through the Pendulum
    Description / Table of Contents: Degree of Influence on Perception of Belief and Social Setting: Its Relevance to Understanding Pendulum MotionPiaget and the Pendulum; What the Pendulum Can Tell Educators about Children's Scientific Reasoning; Pendulum Phenomena and the Assessment of Scientific Inquiry Capabilities; Roles of Abductive Reasoning and Prior Belief in Children's Generation of Hypotheses about Pendulum Motion; Types of Two-Dimensional Pendulums and Their Uses in Education; The Pendulum as a Vehicle for Transitioning from Classical to Quantum Physics: History, Quantum Concepts, and Educational Challenges
    Description / Table of Contents: Analyzing Dynamic Pendulum Motion in an Interactive Online Environment Using FlashPendulum Activities in the Israeli Physics Curriculum: Used and Missed Opportunities; The Pendulum as Presented in School Science Textbooks of Greece and Cyprus; The Public Understanding of Pendulum Motion: From 5 to 88 Years Old; Using Excel to Simulate Pendulum Motion and Maybe Understand Calculus a Little Better; Teaching Cultural History from Primary Events; Pendulums in The Physics Education Literature: A Bibliography
    Note: Includes bibliographical references and indexes , Partly reprinted from Science & Education Vol 13, nos. 4-5 and 7-8 , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3526-8
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  • 23
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    Vocationalisation of Secondary Education Revisited (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402030345
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: UNESCO-UNEVOC Book Series Technical and Vocational Education and Training: Issues, Concerns and Prospects 1
    DDC: 370.11/3
    Keywords: Education ; Education and state
    Abstract: implementation stages of vocational policies is dif?cult to ?nd.
    Abstract: "The book is a cutting-edge contribution to the debate which has occurred for some time on the pros and cons of secondary education becoming more closely and explicitly related to preparing young people for the world of work. The book provides concrete examples of the vocationalisation of secondary education, with particular reference to the situation in Africa. The book appears in the Springer book series on ""Technical and Vocational Education and Training: Issues, Concerns and Prospects"" and complements the ""International Handbook of Technical and Vocational Education and Training"" and other publications in the ""International Library of TVET"" all of which are publications of the 'UNESCO-UNEVOC International Centre for TVET' in Bonn, Germany."
    Description / Table of Contents: Vocationalised Secondary Education Revisited; Setting the Context: An Overview of Secondary Education Reform with Particular Reference to the Asia-Pacific Region; Promise and Performance in Vocationalised Secondary Education: Has the Baby Been Thrown Out with the Bath Water?; Pre-vocational Secondary Education in Botswana; Vocationalisation of Secondary Education in Ghana; Vocationalisation of Secondary Education: Kenya Case Study; Technical and Vocational Education and Training in Mozambique: Better than Its Reputation; Economic Returns to Vocational Courses in U.S. High Schools
    Note: Includes bibliographical references , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3034-7
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  • 24
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    Reform and change in higher education : analysing policy implementation (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402034114 , 1402034113
    Language: English
    Pages: Online-Ressource (361 Seiten) , Illustrationen
    Edition: Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Higher education dynamics Volume 8
    Series Statement: Higher education dynamics
    Parallel Title: Print version Reform and Change in Higher Education : Analysing Policy Implementation
    DDC: 379.1214
    RVK:
    AL 19700
    RVK:
    AL 50000
    Keywords: Education ; Comparative Education ; Education and state ; Konferenzschrift 2003 ; Hochschulreform
    Abstract: This volume offers a comprehensive discussion of implementation analysis in higher education and an extensive review of relevant recent literature. Coverage analyzes the effective and specific complexities of the implementation of higher education policies in several countries, including: Australia, Austria, Finland, Italy, Mexico, the Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the United Kingdom, and the United States.
    Abstract: Starting from the now classical book by Ladislav Cerych and Paul Sabatier (1986), the editors present a critical appreciation of that initial work and a review and critical appraisal of current empirical policy research in higher education. In the second part, a set of chapters analyses the effective and specific complexities of the implementation of higher education policies in several countries, offering a wide variety of situations both in terms of duration of implementation, legal objectives, adequacy of causal theories underlying the reforms, adequacy of financial resources and degree of commitment of the main actors of the process. Some of these chapters use alternative theoretical frameworks developed since the 1986 Cerych and Sabatier theorization to interpret the empirical results, and some national cases do not fall within the scope of Cerych and Sabatier s analysis. The national case studies are: Australia (2), Austria, Finland, Italy, Mexico, The Netherlands, Norway, Portugal, Spain, South Africa, Sweden, the UK and the USA.
    Note: This book contains some of the contributions made to the 2003 Conference of the Consortium of Higher Education Researchers
    DOI: 10.1007/1-4020-3411-3
    URL: Volltext
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  • 25
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    Governing Knowledge : A Study of Continuity and Change in Higher Education A Festschrift in Honour of Maurice Kogan (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402035043
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Higher Education Dynamics 9
    DDC: 378
    RVK:
    AL 40000
    RVK:
    DM 1000
    RVK:
    AL 11800
    Keywords: Comparative Education ; Education ; Education and state ; Education, Higher ; Studium ; Governance ; Kogan, Maurice 1930-
    Abstract: " In this book, an international group of leading higher education researchers draw on a wealth of social theory and comparative, empirical research to analyse current developments and their implications. Different contributions focus on different levels of higher education, the system, the institution and the academic practitioner, in different national and international contexts. However, strong common themes bind these contributions together. They include not only the significance of massification, globalisation, neo-liberalism and managerialism for the governance of higher education, its knowledge and values, but also the complexities of change processes, the importance of context and history and the strength of the stabilities that remain.The inspiration for this work comes from the career and personal influence of an individual scholar, Maurice Kogan. A central feature of his work has been empirically grounded analysis of interconnections between knowledge, values, authority and power and how these are reflected in institutional structures and individual practices. As a historian as well as a political scientist, he has always insisted on locating contemporary developments in a longer term perspective. This volume is for researchers in higher education studies, students in postgraduate courses in higher education policy and management, higher education policy makers in national and international organisations, higher education institutional leaders, senior academics, managers and administrators. Professor Teboho Moja, New York University, USA: ""It will be an invaluable resource inter alia for higher education students, scholars, and institutional leadership."" ""The book could provide a major contribution to the field of higher education because of the different perspective different authors present and an array of issues as well as frameworks to discuss them.""""This book is bound for the desktops instead of the bookshelves of administrators, researchers, and graduate students. It is likely to be used time and again as readers explore new ways to transform education systems or institutions, meet their needs for program improvement, policy development, and general research. I expect that most readers will weave through the chapters (...) on an as-needed basis, until they have engaged all its excellent content."""
    Description / Table of Contents: Introduction; Distinctive Local Continuities Amidst Similar Neo-Liberal Changes: The Comparative Importance of the Particular; Higher Education in Times of Discontent?; Reform and Transformation Following Regime Change; Change or Continuity in Higher Education Governance?; The Governance and Management of Student Learning in Universities; New Patterns of Diversity in Higher Education: Towards a Convergent Knowledge; The Organisation of Knowledge: Imperatives for Continuity and Change in Higher Education; The Endurance of the Disciplines; Academic Identity and Autonomy Revisited.
    Note: Festschrift , Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3504-7
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  • 26
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    Visualization in Science Education (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402036132
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Models and Modeling in Science Education 1
    DDC: 507.1
    RVK:
    DP 4600
    Keywords: Education ; Science Study and teaching ; Naturwissenschaftlicher Unterricht ; Aufsatzsammlung
    Abstract: This book addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems. It is the first book specifically on visualization in science education. The book draws on the insights from cognitive psychology, science, and education, by experts from five countries. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages.
    Abstract: 'Visualization in Science Education' draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages, especially in chemistry. The first section explores the significance and intellectual standing of visualization. The second section shows how the skills of visualization have been developed practically in science education. This is followed by accounts of how the educational value of visualization has been integrated into university courses in physics, genomics, and geology. The fourth section documents experimental work on the classroom assessment of visualization. An endpiece summarises some of the research and development needed if the contribution of this set of universal skills is to be fully exploited at all levels and in all science subjects.
    Description / Table of Contents: Introduction; Visualization: A Metacognitive Skill in Science and Science Education; Prolegomenon to Scientific Visualizations; Mental Models: Theoretical Issues for Visualizations in Science Education; A Model of Molecular Visualization; Leveraging Technology and Cognitive Tehory on Visualization to Promote Students' Science; Teaching and Learning with Three-dimensional Representations; Students Becoming Chemists: Developing Representationl Competence; Imagery in Physics Learning - from Physicists' Practice to Naive Students' Understanding; Imagery in Science Learning in Students and Experts
    Description / Table of Contents: Learning Electromagnetism with Visualizations and Active LearningVisualizing the Science of Genomics; Visualization in Undergraduate Geology Courses; Evaluating the Educational Value of Molecular Structure Representations; Assessing Learning from the Use of Multimedia Chemical Visualiztion Software; Endpiece: Research and Development on Visualization in Science Education
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3613-2
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    Research and the Quality of Science Education (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402036736
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 507.1
    RVK:
    DF 2500
    Keywords: Education ; Curriculum planning ; Science Study and teaching ; Teachers Training of ; Konferenzschrift 2003 ; Forschung ; Naturwissenschaftliche Bildung ; Forschung ; Naturwissenschaftlicher Unterricht
    Abstract: In August 2003 over 400 researchers in the field of science education from all over the world met at the 4th ESERA conference in Noordwijkerhout, The Netherlands. During the conference 300 papers about actual issues in the field, such as the learning of scientific concepts and skills, scientific literacy, informal science learning, science teacher education, modeling in science education were presented. The book contains 40 of the most outstanding papers presented during the conference. These papers reflect the quality and variety of the conference and represent the state of the art in the field of research in science education.
    Description / Table of Contents: Preliminaries; TABLE OF CONTENTS; 1: THE QUALITY OF SCIENCE EDUCATION; 2: SCIENCE CURRICULUM INNOVATION; 3: SCIENCE TEACHER EDUCATION; 4: TEACHING-LEARNING SEQUENCES IN SCIENCE EDUCATION; 5: TEACHING THE NATURE OF SCIENCE; 6: MODELS, MODELLING AND ANALOGIES IN SCIENCE EDUCATION; 7: DISCOURSE AND ARGUMENTATION IN SCIENCE EDUCATION; 8: TEACHING AND LEARNING SCIENTIFIC CONCEPTS; NAME INDEX
    Note: Selection of papers presented at the 4th conference organized by the European Science Education Research Association (ESERA) , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3673-6
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    Beyond Cartesian Dualism : Encountering Affect in the Teaching and Learning of Science (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402038082
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Science & Technology Education Library 29
    DDC: 507.1
    Keywords: Education ; Science Study and teaching ; Teachers Training of
    Abstract: There is surprisingly little known about affect in science education. Despite periodic forays into monitoring students' attitudes-toward-science, the effect of affect is too often overlooked. Beyond Cartesian Dualism gathers together contemporary theorizing in this axiomatic area. In fourteen chapters, senior scholars of international standing use their knowledge of the literature and empirical data to model the relationship between cognition and affect in science education. Their revealing discussions are grounded in a broad range of educational contexts including school classrooms, universities, science centres, travelling exhibits and refugee camps, and explore an array of far reaching questions. What is known about science teachers' and students' emotions? How do emotions mediate and moderate instruction? How might science education promote psychological resilience? How might educators engage affect as a way of challenging existing inequalities and practices? This book will be an invaluable resource for anybody interested in science education research and more generally in research on teaching, learning and affect. It offers educators and researchers a challenge, to recognize the mutually constitutive nature of cognition and affect.
    Description / Table of Contents: Preliminaries; TABLE OF CONTENTS; 1. BRIDGING THE CARTESIAN DIVIDE; 2. THE IMPORTANCE OF AFFECT IN SCIENCE EDUCATION; 3. INCALCULABLE PRECISION; 4. ATTITUDES TOWARD SCIENCE: A REVIEW OF THE FIELD; 5. EMPOWERED FOR ACTION?; 6. THE SHIFTING ROLES OF ACCEPTANCE AND DISPOSITIONS IN UNDERSTANDING BIOLOGICAL EVOLUTION; 7. STUDENT LEARNING IN SCIENCE CLASSROOMS; 8. PRACTICAL WORK AND THE AFFECTIVE DOMAIN; 9. MUSEUMS, AFFECT, AND COGNITION; 10. EMOTIONS AND SCIENCE TEACHING; 11. ACTIVE SCIENCE FOR CHILD REFUGEES; 12. ORCHESTRATING THE CONFLUENCE; 13. FROM DESPAIR TO SUCCESS
    Description / Table of Contents: 14. EMOTIONAL DEVELOPMENT, SCIENCE AND CO-EDUCATIONINDEX
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3808-9
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    Internationalizing Higher Education : Critical Explorations of Pedagogy and Policy (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402037849
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: CERC Studies in Comparative Education 16
    DDC: 370.116
    RVK:
    DV 1000
    Keywords: Education ; Comparative Education ; Education and state ; Aufsatzsammlung ; Hochschulbildung ; Vergleichende Erziehungswissenschaft
    Abstract: Globalization is a multifaceted phenomenon, and one of its major components is the internationalization of education. The increasing pace and complexity of global knowledge flows, and the accelerating exchange of educational ideas, practices and policies, are important drivers of globalization. Higher Education is a key site for these flows and exchanges. This book casts a critical eye on the internationalization of higher education. It peels back taken-for-granted practices and beliefs, explores the gaps and silences in current pedagogy and practices, and addresses the ambiguities, tensions and contradictions in internationalization. In this volume, scholars from a range of disciplines and regions critically examine the co modification of higher education, teaching and support for international students, international partnerships for aid and trade, and the impacts on academics' work.
    Description / Table of Contents: Introduction: Critical Engagements with the Internationalization of Higher Education; Enabling Transnational Learning Communities: Policies, Pedagogies and Politics of Educational Power; Knowledge in the Marketplace: The Global Commodification of Teaching and Learning in Higher Education; How the West is Done: Simulating Western Pedagogy in a Curriculum for Asian International Students; Hanging Together Even with Non-Native Speakers: The International Student Transition Experience; Internationalizing Chinese Higher Education: A Case Study of a Major Comprehensive University
    Description / Table of Contents: Internationalization of Australian Higher Education: A Critical Review of Literature and ResearchHigher Education Engaging with the 'Developing' World: The Case of the Virtual Colombo Plan; The Viability of Aid Scholarship-Funded Study in Australian Universities: The Case of Indonesia; Managerialism, Internationalization, Taylorization and the Deskilling of Academic Work: Evidence from an Australian University; International Policy Convergence in Higher Education: An Analysis from the Periphery
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-3784-8
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    Education and Society in Hong Kong and Macao : Comparative Perspectives on Continuity and Change (2005)
    Dordrecht : CERC and Comparative Education Research Centr, The University of Hong Kong
    Details
    ISBN: 9781402044496
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Second Edition
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: CERC Studies in Comparative Education 7
    Keywords: Education ; Comparative Education
    Abstract: Hong Kong and Macao have much in common. The dominant populations in both territories are Cantonese-speaking Chinese, both are small in area, both are urban societies, both have been colonies of European powers, and both have undergone political transition to reunification with China. Yet in education, for reasons that are analysed in this book, they are very different.The patters of similarities and differences in the two territories make a fascinating basis for comparative study.The overarching theme of the book, on continuity and change is particularly pertinent following the transition of the two societies of the postcolonial era.This thoroughly-revised and expanded second edition builds on the widely-acclaimed first edition. The work has been recognised as a significant contribution to the broad field of comparative education as well as to study of the specific societies which are its main focus.
    Note: "First edition published 1999, Comparative Education Research Centre"--T.p. verso , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/1-4020-4449-6
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    Recuento de una batalla inconclusa : la educación mexicana de Iturbide a Juárez (2005)
    México, D.F : Colegio de México
    Details
    ISBN: 9789681211813 , 9681211812 , 9681211812 , 9789681211813
    Language: Spanish
    Pages: 1 Online-Ressource (472 pages)
    Edition: 1. ed
    Edition: [S.l.] HathiTrust Digital Library 2011 Electronic reproduction
    Parallel Title: Erscheint auch als
    Parallel Title: Print version Staples, Anne Recuento de una batalla inconclusa
    Keywords: Education History 19th century ; Education ; Education ; EDUCATION ; History ; Mexico ; History
    Note: Includes bibliographical references (pages 429-466) and index , Use copy Restrictions unspecified star MiAaHDL , Electronic reproduction , Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
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    Building a successful Palestinian state (2005)
    Santa Monica, CA : Rand
    Details
    ISBN: 9780833035325 , 0833040502 , 0833035320 , 9780833040503
    Language: English
    Pages: 1 Online-Ressource (xliv, 407 pages)
    Parallel Title: Print version Building a successful Palestinian state
    Keywords: Arab-Israeli conflict Peace 1993- ; Health care reform ; Legitimacy of governments ; Education ; Arab-Israeli conflict ; Health care reform ; Legitimacy of governments ; Education ; Politics and government ; POLITICAL SCIENCE ; International Relations ; Diplomacy ; Middle East ; Palestine ; Arab-Israeli conflict ; Peace ; Education ; Health care reform ; Legitimacy of governments ; Palestine Politics and government ; Palestine ; Electronic books
    Abstract: The United States, the European Union, Russia, and the United Nations-along with Israel and the Palestinian Authority-all officially support the establishment of an independent Palestinian state. This study focuses on a single analytical question: How can an independent Palestinian state, if created, be made successful? This book, a collaboration between two units of the RAND Corporation-RAND Health and the RAND Center for Middle East Public Policy-examines what it will take to put the new state on the road to stability and economic, political, and social prosperity over the first decade of its independence. The authors examine options for strengthening the governance of the new state and the structures and processes that will ensure its public safety and security. They describe approaches for promoting the state's economic development, access to safe and adequate supplies of water, health and health care, and education, identifying ways that leverage Palestine's many strengths and address the many challenges a new state will face. Finally, the authors estimate the investment required over the first ten years of statehood to help ensure security, build infrastructure, and facilitate the success of the new state
    Abstract: The United States, the European Union, Russia, and the United Nations-along with Israel and the Palestinian Authority-all officially support the establishment of an independent Palestinian state. This study focuses on a single analytical question: How can an independent Palestinian state, if created, be made successful? This book, a collaboration between two units of the RAND Corporation-RAND Health and the RAND Center for Middle East Public Policy-examines what it will take to put the new state on the road to stability and economic, political, and social prosperity over the first decade of its independence. The authors examine options for strengthening the governance of the new state and the structures and processes that will ensure its public safety and security. They describe approaches for promoting the state's economic development, access to safe and adequate supplies of water, health and health care, and education, identifying ways that leverage Palestine's many strengths and address the many challenges a new state will face. Finally, the authors estimate the investment required over the first ten years of statehood to help ensure security, build infrastructure, and facilitate the success of the new state
    Note: "MG-146 , Includes bibliographical references and index
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    PISA 2003 Data Analysis Manual : SPSS (2005)
    Paris : OECD Publishing
    Details
    ISBN: 9789264010666
    Language: English
    Pages: Online-Ressource (412 p.)
    Series Statement: PISA
    Parallel Title: Erscheint auch als Pisa 2003 data analysis manual, SPSS® users
    RVK:
    DO 1250
    Keywords: Schüler ; Bildungswesen ; Bildungsverhalten ; Bildungsniveau ; Softwareentwicklung ; OECD-Staaten ; Erhebungstechnik ; Education ; Economics ; PISA-Studie
    Abstract: This publication provides all the information required to understand the PISA 2003 educational performance database and perform analyses in accordance with the complex methodologies used to collect and process the data. It enables researchers to both reproduce the initial results and to undertake further analyses. The publication includes introductory chapters explaining the statistical theories and concepts required to analyse the PISA data, including full chapters on how to apply replicate weights and undertake analyses using plausible values; worked examples providing full syntax in SPSS®; and a comprehensive description of the OECD PISA 2003 international database. The PISA 2003 database includes micro-level data on student educational performance for 41 countries collected in 2003, together with students’ responses to the PISA 2003 questionnaires and the test questions. A similar manual is available for SAS users.
    DOI: 10.1787/9789264010666-en
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    New Teacher Identity and Regulative Government : The Discursive Formation of Primary Mathematics Teacher Education (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387239729
    Language: English
    Pages: Online-Ressource (IX, 208p, digital)
    Series Statement: Mathematics Teacher Education 2
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Brown, Tony, 1946 - New teacher identity and regulative government
    Keywords: Mathematics ; Teachers Training of ; Education ; Education ; Mathematics ; Teachers Training of ; Mathematikunterricht ; Mathematikunterricht
    Abstract: "This book addresses the question of how we might better understand the task of teaching mathematics to young children. But rather than starting out with a conception of mathematics derived from mathematics' own evolution, we center ourselves instead within the social practices that surround the teaching of the subject in British primary schools today. That is, we do not commence with an a priori conception of mathematics and see what people are saying about it. Rather, we start from what people are saying and see what this points to. We probe how the desires of society have manifested themselves in a societal decision to teach mathematics and how this decision now shapes what we call ""mathematics"". This extends and develops a conception of how language intervenes in the task of mathematics education presented elsewhere (Brown, 2001). In this present book however, we have a particular focus on trainee and new teachers, with a view to pinpointing how this conception of mathematics manifests itself in their evolving practices. We question how such teachers with many years of experience as a pupil in school might now re-orient themselves towards the demands of teaching mathematics. We also consider how for those charged with providing training for such individuals might better understand the process and impact of this training. The book further questions the way in which we might conceptualize the balance between nurturing teachers to become autonomous professionals responsible for developing and delivering the mathematics curriculum in schools and, alternatively, setting policies that prescribe practices to be followed. We consider whether we should focus our attention principally on the teachers themselves or on the professional space in which they operate. The book is primarily concerned with examining how trainee teachers conceptualize their own professional development, from the time they enter university on a four-year course as prospective initial teacher training students through to their first year of teaching in primary school. It has a particular focus on how they understand mathematics and how they understand their own teaching of the subject in schools. It offers both empirical and theoretical perspectives. Empirically, the book draws in particular on two studies conducted by the authors, funded by the UK Economic and Social Research Council and spanning a four-year period. Both of these studies were concerned with the professional development of trainee teachers with a particular focus on their phenomenological experience of the training process. Theoretically, the book draws on recent work in the field of psychoanalysis, and in particular the work of Slavoj Zizek, as an approach to examining how individual trainee teachers encounter the social framework in which they operate. In tackling this we consider the ""technologies of self"" that produce teachers in schools. We also look at how we might theorize our empirical findings that locate the discursive formation of school mathematics. To summarize the key strands: Firstly, we are keen to present an account of how trainee teachers understand their own journey into teaching mathematics in the primary school. Secondly, we wish to understand better the conception of mathematics in the primary school and how it might develop. Thirdly, we are keen to offer some discussion of how official policy as presented in government initiatives impacts on such teachers. Fourthly, we are concerned with better understanding the role that research in mathematics education might have in accounting for the process of trainees becoming teachers in the primary school and in stimulating development in this area. Finally, we try to offer a theoretical frame that accommodates evolving and alternative conceptions of mathematics, how it is taught and the social parameters that guide these conceptions."
    Description / Table of Contents: Introduction; Towards Reconciling Insider and Outsider Perspectives; Conceptualising Identity in Initial Teacher Education; The English National Reform Agenda; How Student Teachers Learn; The Empirical Study; The Transition from School Pupil to Trainee Teacher; The Intermediate Years of Training; The Transition from Trainee to Newly Qualified Teacher; The Production of Cover Stories; The Emergence of School Mathematics; The Secrets of the Forms of School Mathematics; Conceiving Policy; Conceiving Teacher Development; Conceiving Mathematics; Conceiving Research
    Note: Includes bibliographical references and index
    DOI: 10.1007/b104107
    URL: Volltext
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    Inner Speech — L2 : Thinking Words in a Second Language (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387245782
    Language: English
    Pages: Online-Ressource (XVII, 252 p, digital)
    Series Statement: Educational Linguistics 6
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Guerrero, María C. M. de Inner speech - L2
    RVK:
    ER 925
    Keywords: Language and languages ; Education ; Education ; Language and languages ; Fremdsprachenlernen ; Denken ; Fremdsprachenlernen ; Denken
    Abstract: "The purpose of this book is to explore ""inner speech"" and its connections to second language (L2) learning. Inner speech, or silent self-directed speaking, enables the faculty to ""think"" words and is the main instrument for verbal thought. Inner speech originates in first language (L1) social discourse and develops in childhood through a process of internalization. In this book it is postulated that, given certain conditions of L2 learning, it is possible to develop L2 inner speech as a result of the interiorization of L2 social speech. Inner speech has been quite extensively investigated from an L1 perspective. The L2 acquisition field, however, has been slow in acknowledging the importance of inner speech in learning another language. Although within the past decade there have been some notable efforts to explore the topic from an L2 point of view, these efforts have remained in the form of isolated articles and short sections in larger volumes. This book reviews the extant literature on L1-L2 inner speech in its attempt to offer a coherent and comprehensive account of the phenomenon. The book draws mainly from Vygotskyan sociocultural theory for insights into the nature of L2 inner speech and the processes that engender it and characterize its development. The pedagogical implications of recognizing the crucial role inner speech plays in L2 learning are also addressed. Inner Speech - L2 comprises a discussion of the historical and theoretical foundations of the concept of inner speech, a review of studies related to L1 and L2 inner speech and its methodology of research, an interpretive account of the origin, nature, and development of L2 inner speech from a sociocultural theory point of view, and various pedagogical implications and suggestions for further research."
    Description / Table of Contents: Understanding Inner Speech; Thinking Words in One's First Language; Thinking Words in a Second Language; Methodology of Research on Inner Speech; L2 Inner Speech: What Learners Say; An Integrated View of the Origin, Nature, and Development of L2 Inner Speech; Developing L2 Inner Speech: A Pedagogical Perspective; Synthesis and Directions for Further Research
    Note: Includes bibliographical references and index
    DOI: 10.1007/b106255
    URL: Volltext
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    Humans-with-Media and the Reorganization of Mathematical Thinking : Information and Communication Technologies, Modeling, Visualization and Experimentation (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387242644
    Language: English
    Pages: Online-Ressource (XXII, 226 p, digital)
    Series Statement: Mathematics Education Library 39
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Borba, Marcelo C. Humans-with-media and the reorganization of mathematical thinking
    RVK:
    SM 600
    Keywords: Mathematics ; Education ; Education ; Mathematics ; Aufsatzsammlung ; Mathematikunterricht ; Neue Medien ; Mathematikunterricht ; Neue Medien
    Abstract: This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Discussion focuses on how computers, writing and oral discourse transform education at an epistemological as well as a political level. Building on examples, research and theory, the authors propose that knowledge is not constructed solely by humans, but by collectives of humans and technologies of intelligence.
    Abstract: This book offers a new conceptual framework for reflecting on the role of information and communication technology in mathematics education. Borba and Villarreal provide examples from research conducted at the level of basic and university-level education, developed by their research group based in Brazil, and discuss their findings in the light of the relevant literature. Arguing that different media reorganize mathematical thinking in different ways, they discuss how computers, writing and oral discourse transform education at an epistemological as well as a political level. Modeling and experimentation are seen as pedagogical approaches which are in harmony with changes brought about by the presence of information and communication technology in educational settings. Examples of research about on-line mathematics education courses, and Internet used in regular mathematics courses, are presented and discussed at a theoretical level. In this book, mathematical knowledge is seen as developed by collectives of humans-with-media. The authors propose that knowledge is never constructed solely by humans, but by collectives of humans and technologies of intelligence. Theoretical discussion developed in the book, together with new examples, shed new light on discussions regarding visualization, experimentation and multiple representations in mathematics education. Insightful examples from educational practice open up new paths for the reader.
    Description / Table of Contents: Why Another Book about Technology and Mathematics Education?; Information Technology, Reorganization of Thinking and Humans-with-Media; Modeling as a Pedagogical Approach: Resonance with New Media; Experimental-with-Technology Approach: Resonance with Modeling and Multiple Representations; Visualization, Mathematics Education and Computer Environments; Modeling and Media in Action; Experimentation, Visualization and Media in Action; Mathematics and Mathematics Education On-Line; Methodology: An Interface between Epistemology and Procedures
    Description / Table of Contents: Political Dimensions of Information and Communication Technology
    Note: Includes bibliographical references (p. [217]-226) and index
    DOI: 10.1007/b105001
    URL: Volltext
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    URL: Cover
    URL: Inhaltstext
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    Non-Formal Education : Flexible Schooling or Participatory Education? (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387286938
    Language: English
    Pages: Online-Ressource (XI, 316p, digital)
    Series Statement: CERC Studies in Comparative Education 15
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DK 1010
    Keywords: Education and state ; Education ; Education ; Education and state ; Alternativschule ; Schulkritik ; Schulkritik ; Alternativschule
    Abstract: This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves 'non-formal', pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well-established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author's call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years.
    Note: Includes bibliographical references (p. 267-305) and index
    DOI: 10.1007/0-387-28693-4
    URL: Volltext
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    Teaching in America : A Cross-Cultural Guide for International Teachers and Their Employers (2005)
    Dordrecht : Springer
    Details
    ISBN: 9781402037726
    Language: English
    Pages: Online-Ressource
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Hutchison, Charles B. Teaching in America
    DDC: 371.100973
    Keywords: Comparative education ; Teachers Training of ; Education ; Education ; Comparative Education ; Teachers Training of ; USA ; Schule ; Bildungssystem ; USA ; Schule ; Bildungssystem
    Abstract: Globalization is upon us, causing the world to shrink into the global village. One result of this globalization process is that the skilled labor force has been responding to global pressures. As mobility has increased around the global village, the exchange of goods and services are accelerating at several levels. The movement of teachers from mostly English-speaking countries into the U.S. has expanded the flow of skilled laborers to include the area of education. Many of such teachers are coming to teach in critical shortage areas such as mathematics, science, and foreign languages. The purpose of this book is to facilitate the transitions of international teachers from their native countries into American classrooms, using original research. This is done by discussing some of the important issues and theories to consider before and after such transitions, as viewed by international teachers themselves. Important insights about the American society and the educational system are discussed, together with strategies for achieving success in American schools. This ground-breaking, original research-based book contains narratives of real-life international teachers, includes relevant, important theories, and presents targeted issues and strategies for success. In brief, this book is a compendium of the professional, pedagogical, socio-cultural, and psychological landscape of American education. The volume will prove valuable to international faculty, faculty teaching comparative or cross-cultural education, international teaching assistants, school administrators, as well as human resources and other personnel in learning institutions involved in hiring and providing faculty orientations.
    Description / Table of Contents: Introduction; Making the Decision; Education in America; Research and Issues of Interest for International Teachers; Introducing the Players; Potential Teaching Issues for International Teachers in American Schools; What International Teachers Can Do to Become Successful in American Schools; Implications of Research for Employers
    Description / Table of Contents: Introduction; Making the Decision; Education in America; Research and Issues of Interest for International Teachers; Introducing the Players; Potential Teaching Issues for International Teachers in American Schools; What International Teachers Can Do to Become Successful in American Schools; Implications of Research for Employers
    Note: Includes bibliographical references and index
    DOI: 10.1007/1-4020-3772-4
    URL: Volltext
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    The Missing Links in Teacher Education Design : Developing a Multi-linked Conceptual Framework (2005)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9781402033469
    Language: English
    Pages: Online-Ressource (XXII, 303 p, digital)
    Series Statement: Self Study of Teaching and Teacher Education Practices 1
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DN 7000
    Keywords: Teachers Training of ; Education ; Education ; Teachers Training of ; Aufsatzsammlung ; Lehrerbildung
    Abstract: Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum; theory-practice links between school and university settings; social-cultural links among the participants; and personal links that shape the identity of teacher educators.
    Abstract: Why do many beginning teachers not cope with the reality of schools? Why do beginning teachers often revert to conventional teaching methods when they hit the classroom? Why do 30% of new teachers leave in the first five years? At the beginning of the 21st Century we need a better way of educating preservice students by using a program design that mirrors how to best learn about teaching and portrays it as a complex profession.This book does not promote one particular teacher education design, but rather how to think about it. Key to such thinking is considering teacher education design as a combination of links, not independent elements to promote quality learning by preservice teachers. The four key links considered in this book include conceptual links across the university curriculum, theory-practice links between school and university settings, social-cultural links amongst the participants and personal links that shape the identity of teacher educators. Collectively, these are the missing links of teacher education design.
    Note: Includes index
    DOI: 10.1007/1-4020-3346-X
    URL: Volltext
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  • 40
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    Barriers and Biases in Computer-Mediated Knowledge Communication : And How They May Be Overcome (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387243191
    Language: English
    Pages: Online-Ressource (XII, 331 p, digital)
    Series Statement: Computer-Supported Collaborative Learning Series 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Barriers and biases in computer-mediated knowledge communication
    RVK:
    CW 3000
    RVK:
    DP 1960
    RVK:
    DP 2600
    Keywords: Computer science ; Education ; Education ; Computer science ; Aufsatzsammlung ; Wissenserwerb ; Computerunterstütztes Lernen ; Wissenserwerb ; Computerunterstütztes Lernen
    Abstract: What are the barriers in computer-mediated communication for cooperative learning and work? Based on empirical research, the chapters of this book offer different perspectives on the nature and causes of such barriers for students and researchers in the field.
    Abstract: This books deals with computer-mediated cooperation and communication scenarios in teaching and learning situations, leisure activities (e.g. laypersons looking for expert information on the internet), and net-based communication at work. Such scenarios will become increasingly important. But the successful use of such computer-mediated settings is not trivial. Cooperative learning and work itself requires special skills and strategies. And the technical settings with sometimes restricted, sometimes new possibilities for communication add problems on top of the cooperation itself. What are the
    Description / Table of Contents: Barriers, Biases and Opportunities of Communication and Cooperation with Computers: Introduction and Overview; Facilitating Collaborative Knowledge Construction in Computer-Mediated Learning Environments with Cooperation Scripts; How to Support Synchronous Net-Based Learning Discourses: Principles and Perspectives; Instructional Support for Collaboration in Desktop Videoconference Settings; Barriers and Biases in Computer-Mediated Expert-Layperson-Communication; Exploring Why Virtual Teamworking is Effective in the Lab but More Difficult in the Workplace
    Description / Table of Contents: Social Dilemma in Knowledge Communication via Shared DatabasesEnhancing Sociability of Computer-Supported Collaborative Learning Environments; Knowledge Sharing in Teams of Heterogeneous Experts; Knowledge Communication in Design Communities; Designing Biases That Augment Socio-Cognitive Interactions; How Do People Learn?; Technology Affordances for Intersubjective Learning, and How They May Be Exploited
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/b105100
    URL: Volltext
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    Non-Native Language Teachers : Perceptions, Challenges and Contributions to the Profession (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387245652
    Language: English
    Pages: Online-Ressource (XII, 314 p, digital)
    Series Statement: Educational Linguistics 5
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Non-native language teachers
    RVK:
    ES 767
    RVK:
    ES 750
    Keywords: Applied linguistics ; Language and languages ; Education ; Education ; Applied Linguistics ; Language and languages ; Aufsatzsammlung ; Englischlehrer ; Non-native speaker ; Fremdsprachenlehrer ; Non-native speaker
    Abstract: As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. This volume provides different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It contributes seldom-explored perspectives, like classroom discourse analysis, and social-psychological framework to discuss conceptions of NNS teachers.
    Abstract: Non-native language teachers have often been viewed as an unavoidable fate of the profession, rather than an asset worth exploring and investigating. Now that non-natives are increasingly found teaching languages, and particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever. As a result, there has recently been a surge of interest in the role of non-native teachers but little empirical research has been published so far. This volume is particularly rich in providing different approaches to the study of non-native teachers: NNS teachers as seen by students, teachers, graduate supervisors, and by themselves. It also contributes little explored perspectives, like classroom discourse analysis, or a social-psychological framework to discuss conceptions of NNS teachers.
    Note: Includes bibliographical references and index , Looking at the perceptions, challenges, and contributions ... or the importance of being a non-native teacher , PART I. SETTING UP THE STAGE: NON-NATIVE TEACHERS IN THE TWENTY-FIRST CENTURYA history of research on non-native speaker English teachers , Cultural studies, foreign language teaching and learning practices, and the NNS practitioner , PART II: NNS TEACHERS IN THE CLASSROOMBasing teaching on the L2 user , Codeswitching in the L2 classroom: a communication and learning strategy , Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk , Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts , PART III: PERSPECTIVES ON NNS TEACHERS-IN-TRAININGNon-native TESOL students as seen by practicum supervisors , Chinese graduate teaching assistants teaching freshman composition to native English speaking students , Pragmatic perspectives on the preparation of teachers of English as a second language: putting the NS/NNS debate in context , PART IV: STUDENTS' PERCEPTIONS OF NNS TEACHERSDifferences in teaching behaviour between native and non-native speaker teachers: as seen by the learners , What do students think about the pros and cons of having a native speaker teacher? , 'Personality not nationality': foreign students' perceptions of a non-native speaker lecturer of English at a British university , PART V: NNS TEACHERS' SELF-PERCEPTIONSMind the gap: self and perceived native speaker identities of EFL teachers , Non-native speaker teachers of English and their anxieties: ingredients for an experiment in action research
    DOI: 10.1007/b106233
    URL: Volltext
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  • 42
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    The Didactical Challenge of Symbolic Calculators : Turning a Computational Device into a Mathematical Instrument (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387234359
    Language: English
    Pages: Online-Ressource (VII, 305 p, digital)
    Series Statement: Mathematics Education Library 36
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The didactical challenge of symbolic calculators
    RVK:
    SM 600
    Keywords: Curriculum planning ; Mathematics ; Education ; Education ; Curriculum planning ; Mathematics ; Mathematikunterricht ; Taschenrechner ; Computeralgebra ; Mathematikunterricht ; Taschenrechner ; Computeralgebra
    Abstract: While computational technologies are transforming the professional practice of mathematics, as yet they have had little impact on school mathematics. This pioneering text develops a theorized analysis of why this is and what can be done to address it. It examines the particular case of symbolic calculators (equipped with computer algebra systems) in secondary education. Drawing on a substantial program of French innovation and research, as well as closely related studies from Australia and the Netherlands, it provides rich illustrations of the many aspects of technology integration, and of the
    Description / Table of Contents: Preliminaries; TABLE OF CONTENTS; Acknowledgments; Introduction; 1. Calculators in mathematics education; 2. A CAS as an assistant to reasoned instrumentation; 3. Transposing computer tools from the mathematical sciences into Teaching; 4. The influence of a computer algebra environment on teachers' practice; 5. Using symbolic calculators to study mathematics; 6. An instrumental approach to mathematics learning in symbolic calculator environments; 7. Computer algebra as an instrument; 8. Instrumental genesis, individual and social aspects
    Description / Table of Contents: 9. The integration of symbolic calculators into secondary educationConclusion; Index
    Note: Includes bibliographical references and index
    DOI: 10.1007/b101602
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Kapitel 1
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    Beyond the Apparent Banality of the Mathematics Classroom (2005)
    Boston, MA : Springer US
    Details
    ISBN: 9780387304519
    Language: English
    Pages: Online-Ressource (VIII, 324 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    Keywords: Mathematics ; Education ; Education ; Mathematics ; Aufsatzsammlung ; Mathematikunterricht ; Mathematikunterricht
    Abstract: New research in mathematics education deals with the complexity of the mathematics' classroom. The classroom teaching situation constitutes a pertinent unit of analysis for research into the ternary didactic relationship which binds teachers, students and mathematical knowledge. The classroom is considered as a complex didactic system, which offers the researcher an opportunity to gauge the boundaries of the freedom that is left with regard to choices about the knowledge to be taught and the ways of organizing the students' learning, while giveing rise to the study of interrelations between three main elements of the teaching process the: mathematical content to be taught and learned, management of the various time dimensions, and activity of the teacher who prepares and manages the class, to the benefit of the students' knowledge and the teachers' own experience. This volume, reprinted from Educational Studies in Mathematics, Volume 59, focuses on classroom situations as a unit of analysis, the work of the teacher, and is strongly anchored in original theoretical frameworks. The contributions are formulated from the perspective of one or more theoretical frameworks but they are tackled by means of empirical investigations.
    Note: "This book was reprinted from Educational studies in mathematics, volume 59, nos. 1-3, 2005 , Includes bibliographical references
    DOI: 10.1007/0-387-30451-7
    URL: Volltext
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    Guidelines for Quality Provision in Cross-border Higher Education : = Lignes directrices pour des prestations de qualité dans l'enseignement supérieur transfrontalier (2005)
    Paris : OECD Publishing
    Details
    ISBN: 9789264055155
    Language: Multiple languages
    Pages: Online-Ressource (24 p.)
    Parallel Title: Parallelausg. Guidelines for Quality Provision in Cross-border Higher Education; (Russian version)
    Parallel Title: Parallelausg. Guidelines for Quality Provision in Cross-border Higher Education: (Russian version)
    Keywords: Education
    Abstract: With the recent increase in cross-border higher education, systems of quality assurance, accreditation and recognition of qualifications face big challenges. The Guidelines for Quality Provision in Cross-border Higher Education provide an international framework to protect students and other stakeholders from low-quality provision and disreputable providers. They provide guidance to key stakeholders on how to share the responsibility of assuring quality provision of cross-border higher education between the sending country and the receiving country. The Guidelines were elaborated in close collaboration with UNESCO. FURTHER READING The trends and challenges of cross-border higher education are addressed in more details in Quality and Recognition in Higher Education: The Cross-border Challenge (OECD, 2004); and Internationalisation and Trade in Higher Education: Opportunities and Challenges (OECD, 2004).
    DOI: 10.1787/9789264055155-en-fr
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    Problem Solving for Tomorrow's World : First Measures of Cross-Curricular Competencies from PISA 2003 (2005)
    Paris : OECD Publishing
    Details
    ISBN: 9789264006430
    Language: English
    Pages: Online-Ressource (156 p.)
    Series Statement: PISA
    Parallel Title: Parallelausg. Résoudre des problèmes, un atout pour réussir ; Premières évaluations des compétences transdisciplinaires issues de PISA 2003
    Parallel Title: Parallelausg. Problem Solving for Tomorrow's World; First Measures of Cross-Curricular Competencies from PISA 2003 (Slovenian version)
    Parallel Title: Parallelausg. Résoudre des problèmes, un atout pour réussir : Premières évaluations des compétences transdisciplinaires issues de PISA 2003
    Parallel Title: Parallelausg. Problem Solving for Tomorrow's World: First Measures of Cross-Curricular Competencies from PISA 2003 (Slovenian version)
    Keywords: Education
    Abstract: This book examines the results of the special portion of the 2003 PISA survey of student achievement that relates to problem-solving skills. Covering 40 countries, it provides, for the first time, a direct assessment of life competencies that apply across different areas of the school curriculum. The assessment looked at students' abilities to identify problems in various settings, to choose relevant information or constraints, to represent possible alternatives or solution paths, to develop solution strategies, to solve the problem, and to communicate the solution. This report examines how countries can raise their performance in this competency area and what countries with lower performance levels can learn from those whose students do well. It also provides insights into some of the factors that are associated with the development of problem-solving skills and into how these factors interact and what the implications are for policy development. Finally, the report sheds light on countries that succeed in achieving high performance levels while at the same time providing an equitable distribution of learning opportunities.
    DOI: 10.1787/9789264006430-en
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    School Factors Related to Quality and Equity : Results from PISA 2000 (2005)
    Paris : OECD Publishing
    Details
    ISBN: 9789264008199
    Language: English
    Pages: Online-Ressource (158 p.)
    Series Statement: PISA
    Parallel Title: Erscheint auch als School factors related to quality and equity
    DDC: 371.26209177
    RVK:
    MS 7050
    RVK:
    DO 1250
    RVK:
    MS 7100
    Keywords: 2000 ; Schüler ; Bildungsniveau ; Vergleich ; Statistische Grunddaten ; OECD-Staaten ; Education ; Schulerfolg ; Schulklima ; Gleichheit ; PISA-Studie
    Abstract: Based on the survey results of OECD's PISA 2000 programme, this report looks at: the extent to which the schools that students attend make a difference in performance; the relative impact of school climate, school policies and school resources on quality and equity; the relationship between the structure of education systems and educational quality and equity; and the effect of decentralisation and privatisation to school performance. It concludes with a summary of how school factors relate to quality and equity, and the implications for policy. The analysis and data cover almost all OECD countries and 14 additional non-OECD countries.
    DOI: 10.1787/9789264008199-en
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  • 47
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    Public services delivery (2005)
    Washington, D.C : World Bank
    Details
    ISBN: 0821361406
    Language: English
    Pages: Online-Ressource (xxxviii, 219 p) , ill , 23 cm
    Edition: Online-Ausg. World Bank E-Library Archive
    Series Statement: Public sector, governance, and accountability series
    DDC: 361.6/068/4
    Keywords: Education Evaluation ; Government productivity Evaluation ; Infrastructure (Economics) Evaluation ; Medical care Evaluation ; Municipal services Evaluation ; Public administration Evaluation ; Public welfare Evaluation ; Education Evaluation ; Government productivity Evaluation ; Infrastructure (Economics) Evaluation ; Medical care Evaluation ; Municipal services Evaluation ; Public administration Evaluation ; Public welfare Evaluation ; Education ; Government productivity ; Infrastructure (Economics) ; Medical care ; Municipal services ; Public administration ; Public welfare
    Note: Includes bibliographical references and index
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  • 48
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    Promoting Innovation in Developing Countries : A Conceptual Framework (2005)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (39 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Aubert, Jean-Eric Promoting Innovation in Developing Countries
    Keywords: Agricultural Knowledge and Information Systems ; Agriculture ; Capabilities ; Capability ; Communications ; E-Business ; Economic Development ; Education ; Emerging ; Globalization ; Health, Nutrition and Population ; ICT Policy and Strategies ; Industry ; Information and Communication Technologies ; Innovation ; Innovation ; Innovation Policies ; Innovation Policy ; Innovations ; Institutions ; Knowledge for Development ; Labor Policies ; Marketing ; Population Policies ; Private Sector Development ; Science and Technology Development ; Social Protections and Labor ; Technology Industry ; Agricultural Knowledge and Information Systems ; Agriculture ; Capabilities ; Capability ; Communications ; E-Business ; Economic Development ; Education ; Emerging ; Globalization ; Health, Nutrition and Population ; ICT Policy and Strategies ; Industry ; Information and Communication Technologies ; Innovation ; Innovation ; Innovation Policies ; Innovation Policy ; Innovations ; Institutions ; Knowledge for Development ; Labor Policies ; Marketing ; Population Policies ; Private Sector Development ; Science and Technology Development ; Social Protections and Labor ; Technology Industry ; Agricultural Knowledge and Information Systems ; Agriculture ; Capabilities ; Capability ; Communications ; E-Business ; Economic Development ; Education ; Emerging ; Globalization ; Health, Nutrition and Population ; ICT Policy and Strategies ; Industry ; Information and Communication Technologies ; Innovation ; Innovation ; Innovation Policies ; Innovation Policy ; Innovations ; Institutions ; Knowledge for Development ; Labor Policies ; Marketing ; Population Policies ; Private Sector Development ; Science and Technology Development ; Social Protections and Labor ; Technology Industry
    Abstract: The author provides a conceptual framework for approaching the promotion of technological innovation and its diffusion in developing countries. Innovation climates in developing countries are, by nature, problematic, characterized by poor business and governance conditions, low educational levels, and mediocre infrastructure. This raises particular challenges for the promotion of innovation. The latter should be understood as the diffusion of technologies-and related practices-which are new to a given context (not in absolute terms). What matters first is to provide the necessary package of support-technical, financial, commercial, legal, and so on-with flexible, autonomous agencies adapting their support and operations to the different types of concerned enterprises. Facilitating and responding to the emergence of grass-root needs at the local level is also essential. Support to entrepreneurs and local communities should be primarily provided in matching grant forms to facilitate the mobilization of local resources and ownership. It is of primary importance to pay the greatest attention to country specificities, not only in terms of development level, size, and specialization, but also in terms of administrative and cultural traditions. At the global level, major issues need also to be considered and dealt with by appropriate incentives and regulations: the role of foreign direct investment in developing countries' technological development, conditions of technologies' patenting and licensing, the North-South research asymmetry, and brain drain trends
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  • 49
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    The Contribution of Skilled Immigration And International Graduate Students To U.S. Innovation (2005)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (35 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Chellaraj, Gnanaraj The Contribution of Skilled Immigration And International Graduate Students To U.S. Innovation
    Keywords: Education ; Foreign Skilled Workers ; Foreign Students ; Graduate ; Graduate Students ; Grants ; International Students ; Labor Force ; Literature ; Papers ; Research ; Scholars ; School ; Tertiary Education ; Education ; Foreign Skilled Workers ; Foreign Students ; Graduate ; Graduate Students ; Grants ; International Students ; Labor Force ; Literature ; Papers ; Research ; Scholars ; School ; Tertiary Education ; Education ; Foreign Skilled Workers ; Foreign Students ; Graduate ; Graduate Students ; Grants ; International Students ; Labor Force ; Literature ; Papers ; Research ; Scholars ; School ; Tertiary Education
    Abstract: The impact of international students and skilled immigration in the United States on innovative activity is estimated using a model of idea generation. In the main specification a system of three equations is estimated, where dependent variables are total patent applications, patents awarded to U.S. universities, and patents awarded to other U.S. entities, each scaled by the domestic labor force. Results indicate that both international graduate students and skilled immigrants have a significant and positive impact on future patent applications, as well as on future patents awarded to university and nonuniversity institutions. The central estimates suggest that a 10 percent increase in the number of foreign graduate students would raise patent applications by 4.7 percent, university patent grants by 5.3 percent, and nonuniversity patent grants by 6.7 percent. Thus, reductions in foreign graduate students from visa restrictions could significantly reduce U.S. innovative activity. Increases in skilled immigration also have a positive, but smaller, impact on patenting
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  • 50
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    For Public Service Or Money : Understanding Geographical Imbalances In The Health Workforce (2005)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (35 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Barr, Abigail For Public Service Or Money
    Keywords: Children ; Education ; Family Planning ; Health ; Health Care ; Health Monitoring and Evaluation ; Health Outcomes ; Health Services ; Health, Nutrition and Population ; Implementation ; Knowledge ; Living Conditions ; Migration ; Mortality ; Nurses ; Nursing ; Tertiary Education ; Children ; Education ; Family Planning ; Health ; Health Care ; Health Monitoring and Evaluation ; Health Outcomes ; Health Services ; Health, Nutrition and Population ; Implementation ; Knowledge ; Living Conditions ; Migration ; Mortality ; Nurses ; Nursing ; Tertiary Education ; Children ; Education ; Family Planning ; Health ; Health Care ; Health Monitoring and Evaluation ; Health Outcomes ; Health Services ; Health, Nutrition and Population ; Implementation ; Knowledge ; Living Conditions ; Migration ; Mortality ; Nurses ; Nursing ; Tertiary Education
    Abstract: Geographical imbalances in the health workforce have been a consistent feature of nearly all health systems, especially in developing countries. The authors investigate the willingness to work in a rural area among final year nursing and medical students in Ethiopia. Analyzing data obtained from contingent valuation questions, they find that household consumption and the student ' s motivation to help the poor, which is their proxy for intrinsic motivation, are the main determinants of willingness to work in a rural area. The authors investigate who are willing to help the poor and find that women are significantly more likely to help than men. Other variables, including a rich set of psycho-social characteristics, are not significant. Finally, the authors carry out some simulations on how much it would cost to make the entire cohort of starting nurses and doctors choose to take up a rural post
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    Central America education strategy : an agenda for action (2005)
    Washington, DC : World Bank
    Details
    ISBN: 0821362585
    Language: English
    Pages: Online-Ressource (xxi, 94 p) , ill , 25 cm
    Edition: Online-Ausg. World Bank E-Library Archive
    Series Statement: World Bank country study
    DDC: 370/.9728
    Keywords: Education ; Education ; Education
    Note: Includes bibliographical references (p. 91-94)
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    Education in the Democratic Republic of Congo : priorities and options for regeneration (2005)
    Washington, D.C : World Bank
    Details
    ISBN: 082136121X , 9780821361214
    Language: English
    Pages: Online-Ressource (xxix, 146 p) , ill , 26 cm
    Edition: Online-Ausg. World Bank E-Library Archive
    Series Statement: A World Bank country study
    DDC: 370/.96751
    Keywords: Education ; Education and state ; Education ; Education and state ; Education ; Education and state
    Description / Table of Contents: Education in the Democratic Republic of Congo: background and context -- Overview of the education system--growth and efficiency -- Education finance in the Democratic Republic of Congo -- Quality in primary and secondary education--learning outcomes and learning conditions -- Higher education -- Financial simulations.
    Note: Includes bibliographical references
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    Wage Determination in Northeast Brazil (2005)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (87 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Verner, Dorte Wage Determination in Northeast Brazil
    Keywords: Access and Equity in Basic Education ; Education ; Employment ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Human Resources ; Income Distribution ; Informal Sector ; Job ; Jobs ; Labor ; Labor Market ; Labor Markets ; Labor Policies ; Occupation ; Open Unemployment ; Paid Workers ; Population Policies ; Primary Education ; Real Wages ; Social Protections and Labor ; Unemployment ; Union Membership ; Wage Determination ; Wage Distribution ; Worker ; Workers ; Access and Equity in Basic Education ; Education ; Employment ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Human Resources ; Income Distribution ; Informal Sector ; Job ; Jobs ; Labor ; Labor Market ; Labor Markets ; Labor Policies ; Occupation ; Open Unemployment ; Paid Workers ; Population Policies ; Primary Education ; Real Wages ; Social Protections and Labor ; Unemployment ; Union Membership ; Wage Determination ; Wage Distribution ; Worker ; Workers ; Access and Equity in Basic Education ; Education ; Employment ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Human Resources ; Income Distribution ; Informal Sector ; Job ; Jobs ; Labor ; Labor Market ; Labor Markets ; Labor Policies ; Occupation ; Open Unemployment ; Paid Workers ; Population Policies ; Primary Education ; Real Wages ; Social Protections and Labor ; Unemployment ; Union Membership ; Wage Determination ; Wage Distribution ; Worker ; Workers
    Abstract: This paper analyzes the labor markets in the states of Pernambuco, Bahia, Ceará, and the Northeast region of Brazil. The findings show a rather heterogeneous impact pattern of individual characteristics on monthly wages across the wage distribution. That is, the magnitude of the affect of a wage determinant is different depending on whether the worker is placed in the lower, median or top of the wage distribution. The findings reveal that education is key. Basic schooling matters for all four geographical areas and across the income distribution. However, poor workers are awarded lower returns than their richer peers and in Bahia and Ceará, the poor do not obtain any returns to basic schooling. Furthermore, the impact of 5-8 or 9-11 years of education is larger than that of 1-4 years of completed education. The returns obtained by a median worker are higher in Ceará and Pernambuco than in Bahia. Finally, completed tertiary education offers thelargest returns of all levels of education; the median worker receives a premium of 105, 249, and 216 percent in Ceará, Pernambuco, and Bahia, respectively. Hence, one direct policy implication is to increase the quality of education, in particular in poorer neighborhoods. Experience impacts positively on wages and it is increasing with age until workers reach 50 years of age. However, returns to experience are falling significantly across the wage distribution. For the poor and younger generations, experience contributes more to wages than education. The occupation of workers is important for wage determination; all workers in the included occupational groups are paid more than workers engaged in agricultural activities. Workers employed as technicians or administrators obtain the highest returns. The white/non-white wage disparity reveals that white workers are paid 17 percent more than their non-white co-workers, taking into account other characteristics. Gender disparities are large in the Northeast and heterogeneous across the wage distribution. The time spent in the current state impacts adversely on wages. That is, those that have stayed earn, on average, less than the newcomers. There are no considerable differences between male and female workers. Union membership has a positive impact on workers wages
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    Education in Ethiopia : strengthening the foundation for sustainable progress (2005)
    Washington, D.C., U.S.A : World Bank
    Details
    ISBN: 0821362267
    Language: English
    Pages: Online-Ressource (xlix, 285 p) , ill., map , 26 cm
    Edition: Online-Ausg. World Bank E-Library Archive
    Series Statement: A World Bank country study
    DDC: 370/.963
    Keywords: Education ; Education ; Education
    Note: Includes bibliographical references (p. 281-285)
    URL: Volltext  (Deutschlandweit zugänglich)
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    Evaluation of National School for Professional Technology Education in Mexico (2005)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (41 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Lopez-Acevedo, Gladys Evaluation of National School for Professional Technology Education in Mexico
    Keywords: Access and Equity in Basic Education ; Education ; Educational System ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Graduates ; Low-Income Students ; Ministry of Education ; Papers ; Primary Education ; Professional Education ; Public Universities ; Research ; School ; Schools ; Secondary Education ; Secondary Education ; Tertiary Education ; Access and Equity in Basic Education ; Education ; Educational System ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Graduates ; Low-Income Students ; Ministry of Education ; Papers ; Primary Education ; Professional Education ; Public Universities ; Research ; School ; Schools ; Secondary Education ; Secondary Education ; Tertiary Education ; Access and Equity in Basic Education ; Education ; Educational System ; Effective Schools and Teachers ; Finance and Financial Sector Development ; Financial Literacy ; Gender ; Gender and Education ; Graduates ; Low-Income Students ; Ministry of Education ; Papers ; Primary Education ; Professional Education ; Public Universities ; Research ; School ; Schools ; Secondary Education ; Secondary Education ; Tertiary Education
    Abstract: The National School for Professional Technology Education (CONALEP) is Mexico's largest and oldest technical education system. CONALEP serves low-income students at the upper-secondary school level in Mexico. The labor market performance of CONALEP graduates has been evaluated four times in the past. These evaluations have yielded encouraging results, showing that CONALEP's graduates find jobs faster and earn higher wages than similar "control" groups. In contrast, using non-experimental methods, this paper suggests that CONALEP's graduates might earn higher wages but do not find jobs faster compared with control groups
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    Brain Waste? : Educated Immigrants in the U.S. Labor Market (2005)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: Online-Ressource (1 online resource (31 p.))
    Edition: Online-Ausg. World Bank E-Library Archive
    Parallel Title: Mattoo, Aaditya Brain Waste?
    Keywords: Access and Equity in Basic Education ; Brain Drain ; Country of Origin ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Home Countries ; Host Country ; Human Capital ; Immigrant ; Immigrants ; Immigration ; Immigration Law ; Immigration Policies ; International Migration ; Labor ; Labor Market ; Labor Markets ; Population Policies ; Social Development ; Social Protections and Labor ; Tertiary Education ; Access and Equity in Basic Education ; Brain Drain ; Country of Origin ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Home Countries ; Host Country ; Human Capital ; Immigrant ; Immigrants ; Immigration ; Immigration Law ; Immigration Policies ; International Migration ; Labor ; Labor Market ; Labor Markets ; Population Policies ; Social Development ; Social Protections and Labor ; Tertiary Education ; Access and Equity in Basic Education ; Brain Drain ; Country of Origin ; Education ; Finance and Financial Sector Development ; Financial Literacy ; Health, Nutrition and Population ; Home Countries ; Host Country ; Human Capital ; Immigrant ; Immigrants ; Immigration ; Immigration Law ; Immigration Policies ; International Migration ; Labor ; Labor Market ; Labor Markets ; Population Policies ; Social Development ; Social Protections and Labor ; Tertiary Education
    Abstract: The authors investigate the occupational placement of immigrants in the U.S. labor market using census data. They find striking differences among highly educated immigrants from different countries, even after they control for individuals' age, experience, and level of education. With some exceptions, educated immigrants from Latin American and Eastern European countries are more likely to end up in unskilled jobs than immigrants from Asia and industrial countries. A large part of the variation can be explained by attributes of the country of origin that influence the quality of human capital, such as expenditure on tertiary education and the use of English as a medium of instruction. Performance is adversely affected by military conflict at home which may weaken institutions that create human capital and lower the threshold quality of immigrants. The selection effects of U.S. immigration policy also play an important role in explaining cross-country variation. The observed under-placement of educated migrants might be alleviated if home and host countries cooperate by sharing information on labor market conditions and work toward the recognition of qualifications
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    Activity and Sign : Grounding Mathematics Education (2005)
    New York : Springer Science+Business Media, Inc.
    Details
    ISBN: 9780387242705
    Language: English
    Pages: Online-Ressource (VII, 389 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Activity and sign
    RVK:
    SM 600
    Keywords: Science History ; Mathematics ; Education ; Education ; Science History ; Mathematics ; Aufsatzsammlung ; Mathematikunterricht
    Abstract: "The advancement of a scientific discipline depends not only on the ""big heroes"" of a discipline, but also on a community's ability to reflect on what has been done in the past and what should be done in the future. This volume combines perspectives on both. It celebrates the merits of Michael Otte as one of the most important founding fathers of mathematics education by bringing together all the new and fascinating perspectives created through his career as a bridge builder in the field of interdisciplinary research and cooperation. The perspectives elaborated here are for the greatest part motivated by the impressing variety of Otte's thoughts, however, the idea is not to look back, but to find out where the research agenda might lead us in the future. This volume provides new sources of knowledge based on Michael Otte's fundamental insight that understanding the problems of mathematics education - how to teach, how to learn, how to communicate, how to do, and how to represent mathematics - depends on means, mainly philosophical and semiotic, that have to be created first of all, and to be reflected from the perspectives of a multitude of diverse disciplines."
    Description / Table of Contents: Grounding Mathematics Education; Mathematics, Sign and Activity; Agency and Creativity in the Semiotics of Learning Mathematics; The Semiotic Approach to Mathematical Evidence and Generalization; Signs as Means for Discoveries; Diagrammatic Thinking; Notes on a Semiotically Inspired Theory of Teaching and Learning; Semiotic Mediation in the Primary School; Do Mathematical Symbols Serve to Describe or Construct "Reality"?; Metaphor and Metonymy in Processes of Semiosis in Mathematics Education; On Practical and Theoretical Thinking and Other False Dichotomies in Mathematics Education
    Description / Table of Contents: The Semiotics of the SchemaTowards a Normal Science of Mathematics Education?; The Study of the Didactical Conditions of School Learning in Mathematics; The Formal, The Social and the Subjective; Reflective Learning; Thinking and Knowing About Knowledge; The Cognitive Unconscious; Hilbert, Weyl, and the Philosophy of Mathematics; Mathematical Metaphors in Natorp's Neo-Kantian Epistemology and Philosophy of Science; Newton's Program of Mathematizing Nature; Did Hermann and Robert Graßmann Contribute to the Emergence of Formal Axiomatics?; A Case Study in Generalisation
    Description / Table of Contents: Some German Contributions to Mathematics Research in BrazilData Structures and Virtual Worlds; Variables, in Particular Random Variables; Deduction, Perception, and Modeling; Models of Data, Theoretical Models, and Ontology; Some Sober Conceptions of Mathematical Truth; Can There Be an Alternative Mathematics, Really?; An Interview with Michael Otte
    Description / Table of Contents: Grounding Mathematics Education : Michael Otte's contribution / Michael Hoffmann, Johannes Lenhard and Falk SeegerMathematics, Sign and Activity / Michael Otte -- A. Sign Processes -- Agency and Creativity in the Semiotics of Learning Mathematics / Paul Ernest -- The Semiotic Approach to Mathematical Evidence and Generalization / Susanna Marietti -- Signs as Means for Discoveries : Peirce and His Concepts of "Diagrammatic Reasoning," "Theorematic Deduction," "Hypostatic Abstraction", and "Theoric Transformation" / Michael Hoffmann -- Diagrammatic Thinking : Affordances and Constraints / Willibald Dorfler -- Notes on a Semiotically Inspired Theory of Teaching and Learning / Falk Seeger -- B. Sign Processes in the Mathematics Classroom -- Semiotic Mediation in the Primary School : Durer's Glass / Maria G. Bartolini Bussi, Maria Alessandra Mariotti and Franca Ferri -- Do Mathematical Symbols Serve to Describe or Construct "Reality"? : Epistemological Problems in Teaching Mathematics in the Field of Elementary Algebra / Heinz Steinbring -- Metaphor and Metonymy in Processes of Semiosis in Mathematics Education / Norma Presmeg -- On Practical and Theoretical Thinking and Other False Dichotomies in Mathematics Education / Anna Sierpinska -- The Semiotics of the Schema : Kant, Piaget, and the Calculator / Luis Radford -- C. Mathematics Education as a Science -- Towards a Normal Science of Mathematics Education? / Kenneth Ruthven -- The Study of the Didactical Conditions of School Learning in Mathematics / Guy Brousseau -- The Formal, the Social and the Subjective : Variations on a Theme of Michael Otte / Roland Fischer -- D. Crossing Boundaries -- Reflective learning : Problems and Questions Concerning a Current Contextualization of the Vygotskian Approach / Bernd Fichtner -- Thinking and Knowing about knowledge : A Plea for and Critical Remarks on Psychological Research Programs on Epistemological Beliefs / Rainer Bromme -- The Cognitive Unconscious : Recalling the History of the Concept and the Problem / Thomas Mies -- E. History of Mathematics and Mathematics Education -- Hilbert, Weyl, and the Philosophy of Mathematics / Hans Niels Jahnke -- Mathematical Metaphors in Natorp's Neo-Kantian Epistemology and Philosophy of Science / Thomas Mormann -- Newton's Program of Mathematizing Nature / Karl-Norbert Ihmig -- Did Hermann and Robert Grassmann Contribute to the Emergence of a Formal Axiomatics? / Mircea Radu -- A Case Study in Generalization : The Notion of Multiphcation / Gert Schubring -- Some German Contributions to Mathematics Research in Brazil / Circe Mary Silva da Silva Dynnikov -- F. Making Philosophy of Mathematics Relevant -- ata Structures and Virtual Worlds : On the Inventiveness of Mathematics / Andreas Dress -- Variables, in Particular Random Variables / Hermann Dinges -- Deduction, Perception and Modeling : The Two Peirces on the Essence of Mathematics / Johannes Lenhard -- Models of Data, Theoretical Models and Ontology : A Structuralist Perspective / C. Ulises Moulines -- Some Sober Conceptions of Mathematical Truth / Marco Panza -- Can There Be an Alternative Mathematics, Really? / Jean Paul van Bendegem -- G. Coda -- An Interview with Michael Otte / Roland Fischer.
    Note: Includes bibliographical references and index
    DOI: 10.1007/b105055
    URL: Volltext
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    URL: Cover
    URL: Kapitel 1
    URL: Inhaltsverzeichnis
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    Meaning in Mathematics Education (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387240404
    Language: English
    Pages: Online-Ressource (X, 260 p, digital)
    Series Statement: Mathematics Education Library 37
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Meaning in mathematics education
    RVK:
    SM 600
    Keywords: Curriculum planning ; Mathematics ; Education ; Education ; Curriculum planning ; Mathematics ; Bibliografie ; Aufsatzsammlung ; Mathematikunterricht ; Mathematikunterricht ; Mathematikunterricht
    Abstract: What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed - theoretical and practical - and this book seeks to move the debate forward along both dimensions
    Description / Table of Contents: Introduction; Meanings of Meaning of Mathematics; "Meaning" and School Mathematics; The Meaning of Conics: Historical and Didactical Dimensions; Reconstruction of Meaning as a Didactical Task: The Concept of Function as an Example; Meaning in Mathematics Education; Collective Meaning and Common Sense; Mathematics Education and Common Sense; Communication and Construction of Meaning; Making Mathematics and Sharing Mathematics: Two Paths to Co-Constructing Meaning?; The Hidden Role of Diagrams in Students' Construction of Meaning in Geometry
    Description / Table of Contents: What's a Best Fit? Construction of Meaning in a Linear Algebra SessionDiscoursing Mathematics Away; Meaning and Mathematics
    Note: Includes bibliographical references
    DOI: 10.1007/b104298
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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    The Construction of New Mathematical Knowledge in Classroom Interaction : An Epistemological Perspective (2005)
    Boston, MA : Springer Science+Business Media, Inc
    Details
    ISBN: 9780387242538
    Language: English
    Pages: Online-Ressource (XIV, 236 p, digital)
    Series Statement: Mathematics Education Library 38
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Steinbring, Heinz The construction of new mathematical knowledge in classroom interaction
    RVK:
    SM 607
    Keywords: Genetic epistemology ; Mathematics ; Education ; Education ; Genetic epistemology ; Mathematics ; Grundschule ; Interaktion ; Mathematikunterricht ; Schulklasse ; Grundschule ; Mathematikunterricht ; Beziehung ; Mathematikunterricht ; Interaktion ; Mathematikunterricht ; Interaktion
    Abstract: The Construction of New Mathematical Knowledge in Classroom Interaction deals with the very specific characteristics of mathematical communication in the classroom. The general research question of this book is: How can everyday mathematics teaching be described, understood and developed as a teaching and learning environment in which the students gain mathematical insights and increasing mathematical competence by means of the teacher's initiatives, offers and challenges? How can the 'quality' of mathematics teaching be realized and appropriately described? And the following more specific research question is investigated: How is new mathematical knowledge interactively constructed in a typical instructional communication among students together with the teacher? In order to answer this question, an attempt is made to enter as in-depth as possible under the surface of the visible phenomena of the observable everyday teaching events. In order to do so, theoretical views about mathematical knowledge and communication are elaborated. The careful qualitative analyses of several episodes of mathematics teaching in primary school is based on an epistemologically oriented analysis Steinbring has developed over the last years and applied to mathematics teaching of different grades. The book offers a coherent presentation and a meticulous application of this fundamental research method in mathematics education that establishes a reciprocal relationship between everyday classroom communication and epistemological conditions of mathematical knowledge constructed in interaction.
    Description / Table of Contents: General Overview Of The Book; Overview of the First Chapter; Theoretical Background and Starting Point; Overview of the Second Chapter; The Theoretical Research Question; Overview of the Third Chapter; Epistemology-Oriented Analyses of Mathematical Interactions; Overview of the Fourth Chapter; Epistemological and Communicational Conditions of Interactive Mathematical Knowledge Constructions
    Note: Includes bibliographical references (p. [223]-228) and indexes
    DOI: 10.1007/b104944
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltstext
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    University Research Management : Meeting the Institutional Challenge (2005)
    Paris : OECD Publishing and Institutional Management in Higher Education
    Details
    ISBN: 9789264017450
    Language: English
    Pages: Online-Ressource (260 p.)
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. La gestion de la recherche universitaire ; Relever le défi au niveau des établissements
    Parallel Title: Parallelausg. La gestion de la recherche universitaire : Relever le défi au niveau des établissements
    Keywords: Education ; Science and Technology ; Universität ; Forschung ; Management
    Abstract: This publication sheds light on the issues now facing today’s universities as they confront the increasing pressure to “produce” research to keep the competitive edge. Drawing on eight case studies, the report focuses on four key themes: The growing significance of the research mission to higher education. Strengthening structures and processes for research management. Funding and resourcing university research. Nurturing research careers. Case studies highlight issues in Australia, Belgium, Brazil, Germany, Ireland, Malaysia, Portugal and Turkey.
    DOI: 10.1787/9789264017450-en
    URL: Volltext
    URL: lizenzpflichtig
    URL: Inhaltsverzeichnis
    URL: Inhaltstext
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    Renforcer la capacité de recherche et de transfert de savoir des universités : Les instruments politiques employés par les pouvoirs publics (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 2, p. 85-101
    Details
    ISSN: 1684-3592
    Language: French
    Pages: 19 p
    Parallel Title: Parallelausg. Political Instruments Employed by Governments to Enhance University Research and Knowledge Transfer Capacity
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Publ. der Quelle: Paris : OCDE, 1998
    Angaben zur Quelle: Vol. 17, no. 2, p. 85-101
    Keywords: Education
    Abstract: Les gouvernements des pays développés utilisent une gamme étendue d’outils politiques pour favoriser la recherche universitaire et les transferts de savoir. Parmi ces outils on trouve notamment la sensibilisation, la persuasion et l’information ; la consultation et les comités d’enquête, la création de grands pôles de recherche et d’organismes de commercialisation, et l’investissement en infrastructures dédiés à la recherche ; bourses ; subventions et autres aides financières ; législation et régulation. Cependant, l'information, est relativement limitée en ce qui concerne les outils politiques qui produisent les meilleurs résultats, le contexte dans lequel ils produisent ces résultats, et on ignore pourquoi certains outils sont choisis plutôt que d’autres. Par ailleurs, on ne sait pas très bien qui sont les principaux bénéficiaires des différents programmes, ni dans quelle mesure la prolifération de programmes, souvent associés à une multiplicité d’agences entraîne des dédoublements et des inefficacités et va à l’encontre des priorités établies par les gouvernements en matière de R-D de recherche et développement.
    DOI: 10.1787/hemp-v17-art12-fr
    URL: Volltext
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    L'émergence d'un nouveau paradigme pour l'université et la réforme du système universitaire en Corée (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 1, p. 101-116
    Details
    ISSN: 1684-3592
    Language: French
    Pages: 19 p
    Parallel Title: Parallelausg. The Shift of the University Paradigm and Reform of the Korean University Systems
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Publ. der Quelle: Paris : OCDE, 1998
    Angaben zur Quelle: Vol. 17, no. 1, p. 101-116
    Keywords: Education ; Korea, Republic of
    Abstract: La société du XXIe siècle se caractérise par le rôle essentiel des connaissances, la mobilité dans l’enseignement et l’enseignement virtuel. C’est autour de ce nouveau paradigme que s’articulera la restructuration du système universitaire de la Corée. Pour mettre en place un système d’enseignement efficace et concurrentiel, la réforme du système universitaire est indispensable. La restructuration des universités devrait être axée sur la réforme de l’organisation et de la gestion de l’enseignement. En bref, la stratégie d’innovation dans ce domaine consiste à concilier 1) tradition et modernité, 2) spécialisation et diversification, 3) accroissement de la quantité et amélioration de la qualité, 4) dimension nationale et dimension internationale.
    DOI: 10.1787/hemp-v17-art6-fr
    URL: Volltext
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    Managing Relations with Industry : The Case of Brazilian Universities (2005)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 17, no. 2, p. 127-137
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 13 p
    Parallel Title: Parallelausg. La gestion des relations avec l'industrie : Le cas des universités brésiliennes
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 17, no. 2, p. 127-137
    Keywords: Education ; Brazil
    Abstract: For a long time, university-business relations were a matter of individual, informal and intermittent contacts. Once the innovation process picked up speed, businesses began asking more from universities (longer-term co-operative research, for example), and governments placed university-business interaction at the centre of their innovation strategies, with the universities having to organise interface structures as well as developing internal standards for the agendas of teachers-researchers, industrial property, etc. In Brazil, universities started to do this during the 1990s. The Brazilian experience shows that the success of interface structures depends not only on the national innovation policy but above all on the conditions specific to each establishment. This article discusses the results of three surveys conducted by the Universidade Federal do Rio Grande do Sul concerning the technology transfer and intellectual property offices of Brazilian universities, and is set out as follows: 1) the background to university-business relations in Brazil; 2) the characteristics, strong points and weaknesses of university offices, based on their development over the last decade; and 3) benchmarks for the development of internal strategies.
    DOI: 10.1787/hemp-v17-art15-en
    URL: Volltext
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    Energy-Efficient Renovation of Educational Buildings (2005)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 3 p. , 21 x 29.7cm
    Series Statement: PEB Exchange, Programme on Educational Building no.2005/09
    Parallel Title: Parallelausg. La rénovation énergétique des bâtiments scolaires
    Keywords: Education
    Abstract: Case studies demonstrating energy-efficient renovation of educational buildings collected by the International Energy Agency (IEA) provide information on retrofit technologies, energy-saving approaches and ventilation strategies. Some general findings are presented here along with one case study, Egebjerg School in Denmark, which shows how natural ventilation can be incorporated into a refurbishment project.
    DOI: 10.1787/562284354371
    URL: Volltext
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    What makes Universities Unique? : Updating the Ideal for an Entrepreneurial Age (2005)
    Paris : OECD Publishing
    In:  Higher Education Management and Policy Vol. 17, no. 3, p. 27-49 | volume:17 | year:2005 | number:3 | pages:27-49
    Details
    Language: English
    Pages: 1 Online-Ressource (25 p.)
    Parallel Title: Parallele Sprachausgabe Qu'est-ce qui fait la spécificité des universités? : Le point sur l'idéal d'une époque entrepreneuriale
    Titel der Quelle: Higher Education Management and Policy
    Angaben zur Quelle: Vol. 17, no. 3, p. 27-49
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:27-49
    Keywords: Education
    Abstract: This paper defends the idea that universities manufacture knowledge as a public good through the “creative destruction” of social capital. The idea is presented as contemporary restatement of the Humboldtian ideal of the unity of research and teaching: Research “creates” (i.e. concentrates) social capital, which is then “destroyed” (i.e. distributed) through teaching. The defense is made against recent attacks to the integrity of the university as an institution associated with postmodernism and the so-called “new production of knowledge”, which would evaluate universities by client-led performance indicators. The emergence of such indicators is considered and critiqued, followed by some constructive suggestions for indicators specifically designed to measure qualities at which universities uniquely excel.
    DOI: 10.1787/hemp-v17-art17-en
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    European Universities for Entrepreneurship : Their Role in the Europe of Knowledge (2005)
    Paris : OECD Publishing
    In:  Higher Education Management and Policy Vol. 17, no. 3, p. 13-25 | volume:17 | year:2005 | number:3 | pages:13-25
    Details
    Language: English
    Pages: 1 Online-Ressource (15 p.)
    Parallel Title: Parallele Sprachausgabe Les universités européennes et l'entrepreneuriat : Leur rôle dans l'Europe du savoir
    Titel der Quelle: Higher Education Management and Policy
    Angaben zur Quelle: Vol. 17, no. 3, p. 13-25
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:13-25
    Keywords: Education
    Abstract: This paper explores the theoretical foundations of the concept of entrepreneurialism in universities and the contribution it can make to the knowledge society. It reviews the concept as an economic phenomenon and draws a distinction between the use of the term in economics and its use in higher education and that in higher education it can be seen as a contested idea which can in some circumstances be destructive of academic values. On the other hand it can strengthen institutional autonomy and can be an enabling process which stimulates research and innovation. Barriers to entrepreneurialism at national and institutional levels are noted and the important area of risk. Two particular ideas are discussed, the concept of the academic entrepreneur and the relationship between the new emphasis on universities’ regional role and the nature of the entrepreneurial university.
    DOI: 10.1787/hemp-v17-art16-en
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  • 67
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    Universités entrepreneuriales et développement régional : Une conception territoriale de l'Europe du savoir (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 3, p. 69-97 | volume:17 | year:2005 | number:3 | pages:69-97
    Details
    Language: French
    Pages: 1 Online-Ressource (31 p.)
    Parallel Title: Parallele Sprachausgabe Entrepreneurial Universities and the Development of Regional Societies: A Spatial View of the Europe of Knowledge
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Angaben zur Quelle: Vol. 17, no. 3, p. 69-97
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:69-97
    Keywords: Education
    Abstract: Cet article met en lumière un éventail d’activités entrepreneuriales et de participation régionales menées par les universités en rapport avec les questions actuelles de gouvernance et de financement. Il présente un modèle de réseau et de partenariat qui reflète les instrument, établis ou nouveaux, utilisés les pays européens. Ce modèle a pour but de trouver un équilibre entre concurrence et coopération en tenant compte de la diversité et de la stratification des systèmes d'enseignement supérieur et de recherche dans différents pays. Du point de vue régional, il paraît primordial de s’assurer que les connaissances produites dans les universités sont transmises aux entreprises et à la société, de manière à créer une interaction entre les acteurs mondiaux et locaux. L'amélioration des interactions entre les universités et l'industrie passe par l'étude des caractéristiques de la gouvernance interne et externe car parfois des forces opposées entrent en jeu. Les universités doivent réaliser que différentes institutions peuvent être complémentaires. Elles doivent également se préoccuper des meilleures réponses à donner aux exigences de viabilité et de transparence dans le cadre plus large de l’espace du savoir. Ce type de réseaux et de partenariats doit être adapté aux spécificités régionales et aux caractéristiques des institutions concernées. Cette condition est nécessaire afin de pouvoir coordonner efficacement les moyens d'action mis en œuvre en vue d'atteindre les objectifs souhaités. Alors seulement pourra s'instaurer un esprit d'entreprise et d'innovation au sein d'établissements individuels, entre établissements et entre ces derniers et leurs régions.
    DOI: 10.1787/hemp-v17-art19-fr
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  • 68
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    Innovation in the Netherlands : Toward Guidelines for Knowledge Transfer (2005)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 17, no. 1, p. 83-92
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 13 p
    Parallel Title: Parallelausg. L'innovation aux Pays-Bas : À la recherche de lignes directrices pour le transfert de connaissances
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 17, no. 1, p. 83-92
    Keywords: Education ; Netherlands
    Abstract: When the objectives of the Lisbon Convention were formulated in 2000, the Dutch Government decided that the Netherlands should give priority to achieving these objectives. In 2010 the Netherlands should be one of the most successful economies in Europe, which should itself be the most competitive knowledge-based economic region in the world.With these objectives in mind, a consortium consisting of the Dutch industry and universities (VNO-NCW and VSNU), the Royal Academy of Science, the Netherlands Organisation for Scientific Research (NWO) and the Organisation for Applied Research (TNO) encouraged the Government to install an Innovation Platform under the presidency of the Prime Minister. Although the Innovation Platform has had an impressive start, the approach aims mainly at long-term policy issues. In order to promote knowledge transfer between science and industry in the short term, more specific measures must be taken.The Confederation of Netherlands Industry and Employers (VNO-NCW) and the Association of Universities in the Netherlands (VSNU) are working together to formulate guidelines for collaborative projects. The aim of these guidelines is to promote understanding of the differences and similarities in the objectives of science and industry. Similarity in objectives is the starting point for clear principles on such issues as publication, scholarly integrity and financing. These guidelines are not meant as model contracts, but rather to point out important topics and considerations that should be taken into account in individual contracts.
    DOI: 10.1787/hemp-v17-art5-en
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  • 69
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    Évaluation de l'incidence de l'enseignement supérieur sur le développement régional : Une approche réaliste de meilleures politiques (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 16, no. 3, p. 39-59
    Details
    ISSN: 1684-3592
    Language: French
    Pages: 24 p
    Parallel Title: Parallelausg. Assessing the Impact of Higher Education on Regional Development: Using a Realist Approach for Policy Enhancement
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Publ. der Quelle: Paris : OCDE, 1998
    Angaben zur Quelle: Vol. 16, no. 3, p. 39-59
    Keywords: Education
    Abstract: L’enseignement supérieur est largement considéré comme un élément essentiel du développement économique régional et de la construction de l’économie du savoir (Barclays, 2002). À cet égard, le Higher Education Funding Council for England (HEFCE) a énoncé de grands principes relatifs à l’analyse comparative des méthodes visant à évaluer la contribution des établissements d’enseignement supérieur au développement régional (HEFCE, 2002). Deux visions s’opposent toutefois : d’un côté, l’enseignement supérieur est perçu comme un investissement dans le développement régional et de l’autre, la méthode d’évaluation classique qui consiste uniquement à évaluer les répercussions financières des établissements d’enseignement est privilégiée. Au regard du grand nombre d’évaluations d’incidence classiques disponibles, relativement peu d’études ont été consacrées à l’évaluation des effets de l’enseignement supérieur sur le développement régional, de son impact net sur les fonds publics ou de sa valeur en termes d’exportation. Cet article s’appuie sur des études récentes afin d’esquisser un cadre d’évaluation réaliste qui pourra apporter les indices nécessaires à l’amélioration des liens entre l’enseignement supérieur et le développement régional ainsi que des processus d’élaboration des politiques dans ce domaine.
    DOI: 10.1787/hemp-v16-art22-fr
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  • 70
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    Repenser l'université sans la vider de son sens : Engagements externes et transformations internes de l'université dans l'économie du savoir (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 2, p. 31-45
    Details
    ISSN: 1684-3592
    Language: French
    Pages: 17 p
    Parallel Title: Parallelausg. Rethinking or Hollowing out the University?: External Engagement and Internal Transformation in the Knowledge Economy
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Publ. der Quelle: Paris : OCDE, 1998
    Angaben zur Quelle: Vol. 17, no. 2, p. 31-45
    Keywords: Education
    Abstract: Le développement de l’économie du savoir place les universités au cœur du processus de mutation économique et sociale en rapport avec leurs fonctions d’enseignement, de recherche et d’ouverture. Ce nouvel engagement contraint les universités à considérer la nécessité de transformations internes visant à se hisser « à la hauteur » de leurs nouveaux rôles, plus « entrepreneuriaux ». Une question centrale se pose ici quant à la meilleure façon de réorienter ou de remodeler l’université de manière à lui permettre de relever de nouveaux défis tout en préservant son « essence » : une culture de collégialité aujourd’hui compromise, mais toujours au fondement de l’innovation, tant pour la production des connaissances que pour leur transmission.
    DOI: 10.1787/hemp-v17-art9-fr
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  • 71
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    La démocratie et l'éducation universitaire au Nigéria : Quelques considérations d'ordre constitutionnel (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 16, no. 3, p. 139-152
    Details
    ISSN: 1684-3592
    Language: French
    Pages: 17 p
    Parallel Title: Parallelausg. Democracy and University Education in Nigeria: Some Constitutional Considerations
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Publ. der Quelle: Paris : OCDE, 1998
    Angaben zur Quelle: Vol. 16, no. 3, p. 139-152
    Keywords: Education ; Nigeria
    Abstract: On examine dans cet article les incidences de la quatrième Constitution républicaine sur l’éducation universitaire au Nigeria. On y étudie plus précisément les dispositions relatives à l’éducation contenues dans la nouvelle Constitution démocratique du Nigeria et le retentissement qu’elles semblent appelées à avoir sur la planification et l’administration de l’éducation universitaire au cours de la période post-militaire. On y fait valoir que la démocratie naissante fait d’une gouvernance démocratique des universités un impératif absolu.
    DOI: 10.1787/hemp-v16-art26-fr
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  • 72
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    Convergence in Higher Education : The Strange Case of “Entrepreneurialism” (2005)
    Paris : OECD Publishing
    In:  Higher Education Management and Policy Vol. 17, no. 3, p. 51-64 | volume:17 | year:2005 | number:3 | pages:51-64
    Details
    Language: English
    Pages: 1 Online-Ressource (16 p.)
    Parallel Title: Parallele Sprachausgabe Convergence dans l'enseignement supérieur : L'étrange affaire de « l'esprit d'entreprise »
    Titel der Quelle: Higher Education Management and Policy
    Angaben zur Quelle: Vol. 17, no. 3, p. 51-64
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:51-64
    Keywords: Education
    Abstract: Prima facie, in the context of higher education, “entrepreneurialism” offers an example of globalisation: the idea presages a sense of systems of higher education converging across the world. However, entrepreneurialism is not undifferentiated but is to be found in different modes. Various axes identified in the paper offer spectra of entrepreneurialism and two are picked out for close inspection: these are, on the one hand, hard-soft forms of entrepreneurialism; and, on the other hand, forms of entrepreneurialism that are set in the context of strong states or strong markets. Set against each other, these two axes produce a grid that depicts four forms of entrepreneurialism: civic; hesitant; unbridled; and curtailed. These forms of entrepreneurialism can be understood as making possible or limiting alternative modes of knowledge travel. Accordingly, it may be judged that, far from heralding convergence, entrepreneurialism turns out to be a metaphor for differences of academic identity and even of academic being. These differences are so profound that they point to value choices as to the desirable forms of academic life itself.
    DOI: 10.1787/hemp-v17-art18-en
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  • 73
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    Entrepreneurial Universities and the Development of Regional Societies : A Spatial View of the Europe of Knowledge (2005)
    Paris : OECD Publishing
    In:  Higher Education Management and Policy Vol. 17, no. 3, p. 65-89 | volume:17 | year:2005 | number:3 | pages:65-89
    Details
    Language: English
    Pages: 1 Online-Ressource (27 p.)
    Parallel Title: Parallele Sprachausgabe Universités entrepreneuriales et développement régional : Une conception territoriale de l'Europe du savoir
    Titel der Quelle: Higher Education Management and Policy
    Angaben zur Quelle: Vol. 17, no. 3, p. 65-89
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:65-89
    Keywords: Education
    Abstract: This article highlights a range of university entrepreneurship activities and regional engagement in relation to current governance and finance issues. A model for networking and developing partnership between universities and their region is presented, which reflects existing and emerging European level policy instruments. This model aims at finding the right balance between competition and collaboration and it takes into account the diversity and stratification of higher education and research systems in different countries. From a regional perspective, the most vital activity seems to be the flow of knowledge from universities to business and society, thereby linking global and local players. In order to achieve a better interaction between universities and industry, the various internal and external governance features have to be studied, as sometimes conflicting forces are at work. Universities will need to realise that different institutions can be complementary to one another. It is also important for them to consider how they can best respond to demands for sustainability and accountability of their own activities within a broader knowledge space. The networking and partnership model drafted here will need to be adapted to existing specific conditions and prevailing institutional and regional characteristics. This is necessary in order to successfully coordinate policy instruments to achieve desirable results. Only then can viable entrepreneurialism and innovation be fostered within individual HEIs, between them, and in their regions.
    DOI: 10.1787/hemp-v17-art19-en
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  • 74
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    La place nouvelle de l'université et le choc des valeurs : L'université entrepreneuriale dans la société européenne du savoir (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 3, p. 99-132 | volume:17 | year:2005 | number:3 | pages:99-132
    Details
    Language: French
    Pages: 1 Online-Ressource (36 p.)
    Parallel Title: Parallele Sprachausgabe The Changing Place of the University and a Clash of Values: The Entrepreneurial University in the European Knowledge Society
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Angaben zur Quelle: Vol. 17, no. 3, p. 99-132
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:99-132
    Keywords: Education
    Abstract: On passe en revue dans cet article les publications qui traitent de l'évolution de l'environnement et de la culture des universités européennes. On y envisage tout d'abord les pressions qu'exercent sur les universités la mondialisation et la société du savoir, les incidences de la nouvelle zone européenne de l'enseignement supérieur, les exigences auxquelles les universités sont confrontées, l'imprégnation du secteur public par l'idéologie du marché et la restructuration des rapports entre les universités et l'État. On étudie ensuite l'évolution qui se produit dans les universités : la signification de la culture entrepreneuriale, les activités et les structures propres aux universités entrepreneuriales, ainsi que la gestion entrepreneuriale des universités. Enfin, on y traite des contradictions entre les valeurs traditionnelles de l'université et les valeurs de base de l'univers des affaires.
    DOI: 10.1787/hemp-v17-art20-fr
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  • 75
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    Overview of National Policy Contexts for Entrepreneurialism in Higher Education Institutions (2005)
    Paris : OECD Publishing
    In:  Higher Education Management and Policy Vol. 17, no. 3, p. 125-141 | volume:17 | year:2005 | number:3 | pages:125-141
    Details
    Language: English
    Pages: 1 Online-Ressource (19 p.)
    Parallel Title: Parallele Sprachausgabe Aperçu général du contexte des politiques nationales favorisant l'entrepreneuriat dans les établissements d'enseignement supérieur
    Titel der Quelle: Higher Education Management and Policy
    Angaben zur Quelle: Vol. 17, no. 3, p. 125-141
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:125-141
    Keywords: Education
    Abstract: This paper is based on seven national reports on national policies concerned with entrepreneurialism in universities as the context for a more detailed study of entrepreneurial behaviour in universities in the seven countries. It claims that the entrepreneurial university is a useful generic epithet to describe the manifold changes in mission, management and funding that many universities in Europe have experienced in the past two decades. The concept of university entrepreneurialism in most countries is linked to the “third mission” that is supplementing the long established teaching and academic research functions of universities and other higher education institutions. However, some governments are also concerned to encourage universities to embody the teaching of entrepreneurialism in at least some of their conventional courses. Five main drivers of entrepreneurial activities in the countries taking part in the “European Universities for Entrepreneurship: their role in the Europe of Knowledge”, (EUEREK) study are identified: ideology; expansion in the number of institutions; the knowledge society; globalisation; financial stringency. In some countries, especially in Eastern Europe there has been rapid growth in numbers of private higher education institutions. There are questions about whether this is an indication of entrepreneurialism, or of lack of entrepreneurial dynamism in the established public universities .The paper concludes with a preliminary review of managerial and governance changes in universities and colleges accompanying the growth of entrepreneurial and third mission activities.
    DOI: 10.1787/hemp-v17-art21-en
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  • 76
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    Un système de gestion des actifs immobiliers au Québec (2005)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 4 p. , 21 x 29.7cm
    Series Statement: PEB Échanges, Programme pour la construction et l'équipement de l'éducation no.2005/08
    Parallel Title: Parallelausg. An Asset Management System for School Buildings in Quebec
    Keywords: Education ; Canada
    Abstract: Nous présenterons ici les principales raisons justifiant un système de gestion des actifs immobiliers (SGA), un bref historique de leur évolution et la démarche entreprise par le Québec visant à mettre en place un tel système. Les principales caractéristiques recommandées d’un système de gestion des actifs se trouvent en annexe.
    DOI: 10.1787/554884437004
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  • 77
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    L' école nationale irlandaise de navigation (2005)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 3 p. , 21 x 29.7cm
    Series Statement: PEB Échanges, Programme pour la construction et l'équipement de l'éducation no.2005/07
    Parallel Title: Parallelausg. The National Maritime College of Ireland
    Keywords: Education ; Ireland
    Abstract: La nouvelle École nationale irlandaise de navigation (National Maritime College) est considérée comme la plus intéressante et la plus innovante réalisation du pays dans le domaine de la formation et de l’éducation maritime et le premier établissement d’enseignement tertiaire à être construit et exploité sous le régime du modèle d’approvisionnement en « partenariat public-privé » (PPP) du gouvernement. Le projet est issu d’un partenariat entre l’Institut de technologie de Cork (Cork Institute of Technology) et la Marine nationale irlandaise (Irish Naval Service) pour la formation maritime. L’agencement de l’école rappelle que l’enseignement dispensé concerne la mer, tandis que ses installations lui permettent de répondre aux dernières exigences en matière d’éducation dans ce domaine. L’école de Ringaskiddy (Comté de Cork) a ouvert ses portes le 11 octobre 2004.
    DOI: 10.1787/555435456627
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  • 78
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    School Grounds in Austria (2005)
    Paris : OECD Publishing
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    Language: English
    Pages: 3 p. , 21 x 29.7cm
    Series Statement: PEB Exchange, Programme on Educational Building no.2005/13
    Parallel Title: Parallelausg. Les terrains scolaires en Autriche
    Keywords: Education ; Austria
    Abstract: The Austrian Institute for School and Sport Facilities (ÖISS), responsible for providing the country with guidelines, information and consultation in the field of school building, places special emphasis on school grounds. The ÖISS works to raise awareness of the importance of school grounds not only for physical activities and recreation, but also for learning, communication and the environment.
    DOI: 10.1787/544303834752
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  • 79
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    Assessing the Impact of Higher Education on Regional Development : Using a Realist Approach for Policy Enhancement (2005)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 16, no. 3, p. 35-52
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 21 p
    Parallel Title: Parallelausg. Évaluation de l'incidence de l'enseignement supérieur sur le développement régional : Une approche réaliste de meilleures politiques
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 16, no. 3, p. 35-52
    Keywords: Education
    Abstract: Higher Education is widely seen as a crucial ingredient in the regional economic development mix, and as fundamental to the development of the knowledge economy (Barclays, 2002). Indeed the Higher Education Funding Council for England has issued broad guidelines for benchmarking good practice in assessing regional development contribution of a higher education institution (HEFCE, 2002). However, there is a dichotomy between the view of higher education as an investment in regional development, and the common evaluative practice of simply assessing the cash-flow consequences of individual institutions. In contrast to the volume of standard impact assessments, there has been relatively little work that seeks to systematically evaluate the effect of higher education on regional development, or indeed to estimate either its net public purse impacts or its export value. This article draws on recent studies to seek to develop a realist evaluation framework that can provide the evidence-base to enhance both the higher education/regional development relationship, and policy making initiatives for the sector.
    DOI: 10.1787/hemp-v16-art22-en
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  • 80
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    Rethinking or Hollowing out the University? : External Engagement and Internal Transformation in the Knowledge Economy (2005)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 17, no. 2, p. 29-41
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 15 p
    Parallel Title: Parallelausg. Repenser l'université sans la vider de son sens : Engagements externes et transformations internes de l'université dans l'économie du savoir
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 17, no. 2, p. 29-41
    Keywords: Education
    Abstract: The development of the knowledge economy is placing universities at the heart of economic and social development processes in relation to their teaching, research and outreach functions. This new engagement places pressure on universities to consider the need for internal transformations to make them “fit for purpose” to meet their new more “entrepreneurial” roles. A core concern here is how best to re-orientate or re-mould the university in such a way as to meet new challenges while guarding the “essence” of the academic enterprise which is embedded in a culture of collegiality that is now at risk but which remains an essential foundation for innovation in knowledge production and its transmission.
    DOI: 10.1787/hemp-v17-art9-en
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  • 81
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    La gestion des relations avec l'industrie : Le cas des universités brésiliennes (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 2, p. 141-152
    Details
    ISSN: 1684-3592
    Language: French
    Pages: 14 p
    Parallel Title: Parallelausg. Managing Relations with Industry: The Case of Brazilian Universities
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Publ. der Quelle: Paris : OCDE, 1998
    Angaben zur Quelle: Vol. 17, no. 2, p. 141-152
    Keywords: Education ; Brazil
    Abstract: Pendant longtemps, les relations universités-entreprises se sont résumées aux contacts individuels, informels et ponctuels. Quand le processus d’innovation a pris de la vitesse, les entreprises ont commencé à demander plus de collaboration avec les universités (recherches coopératives à plus long terme, par exemple) et les gouvernements ont mis l’interaction universités-entreprises au centre de leurs stratégies d’innovation ; les universités ont dû organiser des structures d’interface, en même temps qu’elles mettaient au point des normes internes concernant l’emploi du temps des enseignants-chercheurs, la propriété industrielle, inter alia. Au Brésil, les universités ont pris cette trajectoire pendant les années 1990. L’expérience brésilienne démontre que le succès des structures d’interface dépend non seulement de la politique nationale d’innovation mais, surtout, des conditions particulières de chaque établissement. Cet article analyse les résultats de trois enquêtes menées par l’Université Fédérale du Rio Grande do Sul auprès des services de transfert de technologies et des services de propriété intellectuelle des universités brésiliennes. L’article est organisé selon les axes suivants : 1) le contexte des relations université-entreprises au Brésil ; 2) les caractéristiques, les points forts et les faiblesses des services universitaires, à partir de leur évolution dans la dernière décennie ; et 3) des repères pour la construction de stratégies internes.
    DOI: 10.1787/hemp-v17-art15-fr
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  • 82
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    Les universités européennes et l'entrepreneuriat : Leur rôle dans l'Europe du savoir (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 3, p. 13-26 | volume:17 | year:2005 | number:3 | pages:13-26
    Details
    Language: French
    Pages: 1 Online-Ressource (16 p.)
    Parallel Title: Parallele Sprachausgabe European Universities for Entrepreneurship: Their Role in the Europe of Knowledge
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Angaben zur Quelle: Vol. 17, no. 3, p. 13-26
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:13-26
    Keywords: Education
    Abstract: Ce document analyse les fondements théoriques du concept d’entrepreneuriat dans les universités et la contribution qu’il peut apporter à la société du savoir. Il envisage ce concept en tant que phénomène économique et établit une distinction entre son emploi dans l’économie et dans l’enseignement supérieur. Dans l’enseignement supérieur, la mise en œuvre de cette notion peut être contestée car, dans certaines circonstances, elle peut être destructrice des valeurs universitaires. Elle peut en revanche renforcer l’autonomie institutionnelle et stimuler la recherche et l’innovation. L’entrepreneuriat rencontre des obstacles au niveau national et institutionnel et suppose une prise de risque importante. Deux aspects particuliers sont abordés : la notion d’intrapreneur universitaire et les liens entre le rôle régional accru des universités et la nature des universités entrepreneuriales.
    DOI: 10.1787/hemp-v17-art16-fr
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  • 83
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    Aperçu général du contexte des politiques nationales favorisant l'entrepreneuriat dans les établissements d'enseignement supérieur (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 3, p. 133-151 | volume:17 | year:2005 | number:3 | pages:133-151
    Details
    Language: French
    Pages: 1 Online-Ressource (21 p.)
    Parallel Title: Parallele Sprachausgabe Overview of National Policy Contexts for Entrepreneurialism in Higher Education Institutions
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Angaben zur Quelle: Vol. 17, no. 3, p. 133-151
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:133-151
    Keywords: Education
    Abstract: Cet article est élaboré à partir de sept rapports nationaux sur les politiques nationales concernant l’entreprenariat dans les universités en tant que contexte appelant à l’approfondissement de l’étude sur le comportement entrepreneurial dans les universités dans ces sept pays. Il est indiqué dans ce document que le terme « université entrepreneuriale » est une épithète générique utile pour décrire les nombreux changements que maintes universités européennes ont connu ces vingt dernières années dans leur mission, leur gestion et leur financement. Dans la plupart des pays, le concept d’entreprenariat universitaire est lié à la « troisième mission » qui complète les fonctions d’enseignement et de recherche universitaire que remplissent depuis longtemps les universités et les autres établissements d’enseignement supérieur. Cependant, certains gouvernements s’efforcent aussi d’encourager les universités à intégrer l’enseignement de l’entreprenariat dans au moins quelques unes de leurs formations classiques. Cinq principaux moteurs des activités entrepreneuriales dans les pays participant à l’étude European Universities for Entrepreneurship: their role in the Europe of Knowledge EUEREK sont identifiés : l’idéologie, l’accroissement du nombre des établissements, la société du savoir, la mondialisation et l’austérité financière. Dans certains pays, notamment en Europe de l’Est, le nombre des établissements d’enseignement supérieur privés a augmenté rapidement. On peut se demander si c’est un signe d’entreprenariat ou si cela signifie que les universités publiques manquent de dynamisme entrepreneurial. Le présent document se termine par une étude préliminaire des changements dans la gestion et la gouvernance des universités et collèges, dont s’accompagne l’expansion des activités entrepreneuriales et des activités constituant la troisième mission.
    DOI: 10.1787/hemp-v17-art21-fr
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  • 84
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    Planning, Designing and Managing Higher Education Institutions (2005)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 13 p. , 21 x 29.7cm
    Series Statement: PEB Exchange, Programme on Educational Building no.2005/15
    Parallel Title: Parallelausg. Planification, conception et gestion des établissements d'enseignement supérieur
    Keywords: Education
    Abstract: Developed below is a selection of the ideas and case studies presented at the conference on “Planning, Designing and Managing Higher Education Institutions”, in San José, California (United States): Megatrends and myths which influence facilities management practices. The technology-enabled learning space. Natural hazard risk mitigation. The modernisation of Montreal’s Concordia University. An analysis of decision-making in integrating information and communications technology in Spanish universities. A network of library and information services units created by Mexico’s Veracruz University.
    DOI: 10.1787/541370867752
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  • 85
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    'Joinedupdesignforschools' in the United Kingdom (2005)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 5 p. , 21 x 29.7cm
    Series Statement: PEB Exchange, Programme on Educational Building no.2005/05
    Parallel Title: Parallelausg. 'Joinupdesignforschools' au Royaume-Uni
    Keywords: Education ; United Kingdom
    Abstract: Joinedupdesignforschools explores how good design can improve the quality of life in schools by listening to the voices of the clients: pupils. The programme is an initiative in the United Kingdom that joins client teams of pupils with the country’s leading design practices to provide solutions for practical improvements in schools, to highlight the benefits of a close partnership between the design industry and schools, and to develop pupils’ life skills.
    DOI: 10.1787/574227835500
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  • 86
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    Political Instruments Employed by Governments to Enhance University Research and Knowledge Transfer Capacity (2005)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 17, no. 2, p. 75-89
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 17 p
    Parallel Title: Parallelausg. Renforcer la capacité de recherche et de transfert de savoir des universités : Les instruments politiques employés par les pouvoirs publics
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 17, no. 2, p. 75-89
    Keywords: Education
    Abstract: Governments of developed nations use a variety of policy instruments to enhance university research and knowledge transfer capabilities. These include advocacy, persuasion and information; consultation and committees of enquiry; creation of major research centres and commercialisation agencies, and investment in research infrastructure; grants, subsidies and other financial incentives; and legislation and regulation. Comparatively little is known, however, about which instruments work best and in what situations, and why some instruments are chosen over others. Little also is known about who the main beneficiaries are of different programs and to what extent program proliferation, often with numerous different agencies involved, leads to duplication and inefficiencies, and works against national R&D priority-setting efforts.
    DOI: 10.1787/hemp-v17-art12-en
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  • 87
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    The Shift of the University Paradigm and Reform of the Korean University Systems (2005)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 17, no. 1, p. 93-106
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 17 p
    Parallel Title: Parallelausg. L'émergence d'un nouveau paradigme pour l'université et la réforme du système universitaire en Corée
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 17, no. 1, p. 93-106
    Keywords: Education ; Korea, Republic of
    Abstract: The 21st century society is characterised as a knowledge-based society, education mobility society, and cyber schooling society. This new paradigm of university enables us to restructure the university system in Korea. To establish an efficient and competitive education system, it is essential to change the current university system. Restructuring of universities should concentrate on reform of academic administration and of management system. The strategy for management innovation can be summarised as finding the balance between 1) tradition and renovation 2) specialisation and diversification 3) quantity and quality development 4) domestic and international dimensions.
    DOI: 10.1787/hemp-v17-art6-en
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  • 88
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    Democracy and University Education in Nigeria : Some Constitutional Considerations (2005)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 16, no. 3, p. 121-133
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 16 p
    Parallel Title: Parallelausg. La démocratie et l'éducation universitaire au Nigéria : Quelques considérations d'ordre constitutionnel
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 16, no. 3, p. 121-133
    Keywords: Education ; Nigeria
    Abstract: This paper examines the implications of the fourth republican constitution on university education in Nigeria. Specifically, the paper discusses the educational provisions of the new democratic constitution in Nigeria and how they are likely to affect the planning and administration of university education in the post military era. The paper contends that the nascent democracy in Nigeria makes a democratic governance of universities in the country imperative.
    DOI: 10.1787/hemp-v16-art26-en
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  • 89
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    Qu'est-ce qui fait la spécificité des universités? : Le point sur l'idéal d'une époque entrepreneuriale (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 3, p. 27-52 | volume:17 | year:2005 | number:3 | pages:27-52
    Details
    Language: French
    Pages: 1 Online-Ressource (28 p.)
    Parallel Title: Parallele Sprachausgabe What makes Universities Unique?: Updating the Ideal for an Entrepreneurial Age
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Angaben zur Quelle: Vol. 17, no. 3, p. 27-52
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:27-52
    Keywords: Education
    Abstract: Cet article soutient l'idée que les universités fabriquent des connaissances relevant des biens publics à travers la « destruction créative » du capital social. Elle est présentée comme une reformulation contemporaine de l'idéal humboldtien de l'unité de la recherche et de l'enseignement : la recherche « crée » (c'est-à-dire qu'elle concentre) du capital social, qui est alors « détruit » (c'est-à-dire diffusé) par le biais de l'enseignement. Le présent document répond aux récentes atteintes à l'intégrité de l'université en tant qu'institution associée au postmodernisme et à ce que l'on appelle la « nouvelle production de connaissances », qui évaluerait les universités suivant des indicateurs de performance axés sur le client. Cet article examine et fait la critique de l'apparition de ces indicateurs, puis des suggestions constructives d'indicateurs spécifiquement conçus pour mesurer les qualités dans lesquelles les universités excellent spécifiquement.
    DOI: 10.1787/hemp-v17-art17-fr
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  • 90
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    Convergence dans l'enseignement supérieur : L'étrange affaire de « l'esprit d'entreprise » (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 17, no. 3, p. 53-67 | volume:17 | year:2005 | number:3 | pages:53-67
    Details
    Language: French
    Pages: 1 Online-Ressource (17 p.)
    Parallel Title: Parallele Sprachausgabe Convergence in Higher Education: The Strange Case of “Entrepreneurialism”
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Angaben zur Quelle: Vol. 17, no. 3, p. 53-67
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:53-67
    Keywords: Education
    Abstract: De prime abord, « l’esprit d’entreprise » dans le contexte de l’enseignement supérieur semble constituer un exemple de la mondialisation : il préfigure la convergence des systèmes d’enseignement supérieur partout dans le monde. Toutefois, l’esprit d’entreprise n’est pas uniforme, on le trouve au contraire sous différents modes. Plusieurs axes, définis dans cet article, présentent un panorama des diverses formes de l’esprit d’entreprise, dont deux sont étudiées plus en détail : d’un côté, les formes amplifiée/atténuée de l’esprit d’entreprise, et, de l’autre, des formes qui s’inscrivent dans le cadre d’États ou de marchés énergiques. Mis en présence, ces deux axes forment une grille dans laquelle apparaissent quatre types d’esprit d’entreprise : civique, hésitant, débridé et restreint. On peut estimer que ces types d’esprit d’entreprise facilitent ou, à l’inverse, limitent divers modes de voyage des connaissances. Aussi peut-on penser que, loin d’annoncer la convergence, l’esprit d’entreprise apparaît comme une métaphore des différences d’identité universitaire, voire d’existence universitaire. Ces différences sont si profondes qu’elles laissent entrevoir des choix de valeurs concernant les formes souhaitables de l’université elle-même.
    DOI: 10.1787/hemp-v17-art18-fr
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  • 91
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    The Changing Place of the University and a Clash of Values : The Entrepreneurial University in the European Knowledge Society (2005)
    Paris : OECD Publishing
    In:  Higher Education Management and Policy Vol. 17, no. 3, p. 91-123 | volume:17 | year:2005 | number:3 | pages:91-123
    Details
    Language: English
    Pages: 1 Online-Ressource (35 p.)
    Parallel Title: Parallele Sprachausgabe La place nouvelle de l'université et le choc des valeurs : L'université entrepreneuriale dans la société européenne du savoir
    Titel der Quelle: Higher Education Management and Policy
    Angaben zur Quelle: Vol. 17, no. 3, p. 91-123
    Angaben zur Quelle: volume:17
    Angaben zur Quelle: year:2005
    Angaben zur Quelle: number:3
    Angaben zur Quelle: pages:91-123
    Keywords: Education
    Abstract: This article reviews literature on changing environment and culture of European universities. First it considers: the pressures of globalisation and knowledge society on universities, the implication of emerging European higher education area, the demands confronting universities, the permeation of the public sector by market ideology and the restructuring the of relationship between universities and the state. Second, the article reviews developments at the university level: the meaning of the entrepreneurial culture, activities and structures specific to entrepreneurial universities as well as entrepreneurial university management. Finally, it addresses the issue of the contradictions between traditional academic values and the basic rules of the business world.
    DOI: 10.1787/hemp-v17-art20-en
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  • 92
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    Promouvoir la formation des adultes (2005)
    Paris : OECD Publishing
    Details
    ISBN: 9789264010956
    Language: French
    Pages: Online-Ressource (168 p.) , ill.
    Series Statement: Politiques d'éducation et de formation
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. Promoting Adult Learning
    Parallel Title: Parallelausg. Promoting Adult Learning (Hungarian version)
    Parallel Title: Parallelausg. Promoting Adult Learning (Korean version)
    Keywords: Education ; Employment ; Berufliche Fortbildung ; Bildungspolitik
    Abstract: Cet ouvrage présente des orientations pratiques sur un domaine qui ne retient l’attention des pouvoirs publics que depuis quelques années. Il réunit les principaux enseignements qui se dégagent de l’expérience de 17 pays de l’OCDE, en fournissant des informations concrètes sur les stratégies mises en œuvre pour améliorer la participation des adultes à la formation. Il s’intéresse aux problèmes susceptibles de faire obstacle à celle-ci, ainsi qu’aux mesures propres à y remédier. Ces dernières consistent entre autres à renforcer et mettre en avant les avantages que procure la formation des adultes, afin de les rendre plus visibles et plus aisément reconnaissables. Parmi les autres moyens d’action possibles figurent les incitations économiques et les mécanismes de cofinancement, qui peuvent accroître l’efficience de l’offre de formation tout en assurant des services de qualité adaptés aux besoins des adultes. Enfin, il est possible d’améliorer l’élaboration des politiques en renforçant la coordination et la cohérence dans un domaine caractérisé par une grande diversité de parties prenantes, dont font partie les ministères de l’Éducation et les ministères du Travail.
    DOI: 10.1787/9789264010956-fr
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  • 93
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    La gestion de la recherche universitaire : Relever le défi au niveau des établissements (2005)
    Paris : OECD Publishing and Institutional Management in Higher Education
    Details
    ISBN: 9789264017467
    Language: French
    Pages: Online-Ressource (294 p.)
    Parallel Title: Druckausg.
    Parallel Title: Parallelausg. University Research Management; Meeting the Institutional Challenge
    Parallel Title: Parallelausg. University Research Management: Meeting the Institutional Challenge
    Keywords: Education ; Science and Technology
    Abstract: Cette publication éclaire d’un jour nouveau les problèmes qui se posent aujourd’hui aux universités alors que des pressions croissantes s’exercent sur elles pour qu’elles « produisent » de la recherche afin de conserver leur avantage compétitif. Ce rapport s’appuie sur huit études de cas et s’articule autour de quatre thèmes essentiels : L’importance grandissante de la mission de recherche pour l’enseignement supérieur. Le renforcement des structures et des méthodes de gestion de la recherche. Les ressources, notamment financières, affectées à la recherche universitaire. Le développement des carrières de chercheur. Les études de cas mettent en lumière les problèmes qu’ont pu rencontrer l’Allemagne, l’Australie, la Belgique, le Brésil, l’Irlande, la Malaisie, le Portugal et la Turquie.
    DOI: 10.1787/9789264017467-fr
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  • 94
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    Lessons in Danger (2005)
    Paris : OECD Publishing
    Details
    ISBN: 9789264017412
    Language: English
    Pages: Online-Ressource (172 p.)
    Series Statement: School Safety and Security
    Parallel Title: Erscheint auch als Lessons in danger
    DDC: 363.119371
    RVK:
    DO 6000
    Keywords: Schule ; Schüler ; Sicherheitstechnik ; Katastrophe ; Kriminalität ; OECD-Staaten ; Education
    Abstract: Lessons in Danger, the result of a joint OECD-US Department of Education collaboration, provides valuable insight into how school safety and security, particularly in emergency situations, are addressed in over 14 countries. Addressing such issues as risk assessment, crisis planning and management, infrastructure approaches, collaborative approaches, and education and training for emergency management, it describes the roles of architects, project managers, ministry officials, psychologists, teachers, security consultants, police officers, academics and many others in helping to implement solutions.
    DOI: 10.1787/9789264017412-en
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  • 95
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    Choice and Responsibility : Innovation in a New Context (2005)
    Paris : OECD Publishing
    In:  Higher education management and policy Vol. 17, no. 1, p. 9-21
    Details
    ISSN: 1726-9822
    Language: English
    Pages: 17 p
    Parallel Title: Parallelausg. Choix et responsabilités : L'innovation dans un contexte nouveau
    Titel der Quelle: Higher education management and policy
    Publ. der Quelle: Paris : OECD, 2002
    Angaben zur Quelle: Vol. 17, no. 1, p. 9-21
    Keywords: Education
    Abstract: In this keynote address to the 2004 IMHE General Conference in Paris, the author tried to lay out the profound changes that are taking place in society. These changes give rise to a new context in which institutions have to make decisions. Three principle elements characterise the new context: a rightward shift in political thinking, an intensification of competition, a more central role for knowledge in generating innovations. In terms of policy, universities are now encouraged to reduce their dependence on government funding, to regard themselves as providing a wider range of educational services, and to be global players in research. In this context, intensifying competition often operates according to static and dynamic modes simultaneously. Dynamic competition has given rise to a number of collaborative arrangements. And if universities are to prosper, they have little choice but to engage with others in developing and introducing new modes and models of teaching and research.
    DOI: 10.1787/hemp-v17-art1-en
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  • 96
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    The National Maritime College of Ireland (2005)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 3 p. , 21 x 29.7cm
    Series Statement: PEB Exchange, Programme on Educational Building no.2005/07
    Parallel Title: Parallelausg. L'école nationale irlandaise de navigation
    Keywords: Education ; Ireland
    Abstract: The new National Maritime College of Ireland is regarded as the country’s most exciting and innovative development in maritime training and education and is the first tertiary institution to be built and operated under the government’s Public Private Partnership (PPP) model of procurement. The project is the outcome of a partnership between Cork Institute of Technology and the Irish Naval Service to deliver maritime training. Its building design reflects the studies’ sea-related theme, and the facilities allow the National Maritime College to meet the latest education requirements in the field. The college, in Ringaskiddy, County Cork, accepted its first cohort of students on 11 October 2004.
    DOI: 10.1787/563086243453
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  • 97
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    Les universités et l'innovation dans l'économie du savoir : L'expérience des régions anglaises (2005)
    Paris : OECD Publishing
    In:  Politiques et gestion de l'enseignement supérieur Vol. 16, no. 3, p. 61-87
    Details
    ISSN: 1684-3592
    Language: French
    Pages: 30 p
    Parallel Title: Parallelausg. Universities and Innovation in the Knowledge Economy: Cases from English Regions
    Titel der Quelle: Politiques et gestion de l'enseignement supérieur
    Publ. der Quelle: Paris : OCDE, 1998
    Angaben zur Quelle: Vol. 16, no. 3, p. 61-87
    Keywords: Education
    Abstract: Depuis une dizaine d’années, dans de nombreux pays, les pouvoirs publics font une place croissante dans leur discours à l’entreprenariat et à l’innovation, en mettant fortement l’accent sur le rôle que doivent jouer dans ce domaine les universités. Mais dans quelle mesure le comportement des établissements universitaires est-il influencé par ce discours favorable à l’esprit d’entreprise qui repose sur l’idée générale que « les connaissances » constituent l’atout le plus précieux pour la croissance économique dans l’économie du savoir ? Cela est loin d’être clair. Nous examinerons ici les liens qui se développent entre les universités et le processus d’innovation, en particulier à l’échelon régional, selon des observations faites au Royaume-Uni, en mettant en lumière les interactions qui s’exercent entre l’action des pouvoirs publics et le comportement des établissements dans le cadre de la structure de gestion à plusieurs niveaux qui régit la production des connaissances. Différentes initiatives stratégiques de création de réseaux entre les universités, ainsi que les liens que celles-ci tissent avec les agences de développement régional (RDA – Regional Development Agencies) et d’autres partenaires dans les neuf régions de l’Angleterre, sont étudiés à la lumière des mesures récemment prises par les pouvoirs publics en vue d’influer sur les ressources et les stratégies des établissements universitaires. Ces derniers doivent être considérés comme des acteurs essentiels du processus de développement régional, et les activités et stratégies nombreuses et variées qu’elles mettent en oeuvre à différents niveaux géographiques doivent faire l’objet d’une coordination de fond dans le cadre d’un processus de développement territorial inscrit dans une économie du savoir qui se mondialise.
    DOI: 10.1787/hemp-v16-art23-fr
    URL: Volltext
    URL: lizenzpflichtig
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  • 98
    Online Resource
    Online Resource
    'Joinupdesignforschools' au Royaume-Uni (2005)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 5 p. , 21 x 29.7cm
    Series Statement: PEB Échanges, Programme pour la construction et l'équipement de l'éducation no.2005/05
    Parallel Title: Parallelausg. 'Joinedupdesignforschools' in the United Kingdom
    Keywords: Education ; United Kingdom
    Abstract: Joinupdesignforschools cherche à savoir comment des plans bien conçus peuvent améliorer la qualité de vie dans les écoles en écoutant ce qu’ont à dire les clients, c’est-à-dire les élèves. Ce programme mis en œuvre au Royaume-Uni met en contact des équipes d’élèves clients avec les plus éminentes agences d’esthétique industrielle du pays pour trouver des solutions pratiques aux problèmes qui se posent dans les établissements scolaires, mettre en évidence les avantages d’un partenariat étroit entre l’industrie de l’agencement de locaux et les écoles, et permettre aux élèves de perfectionner leurs techniques de vie.
    DOI: 10.1787/565368657630
    URL: Volltext
    URL: lizenzpflichtig
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    Online Resource
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  • 99
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    Online Resource
    Concevoir les environnements d'apprentissage du XXIe siècle (2005)
    Paris : OECD Publishing
    Details
    Language: French
    Pages: 13 p. , 21 x 29.7cm
    Series Statement: PEB Échanges, Programme pour la construction et l'équipement de l'éducation no.2005/10
    Parallel Title: Parallelausg. Creating 21st Century Learning Environments
    Keywords: Education
    Abstract: Qu’implique la création d’environnements d’apprentissage pour le XXIe siècle ? Comment les installations scolaires peuvent-elles servir d’outils pédagogiques et répondre aux besoins des élèves dans le futur ? Quels éléments sont nécessaires pour concevoir des établissements efficaces et comment l’architecture reflète-t-elle les besoins éducatifs ? Ce sont là quelques-unes des questions qui ont été traitées pendant le séminaire sur le thème « Concevoir les environnements d’apprentissage du XXIe siècle » organisé par le ministère britannique de l’Éducation et des Compétences (DfES) et le Programme de l’OCDE pour la construction et l’équipement de l’éducation (PEB). Les réponses à ces questions, apportées par quatre experts de la construction de bâtiments scolaires, sont résumées ci-après. Un professionnel en conception et gestion explique comment un bâtiment scolaire peut servir d’outil pédagogique tridimensionnel. Un directeur d’établissement public en Nouvelle-Zélande décrit la façon dont son école récemment construite a été conçue pour répondre aux besoins pédagogiques des élèves du XXIe siècle. Un spécialiste en planification de la construction présente ce qu’il considère comme des éléments essentiels à la conception d’installations efficaces pour le futur, en s’appuyant sur sa propre expérience en matière de planification d’établissements scolaires. Enfin, le directeur d’un cabinet d’architectes définit les objectifs de l’enseignement secondaire et leur lien avec la conception.
    DOI: 10.1787/546147518360
    URL: Volltext
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 100
    Online Resource
    Online Resource
    Apprentissage et réussite : Premiers résultats de l'Enquête sur la littératie et les compétences des adultes (2005)
    Paris : OECD Publishing
    Details
    ISBN: 9789264010413
    Language: French
    Pages: Online-Ressource (340 p.)
    Parallel Title: Parallelausg. Learning a Living; First Results of the Adult Literacy and Life Skills Survey
    Parallel Title: Parallelausg. Learning a Living: First Results of the Adult Literacy and Life Skills Survey
    Keywords: Education ; Social Issues/Migration/Health
    Abstract: À partir de l’enquête sur la littératie et les compétences des adultes menée aux Bermudes, au Canada, en Italie, au Mexique (Nuevo Leon), en Norvège et aux États-Unis en 2003 et 2004, les premiers résultats présentés dans cet ouvrage jettent un nouvel éclairage sur le double processus d’acquisition et de perte de compétences des adultes. L’ouvrage débute par une explication des objectifs et de l’approche conceptuelle de l’enquête ainsi que par des profils comparés des compétences des adultes dans les pays participants. Il se poursuit par l’étude des liens existant entre éducation et compétences et formation des adultes et compétences. Les chapitres suivants présentent une comparaison de l’employabilité des jeunes et des plus âgés dans les pays participants, des compétences et des résultats économiques, des compétences et des technologies de l’information et des communications, des compétences et de l’immigration, des effets de l’éducation parentale sur les compétences et de l’influence des compétences sur la santé.
    DOI: 10.1787/9789264010413-fr
    URL: Volltext
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    MPI Ethno. Forsch.
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