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  • Online-Ressource  (478)
  • Dordrecht : Springer
  • Education  (308)
  • Electronic books  (170)
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  • Online-Ressource  (478)
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  • 1
    Online-Ressource
    Online-Ressource
    Data protection on the move : current developments in ICT and privacy/data protection (2016)
    Dordrecht : Springer
    Details
    ISBN: 9789401773768
    Sprache: Englisch
    Seiten: 1 Online-Ressource (XX, 476 Seiten)
    Serie: Law, governance and technology series volume 24
    Serie: Law, Governance and Technology Ser. v.24
    Serie: Law, governance and technology series
    Paralleltitel: Erscheint auch als Data protection on the move
    DDC: 302.2
    RVK:
    PZ 3250
    Schlagwort(e): Philosophy ; Electronic books ; Konferenzschrift ; Konferenzschrift ; Europäische Union ; Datenschutz
    Kurzfassung: Intro -- Preface -- Contents -- Mind the Air Gap -- Abstract -- 1 Introduction -- 2 Privacy Concerns for Domestic Robots -- 3 Why Privacy Need Not Be a Problem: Unravelling the Arguments -- 4 Mind the Air Gap: Prevention Rather Than Cure -- 5 Air Gaps and Domestic and Service Robots: A Look at the Issues -- 6 The Weaknesses of Air Gaps Revisited -- 7 Conclusion: A Plea for Privacy Before Design -- Bibliography -- Europe Versus Facebook: An Imbroglio of EU Data Protection Issues -- Abstract -- 1 Introduction -- 2 The Safe Harbor Program -- 3 Factual and Legal Background -- 4 Comment and Analysis -- 4.1 Article 3 of the Safe Harbor Agreement -- 4.2 The EU Data Protection Directive -- 4.3 The EU Charter -- 5 Additional Issues -- 5.1 What if There Is no Transfer? -- 5.2 What if Facebook Inc. Must Comply with the Directive Pursuant to Article 4? -- 5.3 Can the DPAs Enforce Their Decisions? -- 6 Conclusion -- The Context-Dependence of Citizens' Attitudes and Preferences Regarding Privacy and Security -- Abstract -- 1 Introduction -- 2 Measuring People's Perceptions of Security Technologies -- 2.1 Operationalization of Privacy -- 2.2 Operationalization of Security -- 2.3 Vignettes as a Tool for Contextualisation -- 2.4 Data Collection -- 3 Descriptive Results -- 4 Determinant of Citizen's Acceptance of Specific Surveillance Oriented Security Technologies -- 4.1 Methodology -- 4.2 Results -- 5 Discussion of Results and Conclusions -- Bibliography -- On Locational Privacy in the Absence of Anonymous Payments -- Abstract -- 1 Introduction -- 2 Overview -- 2.1 Problem Space -- 2.2 Approach -- 2.3 Roaming -- 3 System Design -- 3.1 Group Signatures and XSGS -- 3.2 Bootstrapping the System -- 3.3 Setting up New Charging Stations -- 3.4 Decommission of Charging Stations -- 3.5 Ensuring Authenticity of Metering Data -- 3.6 Transmission of Metering Data.
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 2
    Online-Ressource
    Online-Ressource
    Handbook on Well-Being of Working Women (2016)
    Dordrecht : Springer
    Details
    ISBN: 9789401798976 , 9401798966
    Sprache: Englisch
    Seiten: 1 Online-Ressource (ix, 821 Seiten)
    Serie: International Handbooks of Quality-of-Life
    Serie: International Handbooks of Quality-Of-Life Ser.
    Paralleltitel: Erscheint auch als
    DDC: 306
    Schlagwort(e): Quality of Life_xResearch ; Electronic books ; Electronic books
    Kurzfassung: Intro -- Contents -- Part I: Introduction -- 1: Uncovering the Complexities of the Relationship Between Women and Well-Being in the Workplace: An Introduction -- Part I - Introduction -- Part II - Gender, Social Group Hierarchy, and Well-Being of Working Women -- Part III - Women Leaders and Well-Being -- Part IV - Professional Context and the Well-Being of Working Women -- Part V - Public Policy, Organizational Policy and Societal Influences on the Well-Being of Working Women -- Part VI - Cross-Cultural and Country-Specific Context and the Well-Being of Working Women: A Global Perspective -- Part VII - Epilogue -- Conclusion -- References -- Part II: Gender, Social Group Hierarchy, and Well-Being of Working Women -- 2: Workplace Discrimination and the Wellbeing of Minority Women: Overview, Prospects, and Implications -- Introduction -- Discrimination and Wellbeing in the Workplace -- Discrimination and Health Influences -- Resource Deficits and Illness Vulnerability -- Minority Women and Discrimination -- Tokenism and Stereotypes -- Workplace Harassment -- Minority Women, Discrimination and Wellbeing -- Organizational and Individual Interventions for Minority Women Wellbeing -- Organizational Level -- Individual Level -- Conclusion -- References -- 3: Fat Women Need Not Apply: Employment Weight Discrimination Against Women -- Fat Women Need Not Apply: Weight Discrimination in Employment Against Women -- Research on Weight Discrimination in Employment -- Perceived Employment Discrimination -- Weight-Related Wage Penalty -- Legal Protection -- Weight Prejudice -- Employer Justifications -- Practical Implications -- Future Research Directions -- Conclusion -- References -- 4: Countering Heteronormativity -- Lesbians and Wellbeing in the Workplace -- Introduction and Background -- Sexual Orientation and Research in the Organisational Context.
    Beschreibung / Inhaltsverzeichnis: Contents; Part I: Introduction; 1: Uncovering the Complexities of the Relationship Between Women and Well-Being in the Workplace: An Introduction; Part I - Introduction; Part II - Gender, Social Group Hierarchy, and Well-Being of Working Women; Part III - Women Leaders and Well-Being; Part IV - Professional Context and the Well-Being of Working Women; Part V - Public Policy, Organizational Policy and Societal Influences on the Well-Being of Working Women; Part VI - Cross-Cultural and Country-Specific Context and the Well-Being of Working Women: A Global Perspective; Part VII - Epilogue
    Beschreibung / Inhaltsverzeichnis: ConclusionReferences; Part II: Gender, Social Group Hierarchy, and Well-Being of Working Women ; 2: Workplace Discrimination and the Wellbeing of Minority Women: Overview, Prospects, and Implications; Introduction; Discrimination and Wellbeing in the Workplace; Discrimination and Health Influences; Resource Deficits and Illness Vulnerability; Minority Women and Discrimination; Tokenism and Stereotypes; Workplace Harassment; Minority Women, Discrimination and Wellbeing; Organizational and Individual Interventions for Minority Women Wellbeing; Organizational Level; Individual Level
    Beschreibung / Inhaltsverzeichnis: ConclusionReferences; 3: Fat Women Need Not Apply: Employment Weight Discrimination Against Women; Fat Women Need Not Apply: Weight Discrimination in Employment Against Women; Research on Weight Discrimination in Employment; Perceived Employment Discrimination; Weight-Related Wage Penalty; Legal Protection; Weight Prejudice; Employer Justifications; Practical Implications; Future Research Directions; Conclusion; References; 4: Countering Heteronormativity; Lesbians and Wellbeing in the Workplace; Introduction and Background
    Beschreibung / Inhaltsverzeichnis: Sexual Orientation and Research in the Organisational Context Queer Performance and Lesbian Identity; Experiences of Butch Lesbians in Negotiating Identity in the Interview Context; Intersectionality; Conclusions and Directions for Further Research; Suggested Further Reading; References; 5: "Women Like You Keep Women Like Me Down": Understanding Intergenerational Conflict and Work-Life Balance from a Discourse Perspective; A Communication Perspective; Work-Life Balance; Life Cycle Theory; Generational Differences Around Work-Life Balance
    Beschreibung / Inhaltsverzeichnis: Deconstructing Intergenerational Discord: Preliminary FindingsRevisiting the Context for Conflict: The Gendered Workplace; Expanding the Research Agenda for Work-Life; Rethinking Intergenerational Conflict as Rejection of the Gendered Workplace; Self-Employment; A Partial Return to the Workforce; Rejection of Current Workplace; Conclusion; References; 6: Sexual Harassment: Undermining the Wellbeing of Working Women; Definitions of Sexual Harassment; United States Legal Definition; Legal Definitions Across National Contexts; Definitions in Social Science
    Beschreibung / Inhaltsverzeichnis: Prevalence of Sexual Harassment
    Anmerkung: Description based upon print version of record
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  • 3
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    Online-Ressource
    Handbook of happiness research in Latin America (2016)
    Dordrecht : Springer
    Details
    ISBN: 9789401772037
    Sprache: Englisch
    Seiten: 1 Online-Ressource (623 Seiten)
    Serie: International handbooks of quality-of-life
    Serie: International Handbooks of Quality-Of-Life Ser.
    Paralleltitel: Erscheint auch als Handbook of Happiness Research in Latin America
    DDC: 300
    Schlagwort(e): Quality of Life_xResearch ; Electronic books ; Electronic books
    Kurzfassung: This book presents original happiness research from and about a region that shows unexpectedly high levels of happiness. Even when Latin American countries cannot be classified as high-income countries their population do enjoy, on average, high happiness levels. The book draws attention to some important factors that contribute to the happiness of people, such as: relational values, human relations, solidarity networks, the role of the family, and the availability and gratifying using of leisure time. In a world where happiness is acquiring greater relevance as a final social and personal aim both the academic community and the social-actors and policy-makers community would benefit from Happiness Research in Latin America. Mariano Rojas is Professor of Economics at Facultad Latinoamericana de Ciencias Sociales, Sede México and at Universidad Popular Autónoma del Estado de Puebla. He got his undergraduate degree in economics from Universidad de Costa Rica and his M.A. and Ph.D degrees in economics from The Ohio State University, United States. His areas of research are: Happiness, Subjective Well-Being, Quality of Life, Economic Development, and Applied Microeconomics. He has been a member of ISQOLS since 2000, and performed as vice-president of finance from 2007 to 2008 and as vice-president of external affairs from 2011 to 2012. In 2009 he was awarded ISQOLS' Research Fellow Award as well as JOHS' Outstanding Reviewer Award. Mariano Rojas coordinates the Mexican Initiative Measuring the Progress of Societies: A Perspective from Mexico. This initiative received the Best New Initiative Award by OECD Global Project on Measuring the Progress of Societies in 2009 at the Busan, Korea 3rd World Forum.
    Beschreibung / Inhaltsverzeichnis: Contents; Contributors; 1: Happiness, Research, and Latin America; 1.1 Happiness; 1.1.1 Happiness Is Important; 1.1.2 Happiness Is an Ultimate Goal; 1.1.3 Happiness Motivates Human Action; 1.2 The Study of Happiness. The Old Traditions of Imputation and Presumption; 1.2.1 The Imputation Tradition; 1.2.2 The Presumption Tradition; 1.3 The Scientific Study of Happiness. Happiness Research; 1.3.1 Happiness Is a Life Experience of Being Well; 1.3.2 The Epistemology of Happiness. Knowing Happiness; 1.3.3 Measuring Happiness; 1.4 Happiness in Latin America; 1.4.1 The Region
    Beschreibung / Inhaltsverzeichnis: 1.4.2 Latin America Is a Happy Region. Is This a Paradox?1.5 Happiness Research in Latin America; 1.5.1 Researching Happiness in Latin America; 1.5.2 The Contributions in the Handbook; 1.6 Reconsideration of the Wealth of Nations; Bibliography; Part I: The Relevance of Latin American Happiness; 2: The Singularity of Latin American Patterns of Happiness; 2.1 Introduction; 2.2 Traditional View of Social Progress and Political Emergence of Subjective Indicators; 2.3 Inconsistency Comes into Play: The Curious Levels of Happiness in Latin America
    Beschreibung / Inhaltsverzeichnis: 2.4 Explaining ``Inconsistency´´ I: Individual Determinants of Happiness in Latin America2.5 Explaining ``Inconsistency´´ II: The Impact of Social Relations; 2.6 Overview: Consistency in the Indicators and Political Challenges; Bibliography; 3: The Social Psychology of Latin American Happiness; 3.1 Latin American Happiness; 3.2 Roots of Latin American Happiness: Small Traditional Villages; 3.3 From Andean Tradition to Modernity: Peri-urban Pueblos; 3.4 A Rural to Peri-urban Amazonian Corridor: Differences and Similarities with the Andes
    Beschreibung / Inhaltsverzeichnis: 3.5 Shantytowns: From Bucolic Happiness to Urban-Marginal Stress3.6 Urban Latin American Happiness Structure; 3.6.1 Optimistic Adaptation; 3.6.2 A Good Place to Live; 3.6.3 Home; 3.7 Conclusions: Latin American Happiness Processes; 3.7.1 Family and Social Relations; 3.7.2 Latin America: An Imperfect Place to Live, the Happy Adventure Park; 3.7.3 Optimistic Adaptation as a Key Feature of Latin American Happiness Adaptation; 3.7.4 Origins and Final Conclusions of Latin American Happiness; Bibliography; 4: The Relevance of Happiness: Choosing Between Development Paths in Latin America
    Beschreibung / Inhaltsverzeichnis: 4.1 Introduction4.2 Happiness Provides New Relevant Information; 4.2.1 Standard Economic Theory: Income and Well-Being; 4.2.2 The Limitations of Income as a Proxy for Well-Being. Findings from Happiness Research; 4.2.2.1 Persons Are Socially Immersed; 4.2.2.2 People May Raise Their Aspirations and Change Their Evaluation Norms; 4.2.2.3 People May Easily Adapt to the New Consumption Goods; 4.2.2.4 Bias Towards Economic Goods. No Consideration of Relational Goods; 4.2.2.5 Not All Needs Are Material. Human Beings Do Also Have Psychological Needs
    Beschreibung / Inhaltsverzeichnis: 4.2.2.6 There Is More to Life than the Standard of Living
    DOI: 10.1007/978-94-017-7203-7
    URL: Volltext
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  • 4
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    Online-Ressource
    Täterprofile bei Gewaltverbrechen : Mythos, Theorie, Praxis und forensische Anwendung des Profilings (German Edition) (2015)
    Dordrecht : Springer
    Details
    ISBN: 9783540333456
    Sprache: Deutsch
    Seiten: Online-Ressource (387 p.)
    Paralleltitel: Print version Täterprofile bei Gewaltverbrechen: Mythos, Theorie, Praxis und forensische Anwendung des Profilings (German Edition)
    DDC: 304.23
    Schlagwort(e): Electronic books
    Kurzfassung: Wenn Medien über spektakuläre Verbrechen berichten, rücken "Profiler" ins Blickfeld der Öffentlichkeit. Kinofilme wie "Das Schweigen der Lämmer" stellen sie als allwissende Spezialermittler dar. In diesem Buch räumen erfahrene Forscher, Kriminologen, Kriminalpsychologen und Juristen mit diesem Mythos auf. Sie geben Einblick in die reale Praxis der modernen Fallanalyse. Diese hat sich rasant entwickelt - heutzutage steht ein breites Spektrum an Methoden zur Verfügung. Neu in der 2. Auflage: Kapitel ausgewiesener Experten zur Fallanalyse in den Anwendungsbereichen forensische Gutachten und Psych
    Beschreibung / Inhaltsverzeichnis: 14 Neue Wege in der Ermittlungspraxis15 Versionen eines Mordes; Forensische Anwendung; 16 Tatortanalyse in der forensischen Psychiatrie; 17 Fallanalytische Verfahren in der Behandlung von Straftätern in Justizvollzugs anstalten; 18 Die Zusammenarbeit zwischen Fallanalyse und forensischer Psychiatrie; Quellenverzeichnis; Sachverzeichnis;
    Beschreibung / Inhaltsverzeichnis: CONTENTS; 1 Täterprofile und Fallanalyse; Mythos; 2 »Meine Mutter war eine Holmes«; 3 Mythos und Mythode; Theorie; 4 Auf der Suche nach der Struktur des Verbrechens; 5 Wege der Aufklärung; 6 Tausend Spuren und ihre Erzählung; 7 Facetten des Verbrechens; 8 Sexuell assoziierte Tötungsdelikte; 9 Die Bedeutung rechtsmedizinischer Untersuchungsergebnisse bei der Erstellung von Fallanalysen; 10 Geografische Fallanalyse; 11 »Was ist das nur für ein Mensch, der so etwas tun konnte?«; 12 Die Bedeutung der operativen Fall analyse im Strafprozess; Ermittlungspraxis; 13 Fallanalyse im Einsatz
    Anmerkung: Description based upon print version of record
    URL: Volltext
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  • 5
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    Online-Ressource
    Research in early childhood science education (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401795050
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource)
    Ausgabe: Online-Ausg.
    Paralleltitel: Print version Research in Early Childhood Science Education
    DDC: 372.35
    Schlagwort(e): Science Study and teaching (Preschool) ; Science ; Study and teaching (Early childhood) ; Science ; Study and teaching (Early childhood) ; Research ; Electronic books
    Kurzfassung: This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation and problem-solving. By introducing science in developmentally appropriate ways, we can support young children's sensory explorations of their world and provi
    Beschreibung / Inhaltsverzeichnis: Foreword; Contents; Chapter 1: The Inclusion of Science in Early Childhood Classrooms; Science and the Early Childhood Years; Purpose and Rationale; Organization of Chapters; Closure; References; Chapter 2: Young Children's Motivation for Learning Science; Conceptualizing Motivation and Theoretical Frameworks; Children's Science Motivation During Preschool and the Early Grades; Children's Curiosity and Questions About Science; Children's Interest in Science Activities; Children's Motivational Beliefs About Learning Science; Changes in Science Motivation from the Early to Later Grades
    Beschreibung / Inhaltsverzeichnis: Experiences Shape Children's Motivation for Learning ScienceFew Opportunities to Engage in Meaningful Science; Low Disciplinary Integrity of Science Lessons; Science Is Often Not Recognizable in Science Lessons; Declines in Science Motivation and Misunderstanding the Nature of Science Are Not Inevitable; Measuring Young Children's Science Motivation; Methodological Approaches; Methodological Concerns; Methodological and Theoretical Advancements Needed for Research of Young Children's Science Motivation; Relevance of Science Motivation Research to Classroom Teaching Practices
    Beschreibung / Inhaltsverzeichnis: ReferencesChapter 3: Young Children's Ideas About Earth and Space Science Concepts; Earth Science Concepts; Rain and Clouds (Mechanism of Rain Fall); Wind; Thunder and Lightning; Summaries of Children's Understanding of Earth Science Concepts; Space Science Concepts; Shape of the Earth; Day and Night Cycle; Seasons; Lunar Concepts; Summaries of Children's Understanding of Space Science Concepts; Directions for Future Research; References; Chapter 4: Young Children's Ideas About Physical Science Concepts; Reviewing the Research Literature; Young Children' Ideas About Matter
    Beschreibung / Inhaltsverzeichnis: Young Children' Ideas About Heat and Temperature Young Children' Ideas About Evaporation, Condensation and the Water Cycle; Young Children' Ideas About Forces and Motion; Young Children' Ideas About Floating and Sinking; Young Children' Ideas About Electricity; Young Children' Ideas About Light; Perspectives and Frameworks Guiding Research; The Research Methodologies; Evidence of Effectiveness of Intervention Studies; Implications for Classroom Practices; Directions for Future Research; References; Chapter 5: Children's Ideas About Life Science Concepts; Theoretical Frameworks
    Beschreibung / Inhaltsverzeichnis: Young Children's Ideas of Life Science Concepts Children's Conceptions of the Distinction Between Living and Non-living; Children's Conceptions of Growth and Development; Young Children's Conceptions of Germs and Contagions; Young Children's Conceptions of Plants and Animals; Research Methods Used to Elicit Young Children's Understandings; Recommendations for Future Research; Implications for Teaching; References; Chapter 6: Too Little, Too Late: Addressing Nature of Science in Early Childhood Education; Introduction; What Is the Nature of Science, and Why Teach It?
    Beschreibung / Inhaltsverzeichnis: Developmentally Appropriate Nature of Science for Early Childhood Years
    Anmerkung: Includes bibliographical references and index
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  • 6
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    Geographies of knowledge and power (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401799607
    Sprache: Englisch
    Seiten: Online-Ressource , color illustrations
    Ausgabe: Online-Ausg.
    Serie: Knowledge and space / Klause Tschira symposia volume 7
    Serie: Knowledge and Space Ser. v.7
    Paralleltitel: Print version Geographies of Knowledge and Power
    DDC: 306.4/2
    Schlagwort(e): Geography Social aspects ; Power (Social sciences) ; Knowledge, Sociology of ; Industrial management ; Electronic books
    Kurzfassung: Interest in relations between knowledge, power, and space has a long tradition in a range of disciplines, but it was reinvigorated in the last two decades through critical engagement with Foucault and Gramsci. This volume focuses on relations between knowledge and power. It shows why space is fundamental in any exercise of power and explains which roles various types of knowledge play in the acquisition, support, and legitimization of power. Topics include the control and manipulation of knowledge through centers of power in historical contexts, the geopolitics of knowledge about world politic
    Beschreibung / Inhaltsverzeichnis: Acknowledgments; Contents; Contributors; 1: Power, Knowledge, and Space: A Geographical Introduction; References; 2: Relations Between Knowledge and Power: An Overview of Research Questions and Concepts; No Power Without Knowledge, No Knowledge Without Power; Factual Knowledge and Orientation Knowledge: Differences Between Logos and Mythos; Factual Knowledge; Orientation Knowledge; Conceptions and Definitions of Power and Their Relationship to Knowledge; How Can Power Be Conceptualized and Defined?; How Can Relations Between Knowledge and Power Be Conceptualized and Explained?
    Beschreibung / Inhaltsverzeichnis: Asymmetry of Power Relations Can Factual Knowledge Be Clearly Differentiated from Orientation Knowledge?; Factual Knowledge and Power; Functions of Factual Knowledge in Acquiring and Retaining Power; The Search for Absolute Truth or Getting on in the Life World?; Orientation Knowledge and Power; What Functions Does Orientation Knowledge Have for a Social System?; The Role of Orientation Knowledge in the Construction of the Self and the Other; Orientation Knowledge and Moral Exclusion; With Which Methods Do Power Centers Influence the Creation and Spread of Knowledge?
    Beschreibung / Inhaltsverzeichnis: Manipulation of Epistemic Perspectives Control of Access to Information, Censorship of Information, Bibliocide, and Memorycide,; Manipulation of Public Attention; Subjectivity and Credibility of Experts; Crisis of Expertise?; Scholars as Instruments of Politics; Conclusion; References; 3: Enabling Knowledge; Knowledgeability and Democracy; Overview; The Terms; Theories of Democracy and Civil Society; Reconciling Democracy and Expertise; Reconciling Democracy and Knowledge as Property; Enabling Knowledge?; Concluding Remarks; References
    Beschreibung / Inhaltsverzeichnis: 4: Gabriel's Map: Cartography and Corpography in Modern WarI Would Rather Be in France . . .; The Optical War and Cartographic Vision; "Clockwork War" and the Mathematics of the Battlefield; The Corpography of the Slimescape; Conclusion; Coda; References; 5: Telling the Future: Reflections on the Status of Divination in Ancient Near Eastern Politics; References; 6: Who Gets the Past? The Changing Face of Islamic Authority and Religious Knowledge; Competing Claims to Authoritative Religious Knowledge; Public Islam and the Common Good; Public Islam and Modernity
    Beschreibung / Inhaltsverzeichnis: Religious and Secular Identities Authorities and Audiences; References; 7: "An Heavenly Kingdom Shall Descend": How Millennialism Spread from New England to the United States of America; Introduction; New England as a Millennial Seedbed; The Impact of the Great Awakening; The Apocalyptic Interpretation of American Wars; The United States as the Apocalyptic "New Order of the Ages"; Conclusion; References; 8: The Power of Words and the Tides of History: Reflections on Man and Nature and Silent Spring; Man and Nature: A Book and Its Reception; Man and Nature: The Fate and Power of Words
    Beschreibung / Inhaltsverzeichnis: Silent Spring: The Fate and Power of Words
    Anmerkung: "Klaus Tschira Stiftung gemeinnützige GmbH"--Cover , Includes bibliographical references and index
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  • 7
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    Couple resilience : emerging perspectives (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401799096
    Sprache: Englisch
    Seiten: Online-Ressource (xx, 210 pages) , color illustrations
    Ausgabe: Online-Ausg.
    Paralleltitel: Print version Couple Resilience : Emerging Perspectives
    DDC: 306.8
    RVK:
    MS 1930
    Schlagwort(e): Resilience (Personality trait) ; Couples Psychology ; Quality of Life_xResearch ; Electronic books ; Aufsatzsammlung
    Kurzfassung: This distinctive volume expands our understanding of couple resilience by identifying and exploring specific mechanisms unique to intimate relationships that facilitate positive adaptation to life challenges. Committed partnerships represent a unique form of relational alliance that offers an opportunity and challenge to go beyond the self - to develop as individuals and as a relationship. The contributors to this volume represent a range of perspectives that integrate conventional relationship science and innovative empirical and theoretical work on the importance of meaning-making, narrative construction, intersubjectivity, forgiveness, and positive emotion in couple life. The volume also offers a unique anchor point - 'We-ness' as it relates to the intersection between shared, and personal identity and well-being. Under-examined relational contexts such as resilience among LGBT partners and sexual resilience during illness adds further refinement of thought and application
    Beschreibung / Inhaltsverzeichnis: Couple resilience and we-nessResilience in couples : a view of the landscape / Karen Skerret -- Theoretical and methodological underpinnings of resilience in couples : locating the "we" / Karen Fergus -- Resilient processes and applications to specific populations -- Resilience in lesbians and gay couples / Arlene Istar Lev -- Sexual resilience in couples / Andrea M. Beck and John W. Robinson -- Dyadic adaptation to chronic illness : the importance of considering context in understanding couples' resilience / Kristi E. Gamarel and Tracey A. Revenson -- Relationships and the neurobiology of resilience / Brent J. Atkinson -- Investigations into facets of couple resilience -- Mutuality and the marital engagement-type of union scale [me to us] : empirical support for a clinical instrument in couple therapy / Jefferson A. Singer, Beate Labunko, Nicole Alea, and Jenna L. Baddeley -- Identification with the relationship as essential to marital resilience : theory, applications and evidence / David W. Reid and Saunia Ahmed -- "We-ness" in relationship defining memories and marital satisfaction / Nicole Alea, Jefferson A. Singer, and Beate Labunko -- Forgiveness : a route to healing emotional injuries and building resiliency / Catalina Woldarsky Meneses and Leslie S. Greenberg -- Looking back, moving forward -- Resilient couple coping revisited : building relationship muscle / Karen Fergus and Karen Skerrett.
    Anmerkung: Includes bibliographical references
    URL: Volltext
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  • 8
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    Digital Games and Mathematics Learning : Potential, Promises and Pitfalls (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401795173
    Sprache: Englisch
    Seiten: Online-Ressource (XIII, 309 p. 78 illus., 69 illus. in color, online resource)
    Ausgabe: 1st ed. 2015
    Serie: Mathematics Education in the Digital Era 4
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Digital games and mathematics learning
    Schlagwort(e): Educational technology ; Mathematics Study and teaching ; Education ; Education ; Education Data processing ; Educational technology ; Mathematics Study and teaching
    Kurzfassung: Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives-of educators, cognitive scientists, psychologists and sociologists-on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify opportunities for broadening current understandings of how mathematical ideas are fostered (and embedded) within digital game environments. In particular, the volume advocates for new and different ways of thinking about mathematics in our digital age-proposing that these mathematical ideas and numeracy practices are distinct from new literacies or multiliteracies. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning. Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field. Mathematics learning is defined as being about problem solving; engagement in mathematical ideas and processes; and social engagement. The artefact, which is the game, shapes the ways in which the gamers engage with the social activity of gaming. In parallel, the book (as a t extual artefact) will be supported by Springer’s online platform-allowing for video and digital communication (including links to relevant websites) to be used as supplementary material and establish a dynamic communication space
    Beschreibung / Inhaltsverzeichnis: 1. Digital Games and Learning: What’s New Is Already Old? Tom Lowrie and Robyn Jorgensen(Zevenbergen) (Australia)2. Mathematics and Non-School Gameplay. Antri Avraamidou, John Monaghan and Aisha Walker (United Kingdom) -- 3. Integration of Digital Games in Learning and e-Learning Environments: Connecting Experiences and Context. Begoña Gros (Spain) -- 4. The Construction of Electronic Games as an Environment for Mathematics Education. Rodrigo Dalla Vecchia, Marcus V. Maltempi and Marcelo C. Borba (Brazil) -- 5. Digital Games, Mathematics and Visuospatial Reasoning. Tom Lowrie (Australia) -- 6. Digital Games and Equity: Implications for Issues of Social Class and Rurality. Robyn Jorgensen(Zevenbergen) (Australia) -- 7. Multimodal Literacy, Digital Games and Curriculum. Catherine Beavis (Australia) -- 8. Apples and Coconuts: Young Children ‘Kinect-ing’ with Mathematics and Sesame Street. Meagan Rothschild and Caroline C. Williams (United States) -- 9. SAPS and Digital Games: Improving Mathematics Transfer and Attitudes in Schools. Richard N. Van Eck (United States) -- 10. Mathematics and Educational Psychology: Construction of Learning Environments. Cesare Fregola (Italy) -- 11. Serious Games and Gaming. Terry Bossomaier (Australia) -- 12. Apps: Appropriate, Applicable and Appealing? Nigel Calder (New Zealand) -- 13. “An App! An App! My Kingdom for an App”: An 18 Month Quest t o Determine Whether Apps Support Mathematical Knowledge Building. Kevin Larkin (Australia) -- 14. Digital Games and Mathematics Learning: The State of Play. Tracy Logan and Kim Woodland (Australia).  .
    DOI: 10.1007/978-94-017-9517-3
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  • 9
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    Approaches to Qualitative Research in Mathematics Education : Examples of Methodology and Methods (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401791816
    Sprache: Englisch
    Seiten: Online-Ressource (XV, 592 p. 112 illus., 18 illus. in color, online resource)
    Serie: Advances in Mathematics Education
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg. Approaches to Qualitative Research in Mathematics Education
    Schlagwort(e): Curriculum planning ; Mathematics ; Science Study and teaching ; Education ; Mathematikunterricht
    Kurzfassung: This volume documents a range of qualitative research approaches emerged within mathematics education over the last three decades, whilst at the same time revealing their underlying methodologies. Continuing the discussion as begun in the two 2003 ZDM issues dedicated to qualitative empirical methods, this book presents astate of the art overview on qualitative research in mathematics education and beyond. The structure of the book allows the reader to use it as an actual guide for the selection of an appropriate methodology, on a basis of both theoretical depth and practical implications. The methods and examples illustrate how different methodologies come to life when applied to a specific question in a specific context. Many of the methodologies described are also applicable outside mathematics education, but the examples provided are chosen so as to situate the approach in a mathematical context
    DOI: 10.1007/978-94-017-9181-6
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  • 10
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    Nation-Building and History Education in a Global Culture (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401797290
    Sprache: Englisch
    Seiten: Online-Ressource (XIX, 197 p. 4 illus, online resource)
    Serie: Globalisation, Comparative Education and Policy Research 13
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg. Nation-building and history education in a global culture
    RVK:
    DI 1000
    Schlagwort(e): Curriculum planning ; Education, Higher ; History ; Education ; Schulbildung ; Geschichtsunterricht ; Erziehungsziel ; Relation ; Globalisierung ; Geschichtsbild ; Nationenbildung ; Nationalbewusstsein ; Identitätsentwicklung ; Kulturelle Identität ; Theorie ; Praxis ; Erde
    Kurzfassung: This book examines the nexus between nation-building and history education globally and the implication for cultural diversity and social justice. It studies some of the major education reforms and policy issues in history education in a global culture, and regards them in the light of recent shifts in history education and policy research. In doing so, the volume provides a comprehensive picture of the intersecting and diverse discourses of globalisation, history education and policy-driven reforms. It makes clear that the impact of globalisation on education policy and reforms is a strategically significant issue for us all. The book focuses on the importance of nation-building and patriotism in history education, and presents up-to-date research on global trends in history education reforms and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concerns in the field of globalisation, history education and policy research
    DOI: 10.1007/978-94-017-9729-0
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  • 11
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    Integrating Practice-based Experiences into Higher Education (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401772303
    Sprache: Englisch
    Seiten: Online-Ressource (XIX, 258 p, online resource)
    Serie: Professional and Practice-based Learning 13
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg.
    Schlagwort(e): Education, Higher ; Education
    Kurzfassung: This book advances understandings about and practices for effectively integrating practice-based (e.g. workplace) experiences in higher education programs. This issue is becoming of increasing salient because higher education programs globally are increasingly focussing on preparing students for specific occupations. Such imperatives are reflected in the cooperative education movement in North America, the foundation degree programs of the United Kingdom, the work integrated learning approach within Australian higher education and initiatives in a range of other countries. There are clear and growing expectations that graduates from such should be able to move smoothly into being effective in their occupational practice. These expectations rise from the imperatives and interest of government, employers, community and students themselves. The book achieves a number of important goals. Firstly, it identifies and delineates the educational worth of students and engagement in practice-based experiences and their integration within their programs of study. Secondly, it advances conceptions of the integration of such experiences that is essential to inform how these programs might be enacted. Thirdly, drawing on the findings of two teaching fellowships, it proposed bases and propositions for how experiences in higher education programs might be organised and augmented to support effective learning. Fourthly pedagogic practices seen to be effective in maximising the learning from those practice experiences and integrating them within the curriculum are identified and discussed. Fifthly, a particular focus is given to students’ personal epistemologies and how these might be developed and directed towards supporting effective learning within practice settings and the integration of that learning in their university programs
    DOI: 10.1007/978-94-017-7230-3
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  • 12
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    Unmasking School Leadership : A Longitudinal Life History of School Leaders (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401794336
    Sprache: Englisch
    Seiten: Online-Ressource (XXVI, 302 p. 4 illus., 1 illus. in color, online resource)
    Serie: Studies in Educational Leadership 20
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg.
    Schlagwort(e): Education ; Schulleitung ; Schulentwicklung ; Schulreform ; Geschichte 1970-2010
    Kurzfassung: This book is a longitudinal life history of the lives and work of primary school principals in Ireland. It provides a unique opportunity to peer inside the realities of leading schools in changing times. In a system that until recently did not prepare principals for the onerous roles and responsibilities, a small system with limited mobility, inter-personal relationships emerge as critical, frequently privileged over professional relationships. Consequently, principals struggle to bring about change, to build trust in order to cultivate a transformative leadership agenda, while several aspects of systemic structures and processes emerge as constraints on leadership capacity building. In the absence of comprehensive leadership portfolio development, classroom teachers, catapulted into the principal’s office, tend to be cautious and careful in ways that tend to perpetuate the status quo while putting a premium on the exercise of soft power and an over-reliance on the good will of colleagues. Several of the ‘leadership lessons’ that emerge from this in-depth analysis concur with an increasing international consensus that due to complexity and increasingly performative policy demands, learning about leadership for all is an absolute necessity. However, care must be taken to avoid overly scripted programmes. Critical to the cultivation of a professionally responsible leadership disposition, rather than capitulation to ‘technologies of control,’ is professional renewal cultivated through adequate attention to the Zone of Proximal Distance
    DOI: 10.1007/978-94-017-9433-6
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  • 13
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    Young Children and Families in the Information Age : Applications of Technology in Early Childhood (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401791847
    Sprache: Englisch
    Seiten: Online-Ressource (XXVI, 292 p. 33 illus, online resource)
    Serie: Educating the Young Child, Advances in Theory and Research, Implications for Practice 10
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg. Young children and families in the information age
    Schlagwort(e): Early childhood education ; Education ; Informationsgesellschaft ; Neue Medien ; Kleinkind ; Familienleben ; Informationsgesellschaft ; Neue Medien ; Kleinkind ; Familienleben
    Kurzfassung: This edited book presents the most recent theory, research and practice on information and technology literacy as it relates to the education of young children. Because computers have made it so easy to disseminate information, the amount of available information has grown at an exponential rate, making it impossible for educators to prepare students for the future without teaching them how to be effective information managers and technology users. Although much has been written about information literacy and technology literacy in secondary education, there is very little published research about these literacies in early childhood education. Recently, the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College published a position statement on using technology and interactive media as tools in early childhood programs. This statement recommends more research “to better understand how young children use and learn with technology and interactive media and also to better understand any short- and long-term effects.” Many assume that today’s young children are “digital natives” with a great understanding of technology. However, children may know how to operate digital technology but be unaware of its dangers or its value to extend their abilities. This book argues that information and technology literacy include more than just familiarity with the digital environment. They include using technology safely and ethically to demonstrate creativity and innovation; to communicate and collaborate; to conduct research and use information; and to think critically, solve problems and make decisions
    DOI: 10.1007/978-94-017-9184-7
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  • 14
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    A Cultural-Historical Study of Children Learning Science : Foregrounding Affective Imagination in Play-based Settings (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401793704
    Sprache: Englisch
    Seiten: Online-Ressource (XIX, 213 p. 13 illus., 11 illus. in color, online resource)
    Serie: Cultural Studies of Science Education 11
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg.
    Schlagwort(e): Science Study and teaching ; Early childhood education ; Education
    Kurzfassung: This book provides an account of children’s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children. The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children’s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings
    DOI: 10.1007/978-94-017-9370-4
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  • 15
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    Assessment and Teaching of 21st Century Skills : Methods and Approach (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401793957
    Sprache: Englisch
    Seiten: Online-Ressource (XII, 310 p. 70 illus., 50 illus. in color, online resource)
    Serie: Educational Assessment in an Information Age
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg. Assessment and teaching of 21st century skills
    Schlagwort(e): Educational tests and measurements ; Education ; Berufsbildung ; Arbeitswelt ; Zukunft
    Kurzfassung: This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the methods used in this process. The first volume was published by Springer in 2012 ( Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined
    DOI: 10.1007/978-94-017-9395-7
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  • 16
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    Research in Early Childhood Science Education (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401795050
    Sprache: Englisch
    Seiten: Online-Ressource (VIII, 390 p. 15 illus, online resource)
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg. Research in early childhood science education
    RVK:
    CQ 6200
    Schlagwort(e): Science Study and teaching ; Early childhood education ; Education ; Early childhood education ; Education ; Science Study and teaching ; Naturwissenschaftlicher Unterricht ; Vorschulerziehung ; Grundschulunterricht
    Kurzfassung: This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching science to young children. Science education, an integral part of national and state standards for early childhood classrooms, encompasses not only content-based instruction but also process skills, creativity, experimentation, and problem-solving. By introducing science in developmentally appropriate ways, we can support young children’s sensory explorations of their world and provide them with foundational knowledge and skills for lifelong science learning, as well as an appreciation of nature. This book emphasizes the significance of teaching science in early childhood classrooms, reviews the research on what young children are likely to know about science, and provides key points on effectively teaching young children science. Common research methods used in the reviewed studies are identified, methodological concerns are discussed, and methodological and theoretical advances are suggested
    DOI: 10.1007/978-94-017-9505-0
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  • 17
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    International handbook of semiotics (2015)
    Dordrecht : Springer
    Details
    ISBN: 9789401794046
    Sprache: Englisch
    Seiten: Online-Ressource (1000 pages)
    Ausgabe: Online-Ausg.
    Paralleltitel: Print version International Handbook of Semiotics
    DDC: 302.2
    Schlagwort(e): Semiotics ; Semiotics ; Electronic books ; Aufsatzsammlung
    Kurzfassung: This book provides an extensive overview and analysis of current work on semiotics that is being pursued globally in the areas of literature, the visual arts, cultural studies, media, the humanities, natural sciences and social sciences. Semiotics-also known as structuralism-is one of the major theoretical movements of the 20th century and its influence as a way to conduct analyses of cultural products and human practices has been immense. This is a comprehensive volume that brings together many otherwise fragmented academic disciplines and currents, uniting them in the framework of semiotic
    Beschreibung / Inhaltsverzeichnis: Contents; Contributors; Chapter-1; Apologia; Part I; Historical and Conceptual Foundations of Semiotics; Chapter-2; Semiotics "Today": The Twentieth-Century Founding and Twenty-First-Century Prospects; 2.1 Preliminary Overview; 2.2 Outline of the Framework; 2.2.1 Standpoint of the Chapter; 2.2.2 Synchrony's Inevitable Seepage into Diachrony: The Historicity of Human Use of Signs; 2.2.3 The Nominalist Question; 2.2.4 The Actual Formation of a "Community of Inquirers" Focused on Signs; 2.3.1 The Initial Foundation Proposed in the Twentieth Century for a New "Science of Signs"
    Beschreibung / Inhaltsverzeichnis: 2.3.2 The Challenge to Saussure's Stipulative Foundation2.3.3 Shifting the Semiotic Enterprise to an Adequate Foundation; 2.3.4 Remodeling Anthroposemiosis as the Human Use of Signs; 2.3.5 Furthering the Foundation: An Action of Signs Beyond the Animal Umwelt; 2.3.6 The Place of Peirce, After Poinsot, in Displacing the Pars Pro Toto Fallacy; 2.3.7 Setting the Record Straight on What Semiotics Is All About; 2.3.8 "Science" or "Doctrine" of Signs?; 2.3.9 Does the Action of Signs Reach Even Beyond the Land of the Living?; 2.3.10 Semiotics in the Twenty-First Century's Dawn: Sebeok's Shaping Role
    Beschreibung / Inhaltsverzeichnis: 2.3.11 After Sebeok and Beyond: Completing the Compass of Semiotic Understanding2.4 Projecting What We Have Learned About Interdisciplinarity: From 330 BC to c. AD 2075; 2.4.1 Tracing from Within the Present a Long Trajectory; 2.4.2 The Triangle of Words, Thoughts, and Things; 2.4.3 Premodern Background to Understanding the Triangle; 2.4.4 Modern Attempts to Semanticize the Triangle; 2.4.5 Aristotle's Caveat on the Need to Understand the Triangle Through "An Investigation Distinct" from Inquiries into Logic and Language
    Beschreibung / Inhaltsverzeichnis: 2.4.6 Causality and the Relationships Within and Constitutive of the Triangle2.4.6.1 Iconic dimension; 2.4.6.2 Symbolic dimension; 2.4.6.3 Indexical dimension as underlying; 2.4.6.4 Entanglement in language of culture with nature; 2.4.6.5 Primary modeling is not "langue"; 2.4.6.6 Diachrony preceding and succeeding "langue's" synchrony; 2.4.7 Brief Excursus on "Deconstruction"; 2.4.8 The Relationships Within and Constitutive of the Triangle; 2.4.8.1 The triangle side #1 between words and things; 2.4.8.2 "Common sense" and Saussure's model; 2.4.8.3 Other-representation vs. self-representation
    Beschreibung / Inhaltsverzeichnis: 2.4.8.4 "Common sense" again2.4.8.5 The hidden third; 2.4.8.6 The triadic relation; 2.4.8.7 "Common speech" vs. "Langue "; 2.4.8.8 The triangle side #2 between words and things; 2.4.8.9 Experience presupposed to discovering signs; 2.4.8.10 The ascent from sensation; 2.4.8.11 Interaction as produing sensation; 2.4.8.12 Triadicity within sensation; 2.4.8.13 The triangle side #3 between words and things; 2.4.8.14 Words as symptoms vs. words as symbols; 2.4.8.15 The symptom side; 2.4.8.16 The symbol side; 2.4.8.17 Words as manifesting subjectivity
    Beschreibung / Inhaltsverzeichnis: 2.4.8.18 Words as aiming to establish intersubjectivity
    Anmerkung: Description based upon print version of record
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  • 18
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    Teaching and Learning the European Union : Traditional and Innovative Methods (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400770430
    Sprache: Englisch
    Seiten: Online-Ressource (VIII, 248 p. 14 illus., 12 illus. in color, online resource)
    Serie: Innovation and Change in Professional Education 9
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Teaching and learning the European Union
    RVK:
    DI 1000
    Schlagwort(e): Education, Higher ; Education ; Education ; Education, Higher ; Europäische Union ; Hochschulbildung ; Bildung
    Kurzfassung: This volume examines the EU’s changing educational context and its challenges. Based on an extensive survey of more than 2000 European Studies courses in 30 European countries, it maps and analyses the features of teaching methodologies as they emerge from both disciplinary as well as interdisciplinary curricula. It presents a series of case studies on some of the most-used innovative teaching tools emerging in the field such as simulation games, e-learning, problem based learning, blended learning, and learning through the use of social networks. Based on the contributors’ own experiences and academic research, the book examines both strengths and possible pitfalls of these increasingly popular methods. The book’s critical approach will inspire educators and scholars committed to improving the teaching methods and tools in the area of European Studies and other programmes of higher education facing similar challenges
    Beschreibung / Inhaltsverzeichnis: 1. Introduction - Teaching European Studies: Educational ChallengesPART I - EUROPEAN STUDIES: CONTEXTS AND CHALLENGES -- 2. Shaping the New Professional for the New Professions; W.H. Gijselaers, A. Dailey-Hebert and A.C. Niculescu -- 3. Working at the EU Institutions: New Human Resources Selection Strategy; N.D. Bearfield -- 4. Educating for EU Citizenship and Civic Engagement through Active Learning; G. J. van Dyke -- 5. Multilingual Universities: Policies and Practices; R. Franceschini and D. Veronesi -- 6. Thinking Europe: A Canadian Academic Immersion inside the European Institutions - EU Study Tour and Internship Program; E. Lavalle and A. Berlin -- PART II - MAPPING INNOVATIONS IN TEACHING AND LEARNING -- 7. Mapping Innovative Teaching Methods and Tools in European Studies: Results from a Comprehensive Study; S. Baroncelli, F. Fonti and G. Stevancevic -- 8. Innovativeness in Teaching European Studies: an Empirical Investigation; F. Fonti and G. Stevancevic -- 9. Linguistic Pluralism in European Studies; S. Baroncelli -- PART III - INNOVATIVE TEACHING AND EARNING IN EUROPEAN STUDIES -- 10. Assessing EU Simulations: Evidence from the Transatlantic EuroSim; R. Jones and P. Bursens -- 11. Distance Learning as an Alternative Method of Teaching European Studies; N. Timus -- 12. Problem Based Learning in European Studies; H. Maurer and C. Neuhold -- 13. Finding the Right Mix? Teaching European Studies through Blended Learning; A. Mihai -- 14. The Network is the Message: Social Networks as Teaching Tools; R. Farneti, I. Bianchi, T. Mayrgündter and J. Niederhauser -- Biographies -- Index.
    Anmerkung: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-7043-0
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  • 19
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    50 Schlüsselideen der Menschheit (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783827429070
    Sprache: Deutsch
    Seiten: Online-Ressource (209 p)
    Paralleltitel: Print version 50 Schlüsselideen der Menschheit
    DDC: 010
    Schlagwort(e): Philosophy.. ; Theology ; Electronic books ; Electronic books
    Kurzfassung: Eine Entdeckungsreise zu den großen Ideen und weltbewegenden Konzepten der MenschheitsgeschichtePlatonismus Aristotelismus Die Goldene Regel Altruismus Freiheit Toleranz Skeptizismus Vernunft Strafe Materialismus Relativismus Utilitarismus Existenzialismus Das Böse Schicksal Seele Glaube Fundamentalismus Atheismus Säkularismus Kreationismus Krieg Pflicht Utopie Liberalismus Demokratie Konservatismus Imperialismus Nationalismus Multikulturalismus Gesellschaftsvertrag Republikanismus Kommunismus Faschismus Rassismus Feminismus Islamismus Kapitalismus Globalisierung Klassizismus Romantik Moderne
    Beschreibung / Inhaltsverzeichnis: Cover; Title Page; Table of Contents; Einleitung; 01 Platonismus; 02 Aristotelismus; 03 Die Goldene Regel; 04 Altruismus; 05 Freiheit; 06 Toleranz; 07 Skeptizismus; 08 Vernunft; 09 Strafe; 10 Materialismus; 11 Relativismus; 12 Utilitarismus; 13 Existenzialismus; 14 Das Böse; 15 Schicksal; 16 Seele; 17 Glaube; 18 Fundamentalismus; 19 Atheismus; 20 Säkularismus; 21 Kreationismus; 22 Krieg; 23 Pflicht; 24 Utopie; 25 Liberalismus; 26 Demokratie; 27 Konservatismus; 28 Imperialismus; 29 Nationalismus; 30 Multikulturalismus; 31 Gesellschaftsvertrag; 32 Republikanismus; 33 Kommunismus; 34 Faschismus
    Beschreibung / Inhaltsverzeichnis: 35 Rassismus36 Feminismus; 37 Islamismus; 38 Kapitalismus; 39 Globalisierung; 40 Klassizismus; 41 Romantik; 42 Moderne; 43 Surrealismus; 44 Zensur; 45 Evolution; 46 Gaia; 47 Chaos; 48 Relativität; 49 Quantenmechanik; 50 Der Urknall; Glossar; Index; Copyright Page
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    A comparative analysis of European time transfers between generations and genders (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401795913
    Sprache: Englisch
    Seiten: Online-Ressource (x, 48 pages) , illustrations (some color)
    Ausgabe: Online-Ausg.
    Serie: SpringerBriefs in Population Studies
    Paralleltitel: Print version A Comparative Analysis of European Time Transfers between Generations and Genders
    DDC: 304.2/37
    Schlagwort(e): Time Sociological aspects ; Time management ; Intergenerational relations ; Europe ; Gender identity ; Research ; Europe ; Time and economic reactions ; Economics ; Sociological aspects ; Europe ; Households ; Europe ; Statistics ; Economic indicators ; Europe ; Electronic books
    Kurzfassung: This comparative study of European time transfers reveals the full extent of transfers in the form of unpaid work and highlights the existence of important gender differences in household time production. A large quantity of goods and services are produced by household members for their own consumption, without involving market transactions. Despite the economic and social importance of unpaid work, these productive activities are largely invisible to traditional national economic accounts. As a consequence, standard measures of intergenerational transfers typically ignore household production, and thus underestimate the overall value of goods and services produced over the life cycle; in particular, the economic contribution of females. The book uses a life course approach to offer policy-relevant insights into the effect of demographic and social change on intergenerational ties and gender inequality in household production.
    Beschreibung / Inhaltsverzeichnis: Acknowledgements; Contents; Introduction; Chapter 1; Socio-demographic and Economic Factors Affecting Intergenerational and Gender Relationships in Europe; 1.1 Introduction; 1.2 Recent Evolution of Labor Market Participation Within Europe and Across European Countries; 1.3 Labor Market Flexibility; 1.4 Household Composition and Transition to Adulthood in Europe; 1.5 Employment Patterns of Households with Young Children; 1.6 Childcare Facilities and Social Expenditure; Discussion and Conclusions; References; Chapter 2
    Beschreibung / Inhaltsverzeichnis: Time is Economically Valuable: Production, Consumption and Transfers of Time by Age and Sex2.1 Introduction; 2.2 National Transfer Accounts and the Economic Life Cycle; 2.3 Patterns of Intergenerational Monetary Transfers; 2.4 Monetary Transfers and Beyond: The Role of Time-use; 2.4.1 Incorporating Household Production into National Income and Product Accounts; 2.4.2 Household Production in the Generational Economy; 2.5 Time Use Data; 2.6 Time Production; 2.7 Time Consumption; 2.8 The Life Cycle Deficit; Conclusion; References; Chapter 3
    Beschreibung / Inhaltsverzeichnis: Heterogeneity in Unpaid Household Production over the Life Course3.1 Introduction; 3.2 Profiles by Age, Sex, and Household Structure; 3.3 Profiles by Age, Sex and Education; 3.4 Trends Over Time; Conclusion; References; Concluding Remarks
    Anmerkung: Includes bibliographical references
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  • 21
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    Emerging techniques in applied demography (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401789905
    Sprache: Englisch
    Seiten: Online-Ressource
    Ausgabe: Online-Ausg.
    Serie: Applied demography series volume 4
    Serie: Applied Demography Ser. v.4
    Paralleltitel: Print version Emerging Techniques in Applied Demography
    DDC: 304.6
    Schlagwort(e): Demography ; Demography ; Study and teaching.. ; Demography ; Research ; Electronic books
    Kurzfassung: By bringing together top-notch demographers, sociologists, economists, statisticians and public health specialists from Asia, Africa, Europe, and North America to examine a wide variety of public and private issues in applied demography, this book spans a wide range of topics. It evaluates population estimates and projections against actual census counts and suggests further improvement of estimates and projection techniques and evaluation procedures; new techniques are proposed for estimating families and households and particular attention is paid to the much-discussed topic of access to health care. Coverage extends to factors influencing health status and elder abuse, child bearing and labor market analysis and the effects of education on labor market outcomes of native white American and immigrant European populations.Methodologically rigorous and pragmatically useful, Emerging Techniques in Applied Demography also examines a wide variety of public and private issues under the field of applied demography. It provides a broad overview of research topics and also reflects substantial development in the field of applied demography. It also bridges the gap between theory and research by providing several examples of work of distinguished applied demographic.
    Beschreibung / Inhaltsverzeichnis: Foreword; Acknowledgements; Contents; Contributors; Chapter-1; Introduction; Introduction; Overview of the Sections and Chapters; Section I; Section II; Section III; Section IV; Section V; Conclusion; References; Part I; Evaluation of Population Projections and 2010 Census Counts; Chapter-2; An Evaluation of Population Forecast Errors for Florida and its Counties, 1980-2010; Introduction; Methodology; Forecast Accuracy; State Projections; County Projections; Accounting for Uncertainty; State Projections; County Projections; Conclusion; References; Chapter-3
    Beschreibung / Inhaltsverzeichnis: Simplifying Local Area Population and Household Projections with POPARTIntroduction; POPART; Data; Model Validation; Application: Population and Household Projections for Noosa; Assumptions; Results; Conclusions; Software; References; Chapter-4; The Net Undercount of Children in the 2010 U.S. Decennial Census; Introduction; Demographic Analysis Methodology; Using DA to Estimate the Black Population; Data Sources; 2010 Demographic Analysis Results; 2010 DA Estimates for Adults Compared to Children; 2010 DA Estimates for Single Year of Age for Children; Undercount of Children by Sex
    Beschreibung / Inhaltsverzeichnis: The Population Under Age 5Discussion; Conclusions; References; Chapter-5; Mathematical Modeling and Projecting Population of Bangladesh by Age and Sex from 2002 to 2031; Introduction; Data and Methods; Model Building; Validation Technique of Model; F-test; Exponential Growth Rate Method; Results of Model Fittings and Discussion; Conclusions and Concluding Remarks; References; Part II; Evaluation of Population Estimates Produced by New and Current Methods; Chapter-6 ; Sub-County Population Estimates Using Administrative Records: A Municipal-Level Case Study in New Mexico; Introduction
    Beschreibung / Inhaltsverzeichnis: Materials and MethodsStudy Area: NM Characteristics; The Component Method and Comparison Series ; Database: Inputs, Georeferencing, and Remediation; Evaluating Estimates; Results; Discussion; References; Chapter-7; Housing-Unit Method in Comparison: The Virginia Case; Introduction; Estimation Methodologies; Component Method; Ratio-Correlation Method; Housing Unit Method; Evaluation Measures; What are the Best Input Variables for the House Unit Method?; How Well Do the Three Methods Perform?; Does Averaging Two Methods Improve Accuracy?; Discussion; References; Chapter-8
    Beschreibung / Inhaltsverzeichnis: On the Ratio-Correlation Regression Method of Population Estimation and Its VariantsIntroduction; Ratio-Correlation and its Variants; Uncertainty in Ratio-Correlation Estimates; Shortcomings of Regression-Based Techniques; Ratio-Correlation and Synthetic Estimation; Conclusion; 1990-2000 Ratio-Correlation Model: Data, Computations, and 2005 EstimatesWashington State Counties; Appendix; References; Chapter 9; Assessing Accuracy in Postcensal Estimates: Statistical Properties of Different Measures; Introduction; Background; Measure of Equity; Assessment of Bias
    Beschreibung / Inhaltsverzeichnis: Considering Census Net Undercount and Its Estimation
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  • 22
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    The Machines of Sex Research : Technology and the Politics of Identity, 1945-1985 (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400770638
    Sprache: Englisch
    Seiten: Online-Ressource (104 p)
    Ausgabe: Online-Ausg.
    Serie: Springerbriefs in History of Science and Technology
    Serie: SpringerBriefs in History of Science and Technology Ser.
    Paralleltitel: Print version The Machines of Sex Research : Technology and the Politics of Identity, 1945-1985
    DDC: 306.7072
    Schlagwort(e): Sexology ; Research ; Electronic books ; Electronic books
    Kurzfassung: The Machines of Sex Research describes how researchers worldwide integrated technology into studies of human sexuality in the postwar era. The machines they invented made new ways of seeing bodies possible. Some researchers who studied men used machines like penile strain gauges to police ""deviant"" male sexuality; others used less painful devices like penis-cameras to study women's sexual responses and map the physiology of their arousal and orgasm. While researchers used the findings from their technological innovations to propose their own views of how people should view their bodies and s
    Beschreibung / Inhaltsverzeichnis: Acknowledgments; Contents; 1 The Machines of Sex Research; Abstract; Chapter Overview; Theoretical Background; Historical Background; References; 2 The Penile Strain Gauge and Aversion Therapy: Measuring and Fixing the Sexual Body; Abstract; Historical Background; The Sex Research Laboratory; Aversion Therapy; Resistance; Conclusion; 3 The Couples Laboratory and the Penis-Camera: Seeking the Source of Orgasm; Abstract; The Visible Body in the Laboratory; What the Machines Discovered about the Sexual Body; Criticizing the Mechanization of Sexuality; Conclusion; References
    Beschreibung / Inhaltsverzeichnis: 4 The Vaginal Photoplethysmograph and Devices for Women: Gauging Female ArousalAbstract; Measure for Measure: Inventing Machines for Female Sexual Response; The Vaginal Photoplethysmograph, the Labial Clip, and the Thermograph; Conclusion; References; 5 Conclusion: The Future of Human Sex Research Technologies; Abstract; References
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  • 23
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    Flourishing children : defining and testing indicators of positive development (2014)
    Dordrecht : Springer
    Details
    ISBN: 9401786070 , 9789401786072
    Sprache: Englisch
    Seiten: Online-Ressource
    Ausgabe: Online-Ausg.
    Serie: SpringerBriefs in well-being and quality of life research
    Serie: SpringerBriefs in Well-Being and Quality of Life Research Ser.
    Paralleltitel: Print version Flourishing children
    DDC: 155.5180287
    Schlagwort(e): Developmental psychology ; Behavioral assessment of teenagers ; Adolescent psychology ; Behavioral assessment of teenagers.. ; Adolescent psychology.. ; Developmental psychology ; Electronic books
    Kurzfassung: This volume presents the results of the Flourishing Children Project. The study addressed gaps in the research on indicators of positive development of adolescents. Such indicators are essential for the balanced and scientifically sound study of adolescents. Yet measures of many aspects of flourishing are not available, and when they do exist, they are rarely measured in a developmentally appropriate manner for adolescents. In addition, they are often too long for program evaluations and surveys, have not been tested on diverse populations, nor carefully validated as predictors of positive out
    Beschreibung / Inhaltsverzeichnis: Contents; Abstract; 1 Studying Aspects of Flourishing Among Adolescents; 1.1…Introduction to the Project; 1.1.1 Why Measure What Adolescents Need to Flourish?; 1.2…Overview of Project Activities; 1.2.1 Item Development and Review; 1.2.2 Cognitive Interviews; 1.2.3 Pilot Test; 1.2.4 Psychometric Work; 1.3…Conceptual Framework and Constructs; 1.4…Constructs; 1.4.1 Relationship Skills; 1.4.1.1 Empathy; 1.4.1.2 Social Competence; 1.4.2 Flourishing in Relationships; 1.4.2.1 Parent-Adolescent Relationship; 1.4.2.2 Peer Friendship; 1.4.3 Flourishing in School and Work
    Beschreibung / Inhaltsverzeichnis: 1.4.3.1 Diligence and Reliability1.4.3.2 Educational Engagement; 1.4.3.3 Initiative Taking; 1.4.3.4 Thrift; 1.4.3.5 Trustworthiness and Integrity; 1.4.4 Helping Others to Flourish; 1.4.4.1 Altruism; 1.4.4.2 Generosity/Helping Family and Friends; 1.4.5 Environmental Stewardship; 1.4.5.1 Environmental Stewardship; 1.4.6 Personal Flourishing; 1.4.6.1 Forgiveness; 1.4.6.2 Goal Orientation; 1.4.6.3 Gratitude; 1.4.6.4 Hope; 1.4.6.5 Life Satisfaction; 1.4.6.6 Purpose; 1.4.6.7 Spirituality; References; 2 Cognitive Interviews: Designing Survey Questions for Adolescents; 2.1…Introduction
    Beschreibung / Inhaltsverzeichnis: 2.1.1 Rationale for Cognitive Testing2.1.2 What is Cognitive Interviewing?; 2.1.3 Research on Developing Survey Questions for Adolescents; 2.1.4 Research on Surveying with Parents as Proxy Reporters; 2.1.5 Best Practices for Survey-Item Development; 2.2…Method; 2.2.1 Recruitment; 2.2.2 Sample; 2.2.3 Study Design; 2.2.4 Study Procedures; 2.2.5 Protocols; 2.2.6 Data Analysis; 2.3…Results; 2.3.1 Lesson 1: Reference Groups; 2.3.2 Lesson 2: Construct Selection; 2.3.3 Lesson 3: Clarity of Items; 2.3.4 Lesson 4: Item Salience; 2.3.5 Lesson 5: Parent Reports; 2.3.6 Lesson 6: Response Variability
    Beschreibung / Inhaltsverzeichnis: 2.3.7 Lesson 7: Developing Congruent Response Options2.4…Discussion; References; 3 Pilot Study and Psychometric Analyses; 3.1…Pilot Study Introduction; 3.1.1 Recruitment; 3.1.2 Procedures; 3.1.3 Incentives; 3.1.4 Survey; 3.2…Psychometric Analyses; 3.2.1 Overview of Psychometric Analyses; 3.2.2 Subgroups; 3.2.3 Construct Validity; 3.3…Results; 3.3.1 Relationship Skills; 3.3.1.1 Empathy; 3.3.1.2 Social Competence; 3.3.2 Flourishing in Relationships; 3.3.2.1 Parent-Adolescent Relationship; 3.3.2.2 Peer Friendship; 3.3.3 Flourishing in School and Work; 3.3.3.1 Diligence and Reliability
    Beschreibung / Inhaltsverzeichnis: 3.3.3.2 Educational Engagement3.3.3.3 Initiative Taking; 3.3.3.4 Thrift; 3.3.3.5 Trustworthiness and Integrity; 3.3.4 Helping Others to Flourish; 3.3.4.1 Altruism; 3.3.4.2 Generosity/Helping Family and Friends; 3.3.5 Environmental Stewardship; 3.3.5.1 Environmental Stewardship; 3.3.6 Personal Flourishing; 3.3.6.1 Forgiveness; 3.3.6.2 Goal Orientation; 3.3.6.3 Gratitude; 3.3.6.4 Hope; 3.3.6.5 Life Satisfaction; 3.3.6.6 Purpose; 3.3.6.7 Spirituality; 3.4…Discussion; 3.5…Conclusions; References
    Anmerkung: Includes bibliographical references
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  • 24
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    Handbuch Migrationsarbeit (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783531199450
    Sprache: Deutsch
    Seiten: Online-Ressource (1 online resource (386 p.))
    Ausgabe: 2nd ed (Online-Ausg.)
    Paralleltitel: Druckausg. Handbuch Migrationsarbeit
    DDC: 301
    RVK:
    DO 9000
    RVK:
    MS 3600
    RVK:
    MS 3300
    Schlagwort(e): Emigration and immigration - Economic aspects ; Emigration and immigration - Government policy ; Migrant labor ; Migration ; Electronic books ; Einwanderer ; Interkulturelle Sozialarbeit
    Kurzfassung: Inhaltsverzeichnis; Grußwort; MigrantInnenarbeit - eine Einführung; 1 Zielsetz ung des Handbuches; 2 Defi nitionen und Diff erenzierungen; 3 Gliederung und Konzept; Teil A Theoretische Einführung; 1.1 Soziodemografi sche Merkmale der Migrationsbevölkerung; 1 Die Volkszählung des Jahres 2011; 2 Bevölkerungsanteil; 3 Geografi sche Verteilung; 4 Demografi sche Struktur; 5 Sozialstruktur; 5.1 Herkunft und Problemlagen; 5.2 Formaler Bildungsabschluss und berufliche Bildung; 5.3 Arbeitsmarkt und soziale Lage; 5.4 Auswirkungen mangelnder Sprachkompetenz; 6 Religiöse Bindungen: Islam; 7 Überleitung
    Kurzfassung: 1.2 Soziale und politische Teilhabe1 Spezifi ka von Migrationsgruppen; 2 Mediennutz ung3; 2.1 Soziale Umgebung und Medienkonsum; 2.2 Printmedien; 2.3 Fernsehen; 2.4 Computer; 2.5 Auswirkungen des Medienkonsums; 3 Außerhäusliche Freizeit; 4 Mitgliedschaften in Gewerkschaften; 5 Politische Aktivitäten; 5.1 Politisches Interesse; 5.2 Werthaltungen und politische Einstellungen; 5.3 Wahlbeteiligung; 5.4 Parteipräferenzen; 5.5 Mitgliedschaften in Parteien; 5.6 Nicht-elektorale politische Partizipation; 6 Gibt es Parallelgesellschaften?; 7 Schlussbemerkung
    Kurzfassung: 1.3 Gesellschaftliche Teilhabe und Chancengleichheit als Indikatoren für Integration1 Rechtliche Teilhabe und Chancengleichheit; 1.1 Das Allgemeine Gleichbehandlungsgesetz; 1.2 Aufenthaltsdauer und Wahlrecht; 1.3 Einbürgerung; 2 Soziale Teilhabe und Chancengleichheit; 2.1 Sprachliche Voraussetzungen - Sprache als Voraussetzung?; 2.2 Wohnen und sozialräumliche Integration; 2.3 Gesundheit und Migration; 2.4 Vereine und Verbände; 3 Gelungene Integration oder ungleiche Lebensverhältnisse?; 1.4 Interkulturelle Arbeit zwischen Anspruch und Wirklichkeit
    Kurzfassung: 1 Kompensatorisches Konzept: Die Ausländerpädagogik2 Emanzipatorisches Konzept: Der Anspruch der interkulturellen Erziehung; 3 Partizipatives Konzept: Diversity; 4 Interkulturelle Kompetenz - die Wirklichkeit; 5 Partizipativ + Emanzipatorisch = Chance auf Interkulturalität; 1.5 Migrantenorganisationen als Motoren der Integrationsarbeit; 1 Relevanz von Selbstorganisationen; 2 Migrantenorganisationen als politische Vertretung; 3 Migrantenorganisationen als Träger sozialer Projekte; 4 Kompetenz und Vernetzung - das soziale Kapital von Migranten-organisationen
    Kurzfassung: 5 Weiterbildungsbedarfe von Migrantenorganisationen und die Grenzen von Weiterbildung5.1 Angebote und Träger; 5.2 Migrantenorganisationen als Träger von Weiterbildung; 5.3 Tandemprojekte zur Qualifizierung von Migrantenorganisationen; 5.4 Qualitätsstandards in der Weiterbildung von und für Migrantenorganisationen; 6 Schlussbetrachtung: Migrantenorganisationen und die interkulturelle Öffnung der Gesellschaft; Teil B Aktivierung von Migrantinnen und Migranten in Theorie und Praxis; 2.1 Frühkindliche Bildung; 2.1.1 Frühkindliche Bildung; 1 Einleitung
    Kurzfassung: 2 Ein Blick zurück: Interkulturelle Pädagogik und Frühpädagogik
    Kurzfassung: Deutsche mit Migrationshintergrund und Migrantinnen und Migranten aus verschiedenen Landern sind Realitat geworden in unserer Gesellschaft. Gleichzeitig mussen wir jedoch auch feststellen, dass gesellschaftliche Teilhabe und Chancengleichheit fur diese Menschen nicht vorhanden ist. Mit der Anerkennung des Einwanderungslandes Deutschland und der Tatsache der Benachteiligung werfen sich nun Fragen auf. Wie konnen Benachteiligungen abgebaut werden Was kann die deutsche Mehrheitsgesellschaft tun und was konnen die Minderheiten tun Wie kann ein Gleichgewicht hergestellt werden Welche Maßnahmen muss
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  • 25
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    Ulrich Beck : Pioneer in Cosmopolitan Sociology and Risk Society (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783319049908
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (201 p.))
    Ausgabe: Online-Ausg.
    Serie: SpringerBriefs on Pioneers in Science and Practice
    Serie: EBL-Schweitzer
    Paralleltitel: Druckausg. Ulrich Beck
    DDC: 302.12
    RVK:
    LB 27015
    RVK:
    MS 1190
    Schlagwort(e): Electronic books
    Kurzfassung: Preface; Contents; Part I Ulrich Beck; 1 Ulrich Beck's Scientific Leadership Profile; 2 Ulrich Beck: An Introduction to the Theory of Second Modernity and the Risk Society; 2.1…Introduction and a Short Biography; 2.2…From Slupsk to Sociological World Fame: A Short Biography; 3 Bibliography; 3.1…Books (in Chronological Order); 3.2…Book Chapters (in Reverse Chronological Order); 3.3…Journal Articles (in Reverse Chronological Order); Part II Ulrich Beck's Work in the Perspective of Colleagues; 4 The Risk Society Thesis in Environmental Politics and Management: A Global Perspective; Epilogue
    Kurzfassung: References5 Reflexive Modernization; References; 6 The Reality of Cosmopolitanism; 7 Jerusalem Versus Athens Revisited; References; Part III Selected Key Texts by Ulrich Beck; 8 Incalculable Futures: World Risk Society and Its Social and Political Implications; 8.1…Old Dangers, New Risks: Conceptual Differentiation, Historical Localization; 8.1.1 Conceptual Distinctions; 8.1.2 Historical Contextualization; 8.2…What is Meant by the 'Cosmopolitan Moment'?; Bibliography and References; 9 Individualization is Eroding Traditions Worldwide: A Comparison Between Europe and China
    Kurzfassung: 9.1…On the Distinction Between Individualism and Individualization9.2…Individualization and Social Morality; 9.3…Chinese Individualization; References; 10 Beyond Class and Nation: Reframing Social Inequalities in a Globalizing World; 10.1…Introduction; 10.2…''What Exactly Constitutes Individualization and to What Extent has it Really Displaced Class?''; 10.2.1 What Does Individualization Mean Empirically?; 10.2.2 Beyond the Normal Family and Normal Class; 10.3…The Transnationalization of Social Inequalities; 10.3.1 Critique of Methodological Nationalism; 10.3.2 Politics of Framing
    Kurzfassung: 10.4…The Inequality of Global Risks10.5…Pan-European Inequalities; 10.6…Border Artistes: Agency, Legitimacy and Immigrant Dynamics; 10.7…Prospect: The 'Modernity Dispute' in International Sociology; References; 11 The Two Faces of Religion; References; 12 The Global Chaos of Love: Towards a Cosmopolitan Turn in the Sociology of Love and Families; 12.1…Cosmopolitan Families: Characteristics and Constellations; 12.2…Cosmopolitan Theory; 12.3…The Rise of a Transnational Shadow Economy; 12.3.1 The Stalled Revolution; 12.3.2 From Mother's Task to Migrants' Job; 12.3.3 By Silent Agreement
    Kurzfassung: 12.4…Transnational Motherhood and Global Care Chains12.4.1 A Global Hierarchy of Care; 12.5…Loss and Gain: Cosmopolitan Comparisons; 12.5.1 Seeing with the Eyes of the Respective 'Other'; 12.6…Conclusions; References; 13 Reframing Power in the Globalized World; References; 14 We Do Not Live in an Age of Cosmopolitanism but in an Age of Cosmopolitization: The 'Global Other' is in Our Midst; 14.1…Critique of Methodological Nationalism; 14.2…How to Research 'Really Existing Cosmopolitization'?; 14.2.1 Cuisine; 14.2.2 Migration; 14.2.3 Work and Workers; 14.2.4 Love; 14.2.5 Kidneys
    Kurzfassung: 14.2.6 Villages
    Kurzfassung: This book presents Ulrich Beck, one of the world's leading sociologists and social thinkers, as a Pioneer in Cosmopolitan Sociology and Risk Society. His world risk society theory has been confirmed by recent disasters ? events that have shaken modern society to the core, signaling the end of an era in which comprehensive insurance could keep us safe. Due to its own successes, modern society now faces failure: while in the past experiments were conducted in a lab, now the whole world is a test bed. Whether nuclear plants, genetically modified organisms, nanotechnology ? if any of these experim
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    Quartiersforschung : Zwischen Theorie und Praxis (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783531199634
    Sprache: Deutsch
    Seiten: Online-Ressource (380 Seiten)
    Ausgabe: 2. Auflage
    Paralleltitel: Druckausg. Quartiersforschung
    DDC: 307.76072
    RVK:
    RB 10627
    RVK:
    MS 1810
    Schlagwort(e): Adaptation, Psychological ; Social ecology ; Social history - 20th century ; Electronic books ; Aufsatzsammlung ; Stadtviertel ; Stadtforschung
    Kurzfassung: Inhaltsverzeichnis; Einführung zur zweiten Auflage und Zusammenfassung der Beiträge; Die Beiträge im Überblick; I Überblick; Quartiersforschung im Überblick: Konzepte, Definitionen und aktuelle Perspektiven; 1 Unterwegs in dynamischen Mikrowelten; 2 Acht Portale zum Quartier; 2.1 Sozialökologie: Quartiere zwischen Zyklizität und Homöostase; 2.3 Housing Demography - Quartiere als Orte von Bevölkerungsbewegungen; 2.4 Soziographie - holistische Quartiersbetrachtung; 2.5 Nachbarschaft - von Subkulturalität, Lebenswelten und Aktionsräumen
    Kurzfassung: 2.6 Urban Governance und professionelle Akteure im Quartier2.7 (Neo-)Marxistisch orientierte Theorieansätze: Produktion und Regulation des Quartiers; 2.8 Neuere Raumtheoretische Ansätze und Poststrukturalismus: Quartierskonstruktion und Quartiersdekonstruktion; 3 Definitionen? Abgrenzungen? Die Ambivalenz von realer Komplexität und notwendiger Vereinfachung; 3.1 Begriffsverwendung und Definitionen von „Quartier"; 3.2 Muss man ein „Quartier" abgrenzen können? Und: wie?; 3.3 Versuch einer Re-Definition von Quartier als „Fuzzy Concept"; 4 Fazit: Wozu „Quartiersforschung"?; Literatur
    Kurzfassung: II Theoretische Perspektiven auf das QuartierStadt der Quartiere? Das Place-Konzept und die Idee von urbanen Dörfern; 1 Eckpunkte des Place-Konzeptes im Kontext der Quartiersforschung; 1.1 Zur symbolischen Dimension von Place; 1.2 Zur sozialen Dimension von Place; 1.3 Zur physischen Dimension von Place; 2 Place-Studien: Das Beispiel ‚Urbane Dörfer' und weitere Felder der empirischen Praxis; 3 Die Stadt der Quartiere als Summe urbaner Dörfer?; 4 Das Place-Konzept in der Quartiersforschung - eine Evaluation; Literatur
    Kurzfassung: Die Metapher vom Raum als soziale Landschaft: Perspektiven zur Überwindung der Dichotomie von Quartierkonzeptionen1 Das Quartier in der klassischen Stadtforschung; 2 Relativistische Ansätze inner- und ausserhalb des absolutistischen Raumverständnisses; 3 Die Metapher des Raums als soziale Landschaften; 4 Junge Erwachsene in der Stadt Basel: empirische Annäherung an das Konzept der sozialen Landschaften; 4.1 Landschaftstyp: Transnationale soziale Netzwerke und der Rückzug in der segregierten Stadt
    Kurzfassung: 4.2 Landschaftstyp: Lokale Netzwerke und Orte gemeinsamer Alltagskultur in der sozialpädagogischen Stadt5 Fazit; Literatur; Quartier als Landschaft? Eine Exploration am Beispiel des Wandels in Berlin-Moabit; 1 Das Quartier als Landschaft; 2 Das Fallbeispiel Berlin-Moabit: Quartiersensembles als Landschaften des sozialen Wandels; 3 Vormoderne: Moabit als quasi-natürliche Antithese zur Stadt; 4 Frühmoderne: Moabit als dynamische Industrielandschaft; 5 Einschnitte: Trümmerlandschaften; 6 Hochmoderne: Multikulturelle Arbeiter- und Justizlandschaft
    Kurzfassung: 7 Postmoderne: Moabit als fragmentierte Investitions- und Desinvestitionslandschaft
    Kurzfassung: Wohnviertel, Stadtquartiere, Kieze: Für BewohnerInnen sind sie nicht mehr und nicht weniger als die lokale Verankerung in der (Groß)stadt und der globalisierten Welt. In der Wissenschaft existieren inzwischen vielfältige Diskurse über den lokalen Nahraum. Ebenso wichtig ist das Quartier als strategische Planungskategorie: Es hat als Meso-Level zwischen Stadt und Individualebene in den letzten Jahren geradezu Karriere gemacht - im Rahmen von Stadtentwicklungsprogrammen ebenso wie in der Wohnungswirtschaft. Mit dem Ziel, einen vertieften Dialog anzustoßen, zeigen die AutorInnen dieser aktualisie
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  • 27
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    Moral status of technical artefacts (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400779143
    Sprache: Englisch
    Seiten: 1 Online-Ressource (vi, 248 Seiten)
    Serie: Philosophy of Engineering and Technology Volume 17
    Paralleltitel: Erscheint auch als The moral status of technical artefacts
    DDC: 303.483
    RVK:
    CC 8700
    Schlagwort(e): Technology -- Social aspects ; Engineering design -- Philosophy ; Technology ; Social aspects ; Engineering design ; Philosophy ; Electronic books ; Engineering ; Philosophy ; Philosophy (General) ; Political science ; Technology ; Technik ; Artefakt ; Ethik ; Artefakt ; Ethik ; Technik
    Kurzfassung: This book considers the question: to what extent does it make sense to qualify technical artefacts as moral entities? The authors' contributions trace recent proposals and topics including instrumental and non-instrumental values of artefacts, agency and artefactual agency, values in and around technologies, and the moral significance of technology. The editors' introduction explains that as 'agents' rather than simply passive instruments, technical artefacts may actively influence their users, changing the way they perceive the world, the way they act in the world and the way they interact with each other. This volume features the work of various experts from around the world, representing a variety of positions on the topic. Contributions explore the contested discourse on agency in humans and artefacts, defend the Value Neutrality Thesis by arguing that technological artefacts do not contain, have or exhibit values, or argue that moral agency involves both human and non-human elements.The book also investigates technological fields that are subject to negative moral valuations due to the harmful effects of some of their products. It includes an analysis of some difficulties arising in Artificial Intelligence and an exploration of values in Chemistry and in Engineering. The Moral Status of Technical Artefacts is an advanced exploration of the various dimensions of the relations between technology and morality.
    Kurzfassung: Intro -- Contents -- Chapter 1: Introduction: The Moral Status of Technical Artefacts -- Reference -- Chapter 2: Agency in Humans and in Artifacts: A Contested Discourse -- 2.1 Intentions, Ethics, and Artifacts -- 2.2 Artifacts with Secondary Agency -- 2.3 Artifacts as Delegated Agents -- 2.4 Artifacts and Cultures -- 2.5 Questioning Conclusions -- References -- Chapter 3: Towards a Post-human Intra-actional Account of Sociomaterial Agency (and Morality) -- 3.1 Introduction -- 3.2 Making Sense of Sociomaterial Agency (and Morality) -- 3.2.1 The Inter-actional Human-Centred Account of Sociomaterial Agency -- 3.2.2 The Intra-actional Post-humanist Account of Sociomaterial Agency -- 3.3 Figuring Intra-actional Agency in the Plagiarism Detection Phenomenon -- 3.3.1 'Cutting and Pasting' and the Reconstitution of Writing and Authorship -- 3.3.2 The Emergence of the Phenomenon of Plagiarism -- 3.3.3 'Cutting and Pasting' and the Constitution of the Plagiarist -- 3.3.4 PDS, Education and the Production of Intellectual Property -- 3.4 Intra-actional Agency and Disclosive Ethics -- 3.4.1 Disclosive Archaeology of Phenomena -- 3.4.2 Towards Intra-actional Responsibility -- References -- Chapter 4: Which Came First, the Doer or the Deed? -- 4.1 Introduction -- 4.2 Individualism -- 4.3 A Modernist Frame -- 4.4 Composite Agency -- 4.5 A Postmodernist Frame -- 4.6 Zooming Out -- 4.7 Conclusion -- References -- Chapter 5: Some Misunderstandings About the Moral Significance of Technology -- 5.1 Introduction -- 5.2 Do Artifacts Have Morality? -- 5.3 Do Artifacts Have Agency? -- 5.4 Can Things Have Intentionality? -- 5.5 Can Freedom Be Technologically Mediated? -- 5.6 Conclusion: Is There a Symmetry Between Humans and Technologies? -- References -- Chapter 6: "Guns Don't Kill, People Kill" -- Values in and/or Around Technologies -- 6.1 Introduction.
    Anmerkung: Includes bibliographical references at the end of each chapters. Description based on print version record
    DOI: 10.1007/9789400779143
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  • 28
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    Science Teachers’ Use of Visual Representations (2014)
    Dordrecht : Springer
    Details
    ISBN: 9783319065267
    Sprache: Englisch
    Seiten: Online-Ressource (VIII, 338 p. 65 illus, online resource)
    Serie: Models and Modeling in Science Education 8
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Science teachers' use of visual representations
    RVK:
    DP 4600
    RVK:
    ZX 7240
    RVK:
    TB 4056
    RVK:
    DP 1960
    RVK:
    AL 34330
    Schlagwort(e): Science Study and teaching ; Education ; Education ; Science Study and teaching ; Education ; Science Study and teaching ; Aufsatzsammlung ; Hochschule ; Lehre ; Visualisierung
    Kurzfassung: This book examines the diverse use of visual representations by teachers in the science classroom. It contains unique pedagogies related to the use of visualization, presents original curriculum materials as well as explores future possibilities. The book begins by looking at the significance of visual representations in the teaching of science. It then goes on to detail two recent innovations in the field: simulations and slowmation, a process of explicit visualization. It also evaluates the way teachers have used different diagrams to illustrate concepts in biology and chemistry. Next, the book explores the use of visual representations in culturally diverse classrooms, including the implication of culture for teachers’ use of representations, the crucial importance of language in the design and use of visualizations, and visualizations in popular books about chemistry. It also shows the place of visualizations in the growing use of informal, self-directed science education. Overall, the book concludes that if the potential of visualizations in science education is to be realized in the future, the subject must be included in both pre-service and in-service teacher education. It explores ways to develop science teachers’ representational competence and details the impact that this will have on their teaching. The worldwide trend towards providing science education for all, coupled with the increased availability of color printing, access to personal computers and projection facilities, has lead to a more extensive and diverse use of visual representations in the classroom. This book offers unique insights into the relationship between visual representations and science education, making it an ideal resource for educators as well as researchers in science education, visualization and pedagogy
    Beschreibung / Inhaltsverzeichnis: Section A: Research into teaching with visual representationsIntroduction -- Chapter 1 : The significance of visual representations in the teaching of science, B. Eilam, J.K. Gilbert -- Chapter 2 : Teaching and researching visual representations: Shared vision or divided world? S. Ainsworth & L. Newton -- Section B: Teachers’ selections, constructions and use of visual representations -- Introduction -- Chapter 3 : Representing visually: What teachers know and what they prefer, B. Eilam, Y. Poyas, R. Hasimshoni -- Chapter 4 : Slowmation: A process of explicit visualisation, J. Loughran -- Chapter 5 : Secondary biology teachers’ use of different types of diagrams for different purposes, Y. Liu, M. Won, D.F. Treagust -- Chapter 6 : Teaching stoichiometry with particulate diagrams - linking macro phenomena and chemical equations, M.W. Cheng, J.K. Gilbert -- Section C: Teachers’ use of visual representations in culturally-diverse classrooms -- Introduction -- Chapter 7 : Thoughts on visualizations in diverse cultural settings: The case of France and Pakistan, E. De Vries, M. Ashraf -- Chapter 8 : The implication of culture for teachers’ use of representations, B. Waldrip, S. Satupo, F. Rodie -- Chapter 9 : The interplay between language and visualization: The role of the teacher, L. Mammino -- Chapter 10: Visualizations in popular books about chemistry, J.K. Gilbert, A. Afonso -- Section D: Teachers’ supporting student learning from visual representations -- Introduction -- Chapter 11 : Teachers using interactive simulations to scaffold inquiry instruction in physical science education, D. Geelan, X.Fan -- Chapter 12: Transformed instruction: Teaching in a student-generated representations learning environment, O. Parnafes, R. Trachtenberg-Maslaton -- Chapter 13: The laboratory for making things: Developing multiple representations of knowledge, J. Bamberger -- Section E: Overview -- Chapter 14: Developing science teachers’ representational competence and its impact on their teaching, J.K.Gilbert, B. Eilam.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-3-319-06526-7
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  • 29
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    Activist science and technology education (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400743601
    Sprache: Englisch
    Seiten: 1 Online-Ressource (XIII, 652 Seiten) , Illustrationen, Diagramme
    Serie: Cultural Studies of Science Education 9
    Serie: Cultural Studies of Science Education
    Paralleltitel: Erscheint auch als
    DDC: 370
    RVK:
    LC 50000
    RVK:
    LB 86000
    Schlagwort(e): Erziehung ; Naturwissenschaft ; Science / Study and teaching ; Education
    DOI: 10.1007/978-94-007-4360-1
    URL: Volltext
    URL: Inhaltsverzeichnis
    URL: Abstract
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  • 30
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    Perspectives on theory of controversies and the ethics of communication : explorations of Marcelo Dascal's contributions to philosophy (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400771314
    Sprache: Englisch
    Seiten: 1 online resource (222 pages) , illustrations.
    Serie: Logic, Argumentation & Reasoning, Interdisciplinary Perspectives from the Humanities and Social Sciences 2
    DDC: 149.94
    Schlagwort(e): Linguistics ; Philosophy ; Philosophy ; Political science ; Philosophy ; Electronic books
    Anmerkung: Includes bibliographical references and index. Description based on online resource; title from PDF title page (ebrary, viewed January 2, 2014)
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  • 31
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    Effective Group Work in Primary School Classrooms : The SPRinG Approach (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400769915
    Sprache: Englisch
    Seiten: Online-Ressource (XVIII, 212 p. 3 illus, digital)
    Serie: Professional Learning and Development in Schools and Higher Education 8
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg.
    Schlagwort(e): Early childhood education ; Developmental psychology ; Education ; Education ; Early childhood education ; Developmental psychology
    Kurzfassung: This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects
    Beschreibung / Inhaltsverzeichnis: Foreword; The Content of the Book: The SPRinG Approach; Who the Book Is Intended to Reach; Acknowledgements; Definitions; References; Contents; About the Authors; Chapter 1 Can the Grouping of Children in Classrooms Affect Their Learning; An Introduction to Social Pedagogy; 1.1 Introduction; 1.2 How Does the Classroom Context Affect Learning?; 1.3 Grouping and Learning: A Preliminary View; 1.3.1 Cognitive Processes and Group Work in Schools; 1.3.2 Peer Relations; 1.4 Social Processes Underlying Group Work in Schools; 1.5 Relationships among Children as Learners within Group Work
    Beschreibung / Inhaltsverzeichnis: 1.6 The BookReferences; Chapter 2 Groups and Classrooms; 2.1 Introduction; 2.2 Background Issues in Promoting Development and Understanding via Effective Group Work in Classrooms: Understanding Pedagogy and Opening the `Black Box'; 2.3Experimental and Naturalistic Studies of Group Workin Primary School Classrooms; 2.3.1 Experimental Research; 2.3.2 Naturalistic Studies; 2.3.2.1 First Phase of Naturalistic Classroom Studies; Size and Number of Groupings in Classrooms; Types of Working Arrangements; Adult Support of Groupings; Group Composition; Curriculum Area and Task Type
    Beschreibung / Inhaltsverzeichnis: Summary of Phase 1 Studies and Some Concerns2.3.2.2 Second Phase of Naturalistic Classroom Studies; The Attainment Context Within the Classroom; Group Size and Number, and Classroom Seating and Working Arrangements; Working Interactions Within Groupings; Number of Adults in Classes and Adult Role in Relation to Groupings; Grouping Composition; Learning Task Type; Learning Task Type in Relation to Grouping Size; Interaction Type and Curriculum Area; 2.3.2.3 Some General Conclusions from Phase 2 Naturalistic Classroom Studies: Findings from Classroom Mapping; 2.4 Chapter Summary; References
    Beschreibung / Inhaltsverzeichnis: Chapter 3 The SPRinG Project: The Intervention Programme and the Evaluation Methods3.1 Introduction; 3.2 The SPRinG Project; 3.2.1 The SPRinG Approach: Building on a Social Pedagogyof Classroom Learning; 3.2.1.1 Preparation of the Classroom Context for Group Work; Class Seating Arrangements; Group Size; The Number of Groups in the Class; Group Stability; Group Composition; 3.2.1.2 Preparation of Lessons and Activities Involving Group Work: Curriculum and Group Work Activities; 3.2.1.3 A Relational Approach to Facilitate Group Working
    Beschreibung / Inhaltsverzeichnis: 3.2.1.4 Involvement of Teachers in the Support of Group Work3.3 Evaluation of the SPRinG Programme: The Intervention and Research Design; 3.3.1 The SPRinG Programme and How it was Implemented; 3.3.1.1 Principles and Practices; 3.3.1.2 Training in Social, Communication and AdvancedGroup Working Skills; 3.4 Evaluating the SPRinG Project; 3.4.1 Research Design; 3.4.2 Samples; 3.4.3 Methods of Data Collection: Measures of Pupil Attainment, Classroom Behavior, Motivation/Attitudes to Learning and Classroom Implementation; 3.4.3.1 Pupil Attainment; Key Stage 1; Key Stage 2
    Beschreibung / Inhaltsverzeichnis: 3.4.3.2 Classroom Behaviour Measures
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-6991-5
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  • 32
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    The common good : Chinese and American perspectives (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400772724
    Sprache: Englisch
    Seiten: 1 online resource (292 pages) , illustrations.
    Serie: Philosophical Studies in Contemporary Culture 23
    RVK:
    CI 9130
    Schlagwort(e): Philosophy, Modern ; Political science ; Philosophy ; Electronic books ; Aufsatzsammlung ; Konferenzschrift
    Anmerkung: Includes bibliographical references and index. Description based on online resource; title from PDF title page (ebrary, viewed December 16, 2013)
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  • 33
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    Teaching Science and Investigating Environmental Issues with Geospatial Technology : Designing Effective Professional Development for Teachers (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789048139316
    Sprache: Englisch
    Seiten: Online-Ressource (XI, 353 p. 46 illus, online resource)
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg. Teaching Science and Investigating Environmental Issues with Geospatial Technology
    Schlagwort(e): Geographical information systems ; Science Study and teaching ; Education
    Kurzfassung: This book provides research-grounded and practically-minded insights into teacher professional development in support of integrating GIS and other geospatial technologies into K-12 science teaching. In this volume 50 designers, educators and researchers share their experiences, knowledge, and lessons learned from a wide variety of projects. Readers will find a myriad of ideas and perspectives that they can apply to their own teacher professional development projects, as they work to provide students with engaging opportunities for learning science. Geospatial technologies enable teachers to teach in fundamentally new ways, building student interest and skill through active engagement in critical thinking and project or inquiry-based learning. Students are naturally drawn to looking at landscapes and interpreting features through analysis of both shape and form. Given the chance to manipulate spatial data, students revel in deciphering mysteries, exploring scientific explanations, and linking causes with consequences. The passion and interest demonstrated by students using geospatial tools has motivated an increasing number of K-12 teachers to embrace the use of these technologies for teaching and learning science. Given the nature and complexity of these tools, high quality professional development is essential for providing teachers with the support and guidance they need to use geospatial technologies effectively. This book will be of special interest to scientists, geographers, and science educators who are designing or delivering teacher professional development in support of teaching with technology. The case studies make it possible for readers to identify specific paths forward regarding both research and practice. GIS and other geospatial technologies offer teachers an effective way to engage students in the analysis of authentic data in ways called for by the Next Generation Science Standards and the National Geography Standards. With the improvements in the usability of the tools, the time is right to bring GIS and other geospatial technologies into all K-12 classrooms. The chapters in this book will enable teachers and teacher educators to make that happen. Daniel C. Edelson, Ph.D., Vice President for Education, National Geographic Society While increasing numbers of people use basic geospatial technologies, their power to enliven science has not yet been explored by most educators. This robust and thoughtful compilation focuses on how to supp ...
    DOI: 10.1007/978-90-481-3931-6
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  • 34
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    International Handbook of Educational Leadership and Social (In)Justice (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400765559
    Sprache: Englisch
    Seiten: Online-Ressource (XLIX, 1256 p. 26 illus., 17 illus. in color, online resource)
    Serie: Springer International Handbooks of Education 29
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg.
    Schlagwort(e): Education
    Kurzfassung: The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of social injustices, glocal policies, and leadership development as interventions. The Handbook is as much forward-looking as it is a retrospective review of educational research literatures on social justice from a variety of educational subfields including educational leadership, higher education academic networks, special education, health education, teacher education, professional development, policy analyses, and multicultural education. The Handbook celebrates the promises of social justice while providing the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the processes of education in societies and educational institutions around the world
    DOI: 10.1007/978-94-007-6555-9
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  • 35
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    Multicultural Science Education : Preparing Teachers for Equity and Social Justice (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400776517
    Sprache: Englisch
    Seiten: Online-Ressource (XXI, 295 p. 2 illus. in color, online resource)
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg.
    Schlagwort(e): Science Study and teaching ; Educational tests and measurements ; Education
    Kurzfassung: This book offers valuable guidance for science teacher educators looking for ways to facilitate preservice and inservice teachers’ pedagogy relative to teaching students from underrepresented and underserved populations in the science classroom. It also provides solutions that will better equip science teachers of underrepresented student populations with effective strategies that challenge the status quo, and foster classrooms environment that promotes equity and social justice for all of their science students. Multicultural Science Education illuminates historically persistent, yet unresolved issues in science teacher education from the perspectives of a remarkable group of science teacher educators and presents research that has been done to address these issues. It centers on research findings on underserved and underrepresented groups of students and presents frameworks, perspectives, and paradigms that have implications for transforming science teacher education. In addition, the chapters provide an analysis of the socio-cultural-political consequences in the ways in which science teacher education is theoretically conceptualized and operationalized in the United States. The book provides teacher educators with a framework for teaching through a lens of equity and social justice, one that may very well help teachers enhance the participation of students from traditionally underrepresented and underserved groups in science, technology, engineering, and mathematics (STEM) areas and help them realize their full potential in science. Moreover, science educators will find this book useful for professional development workshops and seminars for both novice and veteran science teachers.
    DOI: 10.1007/978-94-007-7651-7
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  • 36
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    Higher Education: Handbook of Theory and Research : Volume 29 (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789401780056
    Sprache: Englisch
    Seiten: Online-Ressource (XIII, 592 p. 29 illus., 2 illus. in color, online resource)
    Serie: Higher Education: Handbook of Theory and Research 29
    Serie: SpringerLink
    Serie: Bücher
    Serie: Springer eBook Collection
    Serie: Humanities, Social Sciences and Law
    Paralleltitel: Druckausg. Higher Education ; 29
    RVK:
    DV 2850
    Schlagwort(e): Curriculum planning ; Education, Higher ; Education ; USA ; Hochschulbildung
    Kurzfassung: Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world
    DOI: 10.1007/978-94-017-8005-6
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    URL: Cover
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  • 37
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    Air quality management : Canadian perspectives on a global issue (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400775572
    Sprache: Englisch
    Seiten: 1 Online-Ressource (xii, 408 Seiten)
    Paralleltitel: Print version Air Quality Management : Canadian Perspectives on a Global Issue
    DDC: 399
    Schlagwort(e): Environmental sciences ; Public health ; Environmental protection ; Air quality management -- Canada ; Electronic books
    Kurzfassung: This book provides a wide overview of the issues related to managing of air quality in Canada. Learn about the air issues that have caused impacts to ecosystems or human health and hence been targeted to be managed. Discover how Canadas national governance involving a federal government along with provincial and territorial governments impacts the air quality management process. Understand how Canadians manage their air quality in context with the USA, their largest and closest neighbour. Benefit from the experience of 43 of Canadas most experienced air quality management professionals who share their insights into the state of air quality in Canada today, how it is managed, as well as giving a glimpse into the future.?
    Beschreibung / Inhaltsverzeichnis: part I. Air pollution sciencepart II. Air quality impacts -- part III. Management of emissions -- part Ivolume Policy and planning -- part volume Communicating air quality information.
    Anmerkung: Includes bibliographical references and index
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  • 38
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    Gender, lifespan and quality of life : an international perspective (2014)
    Dordrecht : Springer
    Details
    ISBN: 9789400778290
    Sprache: Englisch
    Seiten: 1 online resource (278 pages) , illustrations.
    Serie: Social Indicators Research Series 53
    Serie: Social Indicators Research Ser. v.53
    Paralleltitel: Erscheint auch als
    DDC: 306
    RVK:
    MS 2900
    Schlagwort(e): Social sciences ; Quality of life ; Humanities ; Quality of life -- Research ; Developmental psychology ; Social sciences ; Quality of life ; Humanities ; Quality of life ; Research ; Developmental psychology ; Electronic books ; Aufsatzsammlung
    Kurzfassung: This publication will fill a significant gap in the literature on quality of life and subjective wellbeing by addressing the gender dimensions of people's lived experience and emphasizing how gender relationships differentially impact on women's and girls' as well as men's and boys' subjective wellbeing across the lifespan. Sex-disaggregation of data on objective conditions of quality of life is now routinely undertaken in many countries of the world. However, despite the burgeoning of objective data on sex differences in life conditions across the world, very little gender analysis is carried out to explain fully such difference and there is still a serious dearth of data on gender differences in subjective experiences of quality of life and wellbeing. This publication will assist researchers, teachers, service providers and policy makers in filling some of the gaps in currently available literature on the nexus between age and gender in producing differential experiences of subjective wellbeing. The book brings together research which compares female's and male's subjective experiences of wellbeing at various life stages from a variety of countries and regions, particularly focusing on women's subjective wellbeing.
    Kurzfassung: Intro -- Contents -- Contributors -- Chapter-1 -- Gender, Lifespan, Cultural Context and QOL -- References -- Chapter-2 -- Personal Well-being and Interpersonal Communication of 12-16 Year-Old Girls and Their Own Mothers: Gender and Intergenerational Issues -- 2.1 Introduction -- 2.2 Method Procedure and Sample -- 2.2.1 Description of the Variables -- 2.3 Results -- 2.3.1 Activities -- 2.3.2 Conversations -- 2.3.3 Satisfaction -- 2.3.4 Values Aspired to for the Girls' Future -- 2.3.5 Explained Model of Girls' and Mothers' Satisfaction with Life as a Whole -- 2.4 Discussion -- References -- Chapter-3 -- Gender Dimensions of Life Quality for Adults in Australia -- 3.1 Introduction -- 3.2 Subjective Wellbeing Homeostasis -- 3.3 Homeostatic Buffers -- 3.4 External Buffers -- 3.5 Internal Buffers -- 3.6 Gender Differences -- 3.7 Method -- 3.8 Results -- 3.8.1 Gender × Survey -- 3.8.2 Personal Wellbeing Domains -- 3.8.3 Domain Stability Across Surveys × Gender -- 3.8.4 Demographic Influences on Gender Differences in SWB -- 3.8.5 Age -- 3.8.6 Living Alone -- 3.8.7 Relationship Status -- 3.8.8 Work Status -- 3.9 Discussion -- 3.9.1 Overall Pattern of Gender Differences -- 3.9.2 Age -- 3.9.3 Living Alone -- 3.9.4 Work Status -- 3.10 Summary -- References -- Chapter-4 -- Chasing the 'Good Life': GenderDifferences in Work Aspirationsof American Men and Women -- 4.1 Introduction -- 4.2 Conceptual Framework -- 4.3 Data and Methods -- 4.4 Results -- 4.4.1 Gender Differences in Aspirations and Attainments -- 4.4.1.1 Material Goods -- 4.4.1.2 Good Health -- 4.4.1.3 Family Life -- 4.4.1.4 Work -- 4.4.1.5 Work Aspirations over the Life Course -- 4.5 Summary and Discussion -- References -- Chapter-5 -- Gender Dimensions of Quality of Life in Algeria -- 5.1 Introduction -- 5.2 Gender Equalities: The Current Situation.
    Anmerkung: Includes bibliographical references and index. Description based on online resource; title from PDF title page (ebrary, viewed January 12, 2014)
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    URL: http://dx.doi.org/10.1007/978-94-007-7829-0
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    URL: Abstract
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  • 39
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    Neighbourhood effects or neighbourhood based problems? : a policy context (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400766952
    Sprache: Englisch
    Seiten: xii, 296 p. , ill.
    DDC: 304.2
    RVK:
    MS 1810
    Schlagwort(e): Neighborhoods ; Urban policy ; Electronic books ; Aufsatzsammlung ; Aufsatzsammlung
    Anmerkung: Includes bibliographical references and index
    URL: lizenzpflichtig
    URL: Volltext
    URL: Inhaltsverzeichnis
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    URL: Abstract
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  • 40
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    Kompetenz-Bildung : Soziale, emotionale und kommunikative Kompetenzen von Kindern und Jugendlichen (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783658034405
    Sprache: Deutsch
    Seiten: Online-Ressource (405 p)
    Ausgabe: 2nd ed
    Paralleltitel: Print version Kompetenz-Bildung
    DDC: 371.9
    Schlagwort(e): Interpersonal communication ; Social skills in children ; Social skills in adolescence ; Electronic books ; Electronic books
    Kurzfassung: Vor dem Hintergrund veränderter Bedingungen des Aufwachsens wird in der fachöffentlich geführten Bildungsdiskussion der Förderung sozialer, emotionaler und kommunikativer Kompetenzen von Kindern und Jugendlichen eine zunehmende Bedeutung beigemessen. Studien zeigen, dass die Förderung dieser Kompetenzen eine Verbesserung des sozialen Klimas in einer Klasse oder Schule sowie des Leistungsverhaltens zur Folge haben kann. Ist aber Schule der richtige Ort, um soziale, emotionale und kommunikative Kompetenz aufzubauen? Dieser Frage gehen die interdisziplinären Beiträge des Bandes nach, die f
    Beschreibung / Inhaltsverzeichnis: Inhalt; Einführung; Bildung, Kompetenz, Kompetenz-Bildung; 1 Bildungsfragen; 2 Kompetenzdiskurs; 3 Die Beiträge; Literatur; Begriffe - Möglichkeiten - Grenzen; Bildung sozialer, emotionaler und kommunikativer Kompetenzen - ein komplexer Prozess; 1 Individuelle oder kollektive Fähigkeiten ?; 2 Soziale Kompetenz im Spannungsfeld von Gleichaltrigenkultur und schulischer Ordnung; 3 Familiäre und schulische Einflüsse; 4 Bildung sozialer, emotionaler und kommunikativer Kompetenzen: ein komplexer Prozess; Literatur; Soft skills - destruktive Potentiale des Kompetenzdenkens; 1 Einleitend
    Beschreibung / Inhaltsverzeichnis: 2 Was sind soft skills ?3 „Soft skills", „hard skills" und die viel missbrauchte Eisbergmetapher; 4 Die Attraktivität von Kompetenzmodellen: Kompetenzidealismus; 5 Zur Ideologie des Kompetenzdenkens; 6 „Replace the Negative with the Positive" - zur Moral der soft skills; Literatur; Entwicklungslinien in unterschiedlichen Kontexten; Veränderte Bedingungen des Aufwachsens - Jugendliche zwischen Moratorien, Belastungen und Bewältigungsstrategien; 1 Jugend als heterogene Lebensphase; 2 Die „Doppelrolle" der Familie; 3 Der wachsende Stellenwert der Schule; 4 Freizeit als Bildungszeit
    Beschreibung / Inhaltsverzeichnis: 5 Peers als Bezugsgrößen im Jugendalter6 Problemverhalten und Entwicklungsprobleme; 6.1 Aufbau von Bewältigungsstrategien; 6.2 Bedingungen für Problembelastungen; 6.3 Deviantes und kriminelles Verhalten; 6.4 Drogenkonsum; 7 Fazit; Literatur; „Freizeit" und „Kultur" als Bildungsorte - Kompetenzerwerb über non-formale und informelle Praxen von Kindern und Jugendlichen; 1 Bildung ist mehr als Schule; 2 Bildung, Freizeit und kulturelle Praxen von Kindern und Jugendlichen - Hinweise und Vergewisserungen; 3 Kompetenzerwerb in informellen und non-formalen Praxen und Kontexten
    Beschreibung / Inhaltsverzeichnis: 3.1 Lernen in informellen, nicht organisierten Bildungsräumen - Kinder und Jugendliche zwischen Freundschaftsnetzen und Medien3.2 Selbstbestimmte, institutionalisierte Bildungsräume: Lernmöglichkeiten in Vereinen, Jugendverbänden und über ehrenamtliches Engagement; 3.3 Non-formale, pädagogisch gerahmte Bildungsräume - Szenarien der einrichtungsbezogenen sozialen und kulturellen Kinder- und Jugendarbeit; 4 Blick für informelle und non-formale Formen des Kompetenzerwerbs sensibilisieren - Ausblick; Literatur
    Beschreibung / Inhaltsverzeichnis: Der Wandel familialen Zusammenlebens und seine Bedeutung für die (schulischen) Bildungsbiographien der Kinder1 Familien heute sind auch alternative Familien; 2 Familien sind Scheidungsfamilien ?; 3 Kinder sind heute geschwisterlose Kinder ?; 4 Familie ist heute Mehrgenerationenfamilie; 5 Mütter sind heute berufstätige Mütter; 6 Familien sind auch arme Familien; 7 Familien sind mediatisierte Familien; 8 Familie ist Aushandlungsfamilie; 9 Eine kurze abschließende Bemerkung; Literatur; Frühkindliche Bildung - Basisbaustein der Bildungskarriere; 1 Zum Begriff „Frühkindliche Bildung"
    Beschreibung / Inhaltsverzeichnis: 2 Theorien über die Entwicklung des Zugangs zur Welt
    Anmerkung: Description based upon print version of record
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  • 41
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    Medienkommunikation in Bewegung : Mobilisierung †Mobile Medien †Kommunikative Mobilität (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783531193748
    Sprache: Deutsch
    Seiten: Online-Ressource (309 p)
    Serie: Medien - Kultur - Kommunikation
    Paralleltitel: Print version Medienkommunikation in Bewegung : Mobilisierung – Mobile Medien – Kommunikative Mobilität
    DDC: 302.2
    Schlagwort(e): Electronic books
    Kurzfassung: ????In heutigen Gesellschaften stehen soziale, informationelle und räumliche Mobilität und digitale Kommunikationsmedien in einem engen Zusammenhang. Medien werden dabei nicht nur immer mobiler, sondern die Menschen verwenden sie auch zunehmend zum Zwecke kommunikativer Mobilität. Die vielfältigen Dimensionen individueller wie gesellschaftlicher Mobilitäts- und Mobilisierungsprozesse werden aus einer kommunikations- und mediensoziologischen Perspektive sowohl theoretisch als auch empirisch verortet. Dabei werden die Erträge bisheriger Forschungsansätze kritisch reflektiert und ein Blick
    Beschreibung / Inhaltsverzeichnis: Inhaltsverzeichnis; Einleitung; Mobilisierung, mobile Medien und kommunikative Mobilität aus kommunikations- und mediensoziologischer Perspektive; 1 Einleitung; 2 Begriffskritik; 3 Aktuelle Debatten; 4 Mobilkommunikation und -medien als Forschungsthemen: Die Beiträge dieses Buchs; Literatur; Theorien kommunikativer und medialer Mobilität; Doing Mobility. Menschen in Bewegung, Aktivitätsmuster, Zwischenräume und mobile Kommunikation; 1 Mobile Menschen und mobile Medien; 2 Öffentliche Räume und Menschen in Bewegung; 3 Mediennutzungen, Aktivitätsmuster und Zwischenräume
    Beschreibung / Inhaltsverzeichnis: 4 Schlussbemerkungen: Medienrahmen und Kommunikation im öffentlichen RaumLiteratur; Mediatisierung, Mobilisierung und Individualisierung als Theorieansätze kommunikativer Mobilität; 1 Einleitung; 2 Mediatisierung; 3 Mobilisierung; 4 Individualisierung; 5 Mediatisierung, Mobilisierung und Individualisierung als Theorierahmen für Medienkommunikation und Mobilität; 5.1 Mediatisierung und Mobilisierung; 5.2 Mobilisierung und Individualisierung; 5.3 Mediatisierung und Individualisierung; 6 Kommunikative Mobilität als Forschungsperspektive auf Medien und Mobilität; 7 Fazit; Literatur
    Beschreibung / Inhaltsverzeichnis: Wandel von Öffentlichkeit und RaumbezügenMobilisiert-mediatisierte Lebenswelten und der Wandel des öffentlichen Raums; 1 Einleitung; 2 Mobilisiert-mediatisierte Lebenswelten; 3 Multilokalität als Alltagspraxis; 4 Zum Wandel des öffentlichen Raums; 5 Versuch einer Theoretisierung von Öffentlichkeitspraktiken im Wandel; 6 Fazit: Öffentlichkeitsanbindungen in mobilisiert-mediatisierten Lebenswelten; Literatur; Räume und Kontexte öffentlicher Kommunikation; 1 Einleitung; 2 Raumtheoretische Grundlegungen für kommunikationswissenschaftlicheÖffentlichkeitsstudien
    Beschreibung / Inhaltsverzeichnis: 3 Institutionalisierung und Koppelung von Raum und Öffentlichkeit4 Veränderungen der öffentlichen Kommunikation: Innovationen und Problemdruck; 5 Conclusio; Literatur; Wo bist du? Der geographische Raum im Zeitalter mobiler Kommunikationsmedien; 1 Einleitung: Mobilität und die Frage der Verortung; 2 Räumliche Bezüge und mobile Medien; 3 Methodische Anlage der Studie; 4 Forschungsergebnisse; 4.1 Nutzungs- und Verortungsweisen von mobilen Kommunikationsmedien; 4.2 Mobilkommunikation und Bewegung im Raum; 4.3 Individuelles Verhältnis zum geographischen Raum
    Beschreibung / Inhaltsverzeichnis: 4.4 Gewandeltes Raumverständnis durch mobile Mediennutzung5 Fazit und Ausblick; Literatur; Wandel von sozialen Beziehungen und Vergemeinschaftungen; Mediennutzer als mobile kommunikative Inseln. Ergebnisse eines qualitativen Experiments; 1 Vom stationären Rezipienten zum mobilen Mediennutzer; 2 Konsequenzen der mobilen Mediennutzung: Inattentional Blindness (IB); 3 „Haben Sie den Clown gesehen?" - Ergebnisse eines qualitativen Experiments; 4 Weiterführende Forschungsnotwendigkeiten: Mediennutzer als mobile kommunikative Inseln; 4.1 Soziale Arrangements im öffentlichen Raum
    Beschreibung / Inhaltsverzeichnis: 4.2 Medien und ihre Nutzungskontexte: Art und Abstufung der Aufmerksamkeit
    Anmerkung: Description based upon print version of record
    URL: Volltext
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  • 42
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    Community Resilience to Sectarian Violence in Baghdad (2013)
    Dordrecht : Springer
    Details
    ISBN: 9781461488118
    Sprache: Englisch
    Seiten: Online-Ressource (162 p)
    Ausgabe: Online-Ausg.
    Serie: Peace Psychology Book Series
    Serie: Peace Psychology Book Ser.
    Paralleltitel: Print version Community Resilience to Sectarian Violence in Baghdad
    DDC: 155.8
    Schlagwort(e): Ethnic Conflict Congresses ; Ethnopsychology Congresses ; Resilience, Psychological Congresses ; Sects ; Social aspects.. ; Iraq ; Religion ; Electronic books ; Electronic books
    Kurzfassung: The recent conflict in Iraq evolved from an insurgency against the interim U.S. led government (the Coalition Provisional Authority or CPA) into a sectarian civil war. Violence became widespread, especially in areas of Baghdad City such as Sadr City, Al Amiriyah, and Al Adhamiya. However, a number of multiethnic neighborhoods in Baghdad successfully prevented sectarian attitudes and behaviors from taking hold. Four communities stand out in their self-organization to prevent the escalation of violence. This book looks at what makes these communities different from other areas within Baghdad. In
    Beschreibung / Inhaltsverzeichnis: Foreword; Acknowledgments; Contents; 1 Introduction; Abstract; Al-Nil Raises a Question; A Subtle Difference; Resilience and Conflict; Methods; Research Sites; Multicultural Iraq; Amiriyya; Adhamiyya; Dura; Sadr City; Zafaraniyya; Bayaa; Palestine Street; Al-Dhubat; Karada and Kuraiaat; Overview of the Book; References; 2 Violence and Extremism: Sources of Sectarian Violence in Baghdad; Abstract; Constructivism, Identity, and Conflict; Identity Conflict Through a Constructivist Lens; Group Identities in Iraq: Religious and Tribal; Conclusion; References; 3 Conflict Drivers; Abstract
    Beschreibung / Inhaltsverzeichnis: Global and Regional LevelsState-Level Sources; EliteIndividual Level; References; 4 Conflict Escalation: The Sharpening of Sectarian Identity; Abstract; Psychological Changes; Group Changes; Change in Communities; Conclusion; References; 5 Resilience: Conceptual Foundations; Abstract; What is Resilience?; Regime Characteristics in Baghdad Neighborhoods; Regime Resilience; Modeling Conflict Resilience; Conclusion; References; 6 Social Capital; Abstract; Defining Social Capital; Relations Between People; Crosscutting Bonds; Overlapping Ties; Relations with "the Community"; Sense of Community
    Beschreibung / Inhaltsverzeichnis: Citizen ParticipationPlace Attachment; Conclusion; References; 7 Information and Communication; Abstract; Sources: Leaders, Media and Working Trust; Spaces for Information-Sharing and Communication; Narratives; Conclusions; References; 8 Economic Resources; Abstract; Socioeconomic Status; SES and Resilience to Violence; Mechanisms of Influence; Trade Networks; Conclusions; References; 9 Community Competence; Abstract; Psychological Components of Community Competence; Collective Efficacy; Inward Orientation; Behavioral Components of Community Competence
    Beschreibung / Inhaltsverzeichnis: Linkages Between Regime Characteristics and Community CompetencyConclusions; References; 10 Looking Ahead; Abstract; Structural Versus Relational Approaches to Resilience; Strengthening Community Resilience; Spaces for Visioning; Collaborative, Crosscutting Projects; Supporting Peace Leaders; Beyond Baghdad?; Concluding Thoughts; References; Author Biography; Index
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  • 43
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    Lexikon der soziologischen Werke (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783658023775
    Sprache: Deutsch
    Seiten: Online-Ressource (823 p)
    Ausgabe: 2nd ed
    Paralleltitel: Print version Lexikon der soziologischen Werke
    DDC: 301
    Schlagwort(e): Electronic books
    Kurzfassung: Dieses Lexikon liefert einen Überblick über die wichtigsten Werke der Soziologie. Es dokumentiert auf eine einzigartige Weise sowohl die Geschichte der Soziologie als auch ihre aktuellen Ansätze. 800 Bücher werden von 185 Rezensenten präzise dargestellt, so dass der Leser sich sehr schnell über Inhalt und Relevanz eines Werkes informieren kann. Es werden auch Klassiker aus der Ethnologie, Psychologie, Philosophie, Ökonomie und Politikwissenschaft besprochen, sofern diese Werke eine Relevanz für die Soziologie haben. Dieses Nachschlagewerk hat sich im neuen Jahrtausend zu einem führenden Handbu
    Beschreibung / Inhaltsverzeichnis: Inhaltsverzeichnis; Vorwort; Vorwort Vorwort der Zweitauflage von 2013; Vorwort der Erstauflage von 2001; Abel, Wilhelm; Abendroth, Wolfgang; Acham, Karl; Acquaviva, Sabino Samale; Adorno, Theodor W.; Adorno, Theodor W.; Adorno, Theodor W.; Else Frenkel-Brunswik; Daniel J. Levinson; R. Nevitt Sanford; Alber, Jens; Albert, Hans; Alemann, Ulrich von; Heinze, Rolf G.; Alexander, Jeffrey C.; Alexander, Jeffrey; Allport, Gordon W.; Anders, Günther; Arendt, Hannah; Argyle, Michael; Argyle, Michael; Henderson, Monica; Aristoteles; Aron, Raymond; Arrow, Kenneth; Augustinus, Aurelius; Axelrod, Robert
    Beschreibung / Inhaltsverzeichnis: Baader, Franz vonBachofen, Johann Jacob; Bachrach, Peter; Backes, Gertrud M.; Clemens, Wolfgang; Baethge, Martin; Oberbeck, Herbert; Bahrdt, Hans-Paul; Bahrdt, Hans-Paul; Bandura, Albert; Bandura, Albert; Banfield, Edward Christie; Baran, Paul A.; Sweezy, Paul M.; Barthes, Roland; Bartlett, Sir Frederick Charles; Bastian, Adolf; Bateson, Gregory; Margaret Mead; Beauvoir, Simone de; Beauvoir, Simone de; Beck, Ulrich; Beck, Ulrich; Beck-Gernsheim, Elisabeth; Becker, Gary Stanley; Becker, Howard S.; Beckford, James A.; Behrendt, Richard Fritz; Bell, Daniel; Bellah, Robert N.
    Beschreibung / Inhaltsverzeichnis: Richard Madsen, William M. Sullivan, Ann Swidler, Steven M. TiptonBendix, Reinhard; Bendix, Reinhard; Bendix, Reinhard; Benedict, Ruth; Benedict, Ruth; Berger, Johannes; Berger, Peter Ludwig; Luckmann,Thomas; Bernstein, Basil; Bertalanffy, Ludwig von; Beyme, Klaus von; Blau, Peter Michael; Blau, Peter Michael; Blau, Peter Michael; Blauner, Robert; Bloch, Ernst; Bloch, Marc; Bloch, Marc; Blumer, Herbert; Boas, Franz; Boas, Franz; Böhle, Fritz; Rose, Helmuth; Boltanski, Luc; Chiapello, Ève; Boltanski, Luc; Thévenot, Laurent; Booth, Charles; Borkenau, Franz; Borkenau, Franz; Boserup, Ester
    Beschreibung / Inhaltsverzeichnis: Boserup, EstherBosl, Karl; Boudon, Raymond; Boulding, Kenneth Ewart; Bourdieu, Pierre; Bourdieu, Pierre; Bovet, Pierre; Bowlby, John; Boyden, Stephen; Bracher, Karl Dietrich; Braudel, Fernand; Braverman, Harry; Breuer, Stefan; Briefs, Goetz; Brinton, Crane; Bronfenbrenner, Urie; Brüggemann, Beate; Riehle, Rainer; Brunner, Otto; Buchanan, James M.; Buchanan, James M.; Tullock, G.; Bühl, Walter Ludwig; Burnham, James; Campanella, Tommaso Giovanni Domenico; Canetti, Elias; Caplow, Theodore; Carr-Saunders, Sir Alexander Morris; Cassirer, Ernst; Cassirer, Ernst; Cassirer, Ernst; Castells, Manuel
    Beschreibung / Inhaltsverzeichnis: Castoriadis, CorneliusCavalli-Sforza, Luigi Luca; Cavalli-Sforza, Francesco; Chagnon, Napoleon Alphonseau; Chalasinski, Józef; Child, Irvin Long; Whiting, John Wesley Mayhew; Childe, V. Gordon; Cicourel, Aaron V.; Cicourel, Aaron V.; Claessens, Dieter; Klönne, Arno; Tschoepe, Armin; Claessens, Dieter; Clark, Colin Grant; Clastres, Pierre; Clausewitz, Carl von; Cloward, Richard A.; Ohlin, Lloyd E.; Cohen, Albert K.; Cohen, Daniel; Cohen, Mark N.; Cole, Michael; Scribner, Sylvia; Coleman, James S.; Coleman, James S.; Collins, Randall; Collins, Randall; Collins, Randall; Comte, Auguste
    Beschreibung / Inhaltsverzeichnis: Cooley, Charles Horton
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    Geburt und Familie : Zugänge zu impliziten Logiken des Paarerlebens (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783658019938
    Sprache: Deutsch
    Seiten: Online-Ressource (247 p)
    Ausgabe: Online-Ausg.
    Paralleltitel: Print version Geburt und Familie : Zugänge zu impliziten Logiken des Paarerlebens
    DDC: 304.630973
    Schlagwort(e): Electronic books
    Kurzfassung: Im Zeitraum der Geburt eines Kindes erleben Paare häufig spannungsvolle Irritationen und durchleben Such- und Transformationsprozesse auf der Ebene der Paarbeziehung. Julia Foltys untersucht das Erleben der werdenden Eltern im Spannungsfeld von Wunschbild und Praxis von Geburt in Verknüpfung mit dem „Modus der Herstellung familialer Gemeinschaft“. Die Autorin entwickelt auf der Grundlage des rekonstruktiven Verfahrens der dokumentarischen Methode eine innovative Gesprächsanalyse, die als „Paardiskussion“ den Erfahrungsraum der Paargemeinschaft bzw. Familie selbst ins Zentrum rückt
    Beschreibung / Inhaltsverzeichnis: Danksagung; Inhaltsverzeichnis; 1 Einleitung; 1.1 Aufbau der Studie; 2 Familie; 2.1 Der Wandel von Familie vor dem Hintergrund gesamtgesellschaftlicher Individualisierungsprozesse; 2.1.1 Die vorindustrielle Gesellschaftsordnung; 2.1.2 Individualisierungsprozesse seit der Industrialisierung; 2.1.3 Fazit und Kritik; 2.2 Familie heute: eine pluralisierte Lebensform; 2.2.1 Geburtenrückgang; 2.2.2 Lebenserwartung; 2.2.3 Eheschließungen und Ehescheidungen; 2.2.4 Pluralisierung der Lebensformen; 2.2.5 Definition von Familie; 2.3 Der Wandel familialer Beziehungen
    Beschreibung / Inhaltsverzeichnis: 2.3.1 Der Wandel im Geschlechterverhältnis2.3.2 Der Wandel intergenerationeller Familienbeziehungen; 2.3.3 Fazit; 3 Der Zeitraum der Geburt; 3.1 Der Aufstieg des Planungsdenkens; 3.2 Geburtshilfe in Deutschland zwischen der Orientierung an einer „sicheren" und an einer „natürlichen" Geburt; 3.2.1 Ein historischer Abriss der Geburtshilfe in Deutschland; 3.2.2 Die Bedeutung einer pluralisierten Geburtshilfe für die werdenden Eltern; 3.2.3 Kritische Aspekte der Zeit nach der Geburt; 4 Methodologie; 4.1 Die dokumentarische Methode; 4.2 Biographieforschung
    Beschreibung / Inhaltsverzeichnis: 4.3 Implikationen für die Konzeptionalisierung von Familie und Paardiskussion5 Der Forschungsprozess; 5.1 Das DFG-Forschungsprojekt „Repräsentationen und Praktiken der Geburt in Familien, Institutionen der Geburtshilfe und Medien"; 5.2 Das Teilprojekt „Geburt in Familien"; 5.3 Das Dissertationsprojekt; 5.4 Auswahl des Samples; 5.5 Darstellung der empirischen Ergebnisse; 6 Fallbeschreibungen; 6.1 Familie Ohlau/Reese; 6.1.1 Das Schwangerschaftserleben; 6.1.2 Das Geburtserleben; 6.1.3 Das Erleben der ersten Zeit nach der Geburt; 6.2 Familie Meinzer; 6.2.1 Das Schwangerschaftserleben
    Beschreibung / Inhaltsverzeichnis: 6.2.2 Das Geburtserleben6.2.3 Das Erleben der Zeit nach der Geburt; 7 Komparative Analyse; 7.1 Differenzbearbeitung zwischen den Partnern - Modus der Gemeinschaftsherstellung; 7.1.1 Familie Ohlau/Reese; 7.1.2 Familie Meinzer; 7.2 Bearbeitung von Bild-Praxis-Differenzen: Modus des Erlebens; 7.2.1 Familie Ohlau/Reese; 7.2.2 Familie Meinzer; 7.3 Vergleichsfälle; 7.3.1 Vergleichsfall Familie Greim/Struck; 7.3.2 Vergleichsfall Familie Galig; 8 Sinngenetische Typenbildung; 8.1 Typ 1: sphärenübergreifend körperlich-sinnliches Geburtserleben; 8.1.1 Untertyp 1a: Geburt als Ausnahmesituation
    Beschreibung / Inhaltsverzeichnis: 8.1.2 Untertyp 1b: Klärung der Beteiligung beider Partner an der Geburt und visueller Zugang zum Geburtserleben8.2 Typ 2: Sphärenübergreifend technisch-mediales Geburtserleben; 8.3 Typ 3: Ambivalent-sphärengetrennt körperlich-sinnliches Geburtserleben; 9 Soziogenetische Typenbildung; 9.1 Zusammenhänge zwischen geschlechts und generationsspezifischen Erfahrungsräumen und der Familienorientierung; 9.2 Zusammenhänge zwischen dem Bildungsmilieu und der Familienorientierung; 9.3 Zusammenhänge zwischen der Geburtsorientierung und den spezifischen Erfahrungsräumen der Akteure
    Beschreibung / Inhaltsverzeichnis: 9.4 Zusammenhänge zwischen dem Modus des Erlebens und den spezifischen Erfahrungsräumen der Akteure
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  • 45
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    Mobilität und Identität : Widerspruch in der modernen Gesellschaft (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783658030056
    Sprache: Deutsch
    Seiten: Online-Ressource (137 p)
    Paralleltitel: Print version Mobilität und Identität : Widerspruch in der modernen Gesellschaft
    DDC: 305.5094
    Schlagwort(e): Electronic books
    Kurzfassung: ¿¿Ein deutlicher gesellschaftlicher Wandel vollzieht sich in den letzten Jahren in der zunehmenden Mobilität der Menschen. Hat man sich von der Vorstellung eines Wohn- und Arbeitsortes in unmittelbarer Nähe bereits seit längerem verabschiedet, so werden die Distanzen immer größer. Tägliche Pendelzeiten von über einer Stunde pro Fahrt sind keine Seltenheit mehr. Trotz der ständigen Zunahme dieser neuen Lebensform ist noch kein Wandel von Identitätskonstruktionen in Richtung einer „mobilen Identität"" festzustellen. Ganz im Gegenteil wird die lokale Identität durch eine immer höhere Mobilität no
    Beschreibung / Inhaltsverzeichnis: Inhaltsverzeichnis; „Mobilität und Identität - Widerspruch in der modernen Gesellschaft?"; Ortsbezogene Identität Die kognitive Repräsentanz von Orten im Zeichen zunehmender Wohnmobilität; 1 Orte als Bestandteil des Selbstkonzeptes - Drei Perspektiven; 2 Ortsbezogene Identität zwischen Aneignung und Verhalten - Ein theoretisches Konzept; 3 Wohnmobilität und ihre Folgen für ortsbezogene Identität; 4 Fazit; Literaturverzeichnis; Weibliches Sozialkapital in Suburbia? Zum Zusammenhang zwischen Arbeitsmobilität und Ortsbindung im Berliner Umland; 1 Einleitung; 2 Methoden und Operationalisierung
    Beschreibung / Inhaltsverzeichnis: 3 Konzeptionelle Grundlagen3.1 Ortsbindung; 3.2 Lokales Sozialkapital; 3.3 Voraussetzungen für die Bildung von Ortsbindung und lokalem Sozialkapital; 4 Empirische Ergebnisse; 4.1 Pendel-und Arbeitszeiten im Berliner Umland; 4.2 Genderspezifische Ortsbindungen von Männern und Frauen; 4.3 Sozialkapital der Bewohnerinnen; 5 Fazit; Literatur; Mobilität als relationale Aushandlung Ein Vergleich zwischen England und der Schweiz; 1 Einleitung; 2 Mobilität als sozialwissenschaftlicher Gegenstand; 3 Ausgangspunkte, Hypothesen und Operationalisierungen; 4 Datengrundlage, Fallauswahl und Methoden
    Beschreibung / Inhaltsverzeichnis: 5 Pendelmobilitäten6 Umzugsmobilitäten; 7 Interdependente Mobilitäten; 8 Schlussfolgerungen; Literatur; Mobilität und Identität Eine theoretische und eine empirische Exploration am Beispiel multilokalisierter Akteure; 1 Mobilität und Wohnen: Multilokalität; 2 Die Bedeutung des Raumes in Form lokaler Identifikation.; 2.1 „Identifikation von" und „Identifikation mit"; 3 Mobilität, Multilokalität und Identifikation; 3.1 Mobilität und Identifikation durch Sozialisation; 3.2 Mobilität und Identifikation durch positive Bewertung
    Beschreibung / Inhaltsverzeichnis: 4 Zwischenfazit: Identifikationskonstellationen bei Mobilität und Multilokalität1. Verlust der Ortsbindung; 2. Einseitige Stärkung der Ortsbindung; 3. Ortspolygamie; 4. Kosmopolitisierung; 5 Methodisches Vorgehen; 5.1 Rekrutierung, Datensatz, Samplezusammensetzung; 5.2 Operationalisierungen der eingehenden Merkmale; 6 Ergebnisse und Diskussion; 7 Fazit und Ausblick; Literatur; Sozialräumliche Auswirkungen neuer Verkehrsinfrastruktur Visp und der Lötschbergbasistunnel in der Schweiz; 1 Einleitung; 2 Raum und Mobilität; 3 Methoden; 3.1 Beobachtungen; 4 Sozialräumliche Analyse
    Beschreibung / Inhaltsverzeichnis: 5 Ergebnisse und Beantwortung der FragestellungenLiteratur; AutorInnen
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  • 46
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    Die Spätentscheider : Medieneinflüsse auf kurzfristige Wahlentscheidungen (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783658026554
    Sprache: Deutsch
    Seiten: Online-Ressource (294 p)
    Paralleltitel: Print version Die Spätentscheider : Medieneinflüsse auf kurzfristige Wahlentscheidungen
    DDC: 302.23
    Schlagwort(e): Electronic books
    Kurzfassung: Wahlen werden in Deutschland mittlerweile maßgeblich von Personen entschieden, die sich erst kurz vor der Wahl auf eine Partei festlegen. Wer aber sind diese Spätentscheider und wie treffen sie ihre Wahl? Sind ihre Entscheidungen irrational und impulsiv oder im Gegenteil besonders gewissenhaft und daher verzögert? Welche Informationen ziehen sie heran und sind sie besonders anfällig für Medieneinflüsse? Um diese und weitere Fragen zu beantworten, haben die Autoren im Bundestagswahlkampf 2009 eine Mehr-Methoden-Studie durchgeführt. Darin verknüpfen sie eine repräsentative Panel-Befragung mit ei
    Beschreibung / Inhaltsverzeichnis: Inhalt; 1 Spätentscheider und Medienwirkungen in Wahlkämpfen; 2 Hintergrund: Spätentscheider und Medienwirkungen; 2.1 Spätentscheider in den Theorien des Wahlverhaltens; 2.2 Spätentscheider, Kommunikation und Medienwirkungen; 2.3 Spätentscheider und die Medien im Wahlkampf: EinModell; 3 Untersuchungsdesign, Methoden und Analysestrategie; 3.1 Medieninhaltsanalyse; 3.2 Panel-Befragung; 3.3 Verknüpfung von Inhaltsanalyse und Panel-Befragung; 3.4 Realtime-Response-Analysedes TV-Duells; 4 Externe Einflüsse I: Wahlkampf und TV Duell; 4.1 Der Wahlkampf: Ereignisse, Themen, Positionen, Strategien
    Beschreibung / Inhaltsverzeichnis: 4.2 Das TV-Duell: Merkel gegen Steinmeier5 Externe Einflüsse II: Die Medienberichterstattung; 5.1 Themen; 5.2 Parteien und Koalitionen; 5.3 Kanzlerkandidaten; 5.4 Meinungsklima; 5.5 Fazit: Die Medienberichterstattung im Wahlkampf 2009; 6 Die Wähler zu Beginn der heißen Wahlkampfphase - Eine Entscheidertypologie; 6.1 Das bisherige Verständnis von Spätentscheidern; 6.2 Identifikation und Definition von Spätentscheidern in dieser Studie; 6.3 Prädispositionen der Spätentscheider; 6.3.1 Soziodemographie, politisches Involvement und längerfristige politische Einstellungen
    Beschreibung / Inhaltsverzeichnis: 6.3.2 Unsicherheit bezüglich Themen, Parteien und Kandidaten6.3.3 Psychologische Prädispositionen und Emotionalität; 6.4 Fazit: Entscheidertypen im Wahlkampf 2009; 7 Kommunikationsverhalten und genutzte Medieninhalte; 7.1 Informationsquellen; 7.2 Mediennutzung; 7.3 Medienrepertoires und Segmentierung; 7.4 Gesuchte Informationen und Aufmerksamkeit bei der Mediennutzung; 7.5 Individuell genutzte Medieninhalte; 7.6 Fazit: Kommunikation und individuell genutzte Medieninhalte im Wahlkampf 2009; 8 Einflüsse des Tenorsder Medienberichterstattung auf wahlrelevante Urteile
    Beschreibung / Inhaltsverzeichnis: 8.1 „Langfristige" Parteibindung: CDU oder SPD8.2 Meinungen über die Kanzlerkandidaten: Merkel und Steinmeier; 8.3 Kanzlerpräferenz: Merkel oder Steinmeier; 8.4 Einschätzungen der Sachkompetenz der Parteien: CDU und SPD; 8.5 Bewertungen möglicher Koalitionen: Große Koalition und Schwarz-Gelb; 8.6 Koalitionserwartungen: Große Koalition oder Schwarz-Gelb; 8.7 Fazit: Medientenor und wahlrelevante Urteile im Wahlkampf 2009; 9 Einflüsse des Tenors der Medienberichterstattung auf die Wahlentscheidung; 9.1 Wählbare Parteien; 9.2 Sicherheit, Zeitpunkt und kognitiver Aufwand für die Wahlentscheidung
    Beschreibung / Inhaltsverzeichnis: 9.3 Wahlabsichten und tatsächliches Wahlverhalten9.4 Fazit: Medientenor und Wahlverhalten im Wahlkampf 2009; 10 Einflüsse des Umfangs der Medienberichterstattung auf Urteilskriterien und Wahlentscheidung (Priming); 10.1 Priming-Effekte auf die Meinungen über die Kanzlerkandidaten; 10.2 Priming-Effekte auf die Wahlabsicht; 10.3 Fazit: Priming-Effekteim Wahlkampf 2009; 11 Fazit: Medien und Wahlentscheidungen im Wahlkampf 2009; 11.1 Zusammenfassung; 11.2 Diskussion und Schlussfolgerungen; 12 Literatur
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  • 47
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    The web of violence : exploring connections among different forms of interpersonal violence and abuse (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400755963
    Sprache: Englisch
    Seiten: ix, 108 p. , ill.
    DDC: 306.85
    Schlagwort(e): Violence ; Interpersonal conflict ; Electronic books
    Anmerkung: Includes bibliographical references
    URL: lizenzpflichtig
    URL: http://dx.doi.org/10.1007/978-94-007-5596-3
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  • 48
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    Der Zerfall des Publikums : Nachrichtennutzung zwischen Zeitung und Internet (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783658036454
    Sprache: Deutsch
    Seiten: Online-Ressource (297 p)
    Ausgabe: 2nd ed
    Paralleltitel: Print version Der Zerfall des Publikums : Nachrichtennutzung zwischen Zeitung und Internet
    DDC: 301
    Schlagwort(e): Electronic books
    Kurzfassung: ​Übersicht über den Nachrichtenwandel von der Zeitung zum Internet: Aufriss, Analyse, zukünftige Entwicklung〈br〉Neue empirische Studie mit exklusiven Befunden〈br〉Konsequenzen für die Praxis mit Empfehlungen für die Zukunft
    Beschreibung / Inhaltsverzeichnis: Vorwort des Herausgebers; Vorwort; Inhaltsübersicht; Inhaltsverzeichnis; Abbildungsverzeichnis; Tabellenverzeichnis; Abkürzungsverzeichnis; 1. Die Tageszeitung unter Druck; 1.1 Strukturkrise statt Werbeflaute; 1.1.1 Auflagenschwund und schrumpfende Vielfalt; 1.1.2 Wegbleibende Kohorten; 1.1.3 Verluste in allen Bildungsgruppen; 1.1.4 Sinkende Reichweiten; 1.2 Warum die Leser fehlen; 1.2.1 Bei der Zeitung sinkt die Nutzungsdauer; 1.2.2 Onlineavantgarde und Verzichtende; 1.2.3 Neue Motive gegenüber neuen Medien; 1.2.4 Das Image der Tageszeitung; 1.2.5 Junge Leser haben sich abgewandt
    Beschreibung / Inhaltsverzeichnis: 1.3 Zeitungsverlage und neue Medien1.3.1 Die Verlage investieren ins Internet; 1.3.2 Weblogs, Podcasts, Videoblogs; 1.3.3 Nutzerbeteiligung durch neue Medien; 1.3.4 Ökonomische Crossmedia-Strategien; 1.3.5 Journalistische Angebote sind im Netz nachrangig; 1.4 Wer in Zukunft noch liest; 1.4.1 Der Durchschnittsleser; 1.4.2 Geschlechterspezifische Unterschiede; 1.4.3 Qualitätszeitungen entbehrlich für Hochgebildete; 1.4.4 Boulevardpresse bleibt stabil; 1.4.5 Die Nutzer ändern ihr Verhalten; 1.4.6 Das Interesse am eigenen Umfeld; 1.4.7 Die Vorlieben der jungen Generation; 2. Die Leser im Wandel
    Beschreibung / Inhaltsverzeichnis: 2.1 Fragmentierung, Crossmedia und Konvergenz2.1.1 Der Zerfall des Publikums; 2.1.2 Konvergenz und Verzahnung; 2.1.3 Medienübergreifende Nutzungsmuster; 2.1.4 Transmediale Nutzungsstile; 2.1.5 Rezeptionsmodalitäten; 2.1.6 Ersatz oder Ergänzung?; 2.2 Alte und neue Bedürfnisse der Nutzer; 2.2.1 Die Israel-Studie und ihre Nachfolger; 2.2.2 Unbewusste Navigation durch Erregung und Neugier; 2.2.3 Medienroutinen durch Urteilsheuristiken und Schemata; 2.2.4 Stimmungsabhängige Mediennutzung; 2.2.5 Exkurs: Nutzen in der Mikroökonomie; 2.3 Mediennutzung als Ausdrucksform; 2.3.1 Von Schichten zu Milieus
    Beschreibung / Inhaltsverzeichnis: 2.3.2 Die Erlebnisgesellschaft und ihre Mediennutzung2.3.3 Lebenswelten und Sinusmilieus; 2.3.4 Typen der Mediennutzung; 2.3.5 Situationsübergreifende Medienmenüs; 2.4 Zwischenbefund und Schlussfolgerungen; 2.4.1 Crossmedia-Angebote und ihre Nutzung; 2.4.2 Situationsgebundene Mediennutzung; 2.4.3 Messung situationsgebundener Mediennutzung; 3. Methodik; 3.1 Forschung zwischen zwei Kulturen; 3.1.1 Wissenstransfer zwischen Forschenden und Praktikern; 3.1.2 Forschungsperspektive und Forschungsplan; 3.1.3 Nutzen für Praktiker und Forschende; 3.2 Das Triangel-Modell
    Beschreibung / Inhaltsverzeichnis: 3.2.1 Theorien-, Forscher- und Datentriangulation3.2.2 Methoden-Mix; 3.2.3 Integriertes Paneldesign; 3.3 Die Grounded Theory; 3.3.1 Kodieren; 3.3.2 Sampling; 3.3.3 Kategorisieren; 3.3.4 Memoing; 3.3.5 Die Grounded Theory in der Praxis; 3.4 Wissenschaftstheoretischer Hintergrund; 3.4.1 Die induktive Sicht und Kritik; 3.4.2 Die deduktive Sicht und Kritik; 3.4.3 Intellektuelle Stile und Objektivitätskriterien; 3.4.4 Synthese: der pragmatische Ansatz; 4. Instrumente; 4.1 Problemzentrierte Interviews; 4.1.1 Konzeption des Leitfadens; 4.1.2 Stichprobe; 4.1.3 Durchführung
    Beschreibung / Inhaltsverzeichnis: 4.1.4 Transkription der Interviews
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  • 49
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    Handbuch Gewerkschaften in Deutschland (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783531194950
    Sprache: Deutsch
    Seiten: Online-Ressource (774 p)
    Ausgabe: 2nd ed
    Paralleltitel: Print version Handbuch Gewerkschaften in Deutschland
    DDC: 306.3
    Schlagwort(e): Electronic books
    Kurzfassung: In Politik und Gesellschaft der Bundesrepublik zählen die Gewerkschaften - auch jenseits der Arbeitsbeziehungen - zu den wichtigsten politischen Akteuren. In diesem grundlegenden Handbuch, das führende Gewerkschaftsforscher versammelt, findet sich ein Überblick, der den nationalen und internationalen Forschungsstand zu den Gewerkschaften abbildet. In diesem Sinne werden die wesentlichen Daten, Fakten, Akteure, Entwicklungen, Politikfelder und Perspektiven der deutschen Gewerkschaften inklusive ihres internationalen Umfeldes systematisiert und in eine Gesamtschau gebracht. Dabei beleuchten die
    Beschreibung / Inhaltsverzeichnis: Zu diesem Band; Inhalt; Gewerkschaften im Transformationsprozess: Herausforderungen, Strategien und Machtressourcen; 1 Einleitung; 2 Gewerkschaften als Gegenstand wissenschaftlicher Forschung; 3 Gewerkschaftliche Macht und heterogene Arbeitsmärkte - drei Welten deutscher Gewerkschaften; 4 Gewerkschaften im deutschen Modell; 5 Umbau der Gewerkschaftslandschaft; 6 Verbetrieblichung - Mehrebenensystem und Gegnerkrise; 7 Gewerkschaften zwischen deutscher Einheit und Europäisierung; 8 Organisation, Funktionäre und Strategiefähigkeit; 9 Fazit; Literatur
    Beschreibung / Inhaltsverzeichnis: Die Mitgliederoffensive: kopernikanische Wende in der deutschen Gewerkschaftspolitik1 Mitgliederoffensive; 2 Strukturveränderungen: Macht organisieren; 3 Zusammenfassung; Teil I Geschichte und Funktionen der Gewerkschaften; Geschichte der deutschen Gewerkschaften: Phasen und Probleme; 1 Theorien über die Funktionen der Gewerkschaften; 1.1 Gewerkschaftstheorien vor dem Zweiten Weltkrieg; 1.2 Gewerkschaftstheorien in der Bundesrepublik; 2 Der Weg der Gewerkschaften von der Mitte des 19. Jahrhunderts bis 1933; 2.1 Etappen der Entwicklung zwischen 1848 und 1890
    Beschreibung / Inhaltsverzeichnis: 2.2 Expansion der Gewerkschaften im Vierteljahrhundert vor 19142.3 Die Gewerkschaften in Weltkrieg und Revolution; 2.4 Aufschwung und Niedergang in der Weimarer Republik; 3 Wiederaufbau und Wandel der Gewerkschaften nach dem Zweiten Weltkrieg; 3.1 Organisatorische Weichenstellungen und Entwicklungen nach 1945; 3.2 Programmatische Kurskorrekturen und der Kampf um die Mitbestimmung; 3.3 Gewerkschaftliche Arbeitsmarktpolitik in Konjunktur und Krise bis 1990; 4 Erwartungen und Enttäuschungen im vereinten Deutschland; Literaturverzeichnis
    Beschreibung / Inhaltsverzeichnis: Funktionen und Funktionswandel der Gewerkschaften in Deutschland1 Einführung in das Thema; 2 Was sind Gewerkschaften und welche Funktionen haben sie ?; 3 Funktion und Funktionswandel der deutschen Gewerkschaften; 3.1 Die deutschen Gewerkschaften in der sozialwissenschaftlichen Diskussion; 3.2 Gewerkschaften im Modell Deutschland - eine Zusammenfassung; 4 Ausblick: Stehen die deutschen Gewerkschaften vor einem neuen Funktionswandel, gar einem Funktionsverlust ?; Literatur; Gewerkschaften in Westeuropa; 1 Späte Entwicklung, frühe Politisierung; 1.1 Industrie- statt Berufsgewerkschaften
    Beschreibung / Inhaltsverzeichnis: 1.2 Direktionsrecht und industrielle Demokratie2 Politische Bewegung, organisatorische Einheit und politische Macht; 3 Die Institutionalisierung von Gewerkschaften und Lohnverhandlungen; 3.1 Der Erste Weltkrieg; 3.2 Angehaltene Demokratisierung und die Stabilisierung des kapitalistischen Europa; 3.3 Polarisierung zwischen Faschismus und sozialer Demokratie; 3.4 Das Ende des Zweiten Weltkriegs; 4 Das Aufbrechen des Nachkriegskonsenses: Inflation, Neo-Korporatismus und Restrukturierung; 4.1 1968: Die Rückkehr der Militanz der Arbeiterbewegung
    Beschreibung / Inhaltsverzeichnis: 4.2 Neo-Korporatismus und Gewerkschaftsbewegungen in den siebziger Jahren
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  • 50
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    Soziale Milieus und Wandel der Sozialstruktur : Die gesellschaftlichen Herausforderungen und die Strategien der sozialen Gruppen (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783531199467
    Sprache: Deutsch
    Seiten: Online-Ressource (413 p)
    Ausgabe: 2nd ed
    Serie: Sozialstrukturanalyse
    Paralleltitel: Print version Soziale Milieus und Wandel der Sozialstruktur : Die gesellschaftlichen Herausforderungen und die Strategien der sozialen Gruppen
    DDC: 305
    Schlagwort(e): Electronic books
    Kurzfassung: Soziale, wirtschaftliche und politische Probleme haben sich in den vergangenen Jahren erheblich zugespitzt. Die Akteure sehen sich zunehmend zu Eigenverantwortung und Flexibilität im Erwerbs- und Bildungsbereich gefordert. Betroffen sind längst nicht mehr nur die unterprivilegierten sozialen Milieus. Deklassierungsängste erreichen inzwischen weite Teile der bislang gesicherten gesellschaftlichen Mitte. Der Band versammelt Beiträge, die die Entwicklungen und Umstellungen mit dem vieldiskutierten Konzept der sozialen Milieus untersuchen. Dieser Ansatz, der sowohl den Fortbestand sozialer Klassen
    Beschreibung / Inhaltsverzeichnis: Vorwort zur 2. Auflage; Inhaltsverzeichnis; EINFÜHRUNG; Zur Entwicklung des Konzeptes sozialer Milieus und Mentalitäten; 1. Besonderheiten der typenbildenden Mentalitäts- und Milieuanalyse; 2. Entwicklungswege und Forschungsschwerpunkte; 3. Zum Aufbau und zu den Beiträgen des Bandes; Literatur; Klasse und Milieu als Bedingungen gesellschaftlich-politischen Handelns*; 1. Zur Problemstellung; 2. Klassen und Klassenbewusstsein; 2.1 Die Arbeiterklasse als „revolutionäres Subjekt": Marx und der Marxismus; 2.2 Die Klassen im Kampf um die Führung der Nation: Max Weber
    Beschreibung / Inhaltsverzeichnis: 2.3 Von der Klassenlage zum politischen Bewusstsein: Die Rolle der Mentalitäten2.4 Die Entstehung von Klassen als historischer Lernprozess; 3. Politische Orientierung und gesellschaftliche Milieus; 3.1 Politische „Lager" und „sozialmoralische Milieus"; 3.2 Milieupartei und Volkspartei; 3.3 Ein Milieu - mehrere Lager: Das Ruhrrevier; 3.4 Organisierte politisch-soziale Milieus: Aufbau und Untergang sozialistischer „Hochburgen" in Sachsen; 4. „Jenseits von Stand und Klasse". Milieus in der „pluralisierten Klassengesellschaft"
    Beschreibung / Inhaltsverzeichnis: 4.1 Klassengesellschaft ohne Klassen. Die Milieukategorie in der neueren Sozialstrukturforschung4.2 Lebensstilmilieus als Rahmenbedingungen gesellschaftlichen Verhaltens; 4.3 Der Wandel der Sozialstruktur und die Entstehung neuer gesellschaftlich-politischer Milieus15; Literatur; DIAGNOSEN UND PERSPEKTIVEN; Soziale Milieus und die Ambivalenzen der Informations- undWissensgesellschaft; 1. Auf dem Weg zur „Lebensstilgesellschaft"; 2. Wissens-, Informations- und Netzwerkgesellschaft; 3. Konturen einer neuen „Klassenstruktur" in der Informationsgesellschaft
    Beschreibung / Inhaltsverzeichnis: 4. „Neue" Ungleichheiten in der Informations- und Wissensgesellschaft5. Paradoxien der Kommunikation und Ambivalenzen des Wissens; 6. Ungleichheiten durch „reflexives" Wissen; 7. Soziale Milieus und Lebensstile in der Wissensgesellschaft; Literatur; „Natürlich gibt es heute noch Schichten!" - Bilderder modernen Sozialstruktur in den Köpfen der Menschen; 1. Alltagserkennen und wissenschaftliches Erkennen; 2. Methode; 3. Das dominierende Bild in den Köpfen der sozialen Akteure - die geschichtete Gesellschaft
    Beschreibung / Inhaltsverzeichnis: 4. Fließende Übergänge - offizielle und inoffizielle Strukturen - zunehmende Polarisierung5. Schicht-Schemata; 6. Schichtkriterien; 7. Selbsteinstufung; 8. Bilanz: Vertikal-pluraler Doppelblick; Literatur; Die Metamorphosen der sozialen Frage in Zeiten desneuen Geistes des Kapitalismus; 1. Reflexive Kapitalismuskritik; 2. Im Treibhaus unternehmerischer Vernunft; 3. Menschen im Mahlstrom entfesselter Marktkonkurrenz; 4. Ein nicht wieder zu erkennendes Unternehmen; 5. Ein Ethos für „Herrenmenschen"; 6. Die neue Verwundbarkeit diesseits der sozialen Sicherungen; Literatur
    Beschreibung / Inhaltsverzeichnis: Folgen gesellschaftlicher Entsolidarisierung
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  • 51
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    After Work Balance : Die Zeit danach (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783658044213
    Sprache: Deutsch
    Seiten: Online-Ressource (41 p)
    Serie: essentials
    Paralleltitel: Print version After Work Balance : Die Zeit danach
    DDC: 304.6
    Schlagwort(e): Electronic books
    Kurzfassung: Wir werden immer älter, und viele Menschen sind beim Eintritt in den Ruhestand noch fit und möchten eine Tätigkeit ausüben, die ihnen Freude bereitet und für andere Nutzen stiftet. Dietmar Goldammer klärt auf, regt an und mobilisiert
    Beschreibung / Inhaltsverzeichnis: Vorwort; Inhaltsverzeichnis; Kapitel 1; Einleitung; Kapitel 2; Was heißt eigentlich alt?; Kapitel 3; Die neue Arbeitswelt; Kapitel 4; Gewohnheiten im Alter; Kapitel 5; Ein Plan für das Alter; Kapitel 6; Das Netzwerk für den Ruhestand; Kapitel 7; Die individuelle Ausgangssituation; Kapitel 8; Die Verabschiedung; Kapitel 9; Angst vor dem Älter-Werden; Kapitel 10; Rückblick auf ein erfülltes Leben; Kapitel 11; Muss man Muße wieder lernen?; Kapitel 12; Verändert sich das Zusammenleben in der Partnerschaft?; Kapitel 13; Was kann ich besser als andere?; Kapitel 14
    Beschreibung / Inhaltsverzeichnis: Kann ich noch einmal etwas Neues anfangen?Kapitel 15; Standortüberlegungen; Kapitel 16; Welche Sportarten gibt es für Senioren?; Kapitel 17; Anregungen zur aktiven Gestaltung der Freizeit; Kapitel 18; Senioren und die Politik; Kapitel 19; Welche Vergünstigungen kann man als Senior nutzen?; Kapitel 20; Beispiele für Tätigkeiten der Senioren; Kapitel 21; Der Senioren-Service großer Städte (Beispiel Düsseldorf); Kapitel 22; Noch ein paar Statements; Kapitel 23; Die Perspektiven der Älteren
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  • 52
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    A positive psychology perspective on quality of life (2013)
    Dordrecht : Springer
    Details
    Sprache: Englisch
    Ausgabe: Online-Ausg. [S.l.] eblib 2012 Online-Ressource
    Serie: Social Indicators Research Series 51
    Serie: EBL-Schweitzer
    Serie: Social indicators research series
    Paralleltitel: Druckausg.
    DDC: 150
    Schlagwort(e): Positive psychology ; Electronic books
    Anmerkung: Description based upon print version of record
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  • 53
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    Migration, Diaspora and Identity : Cross-National Experiences (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400772113
    Sprache: Englisch
    Seiten: Online-Ressource (1 online resource (218 p.))
    Ausgabe: Online-Ausg.
    Serie: International Perspectives on Migration
    Serie: EBL-Schweitzer
    Paralleltitel: Druckausg. Migration, diaspora and identity
    DDC: 304.8
    RVK:
    DO 9000
    RVK:
    MS 1560
    RVK:
    LB 56000
    RVK:
    MS 3600
    Schlagwort(e): Emigration and immigration -- Economic aspects ; Emigration and immigration -- Social aspects ; Globalization ; Electronic books ; Aufsatzsammlung ; Migration ; Diaspora ; Identität ; Geschlechterrolle
    Kurzfassung: Acknowledgements; Contents; Introduction; Introduction; Persisting with Difference; Does Diaspora Matter?; Framing the Collection; Multiple Belongings; Representing a Way of Being; Sexualised Identifications; Marriage and Family; The Significance of Gender; Defiantly Different; References; Part I Multiple Belongings; Living on the Move; Beyond the Dichotomous Choice Between Assimilation and Ethnic Closure; Methodology and a Brief Sketch of the Italian Situation; The Development of a Complex Identification; A Supplementary Hypothesis: The Emergence of a New Generational Experience
    Kurzfassung: Diachronic Fluctuations: The Complex Bonds with Memory, Traditions and Family TiesSynchronic Fluctuations: The Complex Bond Between Inclusion and Differentiation; Tactical Ethnicity; References; Muslim Women in Western Preschooling; Introduction; 'Auntie ' as a Term; Communities and Religious Identity; Muslims in Diaspora and Globalisation; Non-Muslim Families; Conclusion; References; 'When I Land in Islamabad I Feel Home and When I Land in Heathrow I Feel Home'; Introduction; Diaspora, Gender and Belonging: 'The Homing of Diaspora,' 'The Diasporising of Home'
    Kurzfassung: Class, Gender and 'Diaspora Space': South Asian Settlers in the City of London, in the Midlands and in the North of EnglandBeing a Londoner' or 'from Yorkshire': 'Heathrow' or What Does It Mean to Live Here and There?; Conclusion; References; Part II Representing a Way of Being; Refugee Women, Education, and Self Authorship; Introduction; Refugee Women, Policy Norms, and Representations; Integrationist Norms and the Microphysics of Power in Settlement Education; Speaking with Refugee Women: Engineering a Reverse Discourse; Capabilities for Freedom; Feedback; An Informed Perspective
    Kurzfassung: Independent Decision Making and Exercising ChoiceEngaging in Debate and Expressing an Informed Position; Developing Skills in Order to Better Understand the Dominant Australian Culture; Cultivating an Open Mind; Developing Critical Enquiry: The Capacity to Question; Discussion; Implications of the Interview Sample to Recommendations; Conclusions; References; Invoking an Ivory Tower; Introduction; Critical Race Theory and Counter Story; Background and Context to Letter; Editorial Correspondence; 'Talking in Circles'; Inverting Relations of Dominance; Selective Readings
    Kurzfassung: Conclusion: Deconstructing an Ivory Tower and the Possibilities for Anti-racismReferences; 'Trouble in the Mall Again' Naming as Social Drama in Multicultural Melbourne; Introduction; Difference and the City; Methodology; The Character of Oakleigh; The Trouble; 'Trouble in the Mall': In Phases; The Breach; Mounting Crises; Redressive Action; Re-integration or Schism?; Analysing the Trouble; Liminal Spaces and the City; Conclusion; References; Beyond Fear and Towards Hope Transnationalism and the Recognition of Rights Across Borders; Introduction: Crossing Borders; Politics of Fear
    Kurzfassung: Transnationalism and Diaspora
    Kurzfassung: Framed in relation to diaspora this collection engages with the subject of how cultural difference is lived and how complex and shifting identities shape and respond to spatial politics of belonging. Diaspora is understood in a variety of ways, which makes this an eclectic collection of papers. Authors use various theoretical frameworks to explore diverse groups of people with a variety of experiences in a wide range of settings. They are making sense of the experiences of women and men from a range of ethnic backgrounds, negotiating identities through family, work and education. The micro dyn
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  • 54
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    Digitale Jugendkulturen (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783531184869
    Sprache: Deutsch
    Seiten: Online-Ressource (322 p)
    Ausgabe: 2nd ed
    Ausgabe: Online-Ausg.
    Serie: Digitale Kultur und Kommunikation
    Serie: Digitale Kultur und Kommunikation Ser. v.2
    Paralleltitel: Print version Digitale Jugendkulturen
    DDC: 305.235
    Schlagwort(e): Internet and teenagers.. ; Mass media and youth.. ; Youth ; Social life and customs.. ; Digital media ; Social aspects ; Electronic books ; Electronic books
    Kurzfassung: Jugend ist gegenwärtig nicht nur Offline-Jugend, sondern zugleich Online-Jugend. Auch die in diesem Band im Mittelpunkt stehenden jugendkulturellen Vergemeinschaftungsformen, in deren Rahmen sich Jugendliche selbst darstellen, mit ihrer Identität auseinandersetzen und soziales Miteinander von Gleichgesinnten finden können 'sei es HipHop, Gothic, Techno oder sei es neuerdings die Emo- oder Visual Kei-Szene' sind heute nicht mehr denkbar ohne ihre Erweiterungen im Internet. Insofern sind Jugendkulturen immer auch digitale Jugendkulturen. Freilich nutzen nicht alle jugendkulturellen Gesellunge
    Beschreibung / Inhaltsverzeichnis: Inhalt; Vorwort; Digitale Jugendkulturen; 1. Mediatisierung und Nutzung digitaler Medien durch Jugendliche; 2. Die sozialwissenschaftlichen Diskurse über digitale Jugendkulturen; 3. Abschied von der Netz-Generation; Literatur; I. Kommunikative und kreative Praktiken; Jugendkulturen im Zeitalter der Mediatisierung; 1. Einleitung; 2. Kommunikative Konstitution von Jugendkulturen; 3. Jugendkulturen in mediatisierten Sozialwelten; 4. Fazit und Ausblick; Literatur; Vom Hipster zum Black Metal: True vs. Fake auf YouTube und flickr; 1. YouTube-Research: Clipkategorien
    Beschreibung / Inhaltsverzeichnis: 2. POSER, CASTING und DATING: Suchbegriffe für die jugendliche Selbstdarstellung auf YouTube?3. Jugendliche Bild-Gesten als Starpose: Gaahl=Satan; 4. Jugend-Bilder im Web 2.0 als mimetische Selbstdarstellung; Quellen; Anhang; Wenn Spieler Spiele umschreiben; 1. Einleitung; 2. Produktive Umgangsformen mit digitalen Medien; 3. Das Phänomen »Modding«; 4. Modding als manipulative Medienpraxis; 5. Total Conversions am Beispiel Counter-Strike; 6. Soziale Organisation von TC-Teams; 7. Ein Ausblick auf die manipulative Jugend; Literatur; Bildhandeln und Bildkommunikation in Social Network Sites
    Beschreibung / Inhaltsverzeichnis: 1. Neue bunte Bilderwelten?2. Jugendkulturelle Selbststilisierung gestern und Bildhandeln heute; 3. Die Plastizität des digitalen Bilds; 4. Bilder im (digital) vernetzten, »gläsernen« Archiv; 5. Multilokale Präsenz und Erweiterung des Blick- und Aktionsfeldes; 6. Bilder als Kristallisationspunkt jugendkultureller Vergemeinschaftung; 7. Zusammenfassung und Fazit; Literatur; Zu den Künsten einer JugendKunstOnline: FanArt; 1. Der aktuelle FanArt Turn; 2. Animexx, deviantART und MangaCarta; 3. Dockingstation Kunst; 4. Zur »Kunstnähe« von FanArt; 4.1 Zeichner, Artwork und Galerien
    Beschreibung / Inhaltsverzeichnis: 4.2 Kategorien, Stile und Bewertungskriterien5. Zu »genuinen« Fan-Künsten; 5.1 Collaborations und Oekaki; 5.3 Tutorials und Wettbewerbe; 6. Zu Ambivalenzen von FanArt & Kunst; Literatur; Medienkonvergente Interaktionen - Jugendliche im medialen Netz; 1. Einführung; 2. Medien - Nutzung - Konvergenz; 3. KünstlerInnen in den Medien als Ereignis und Media Spectacle; 4. Medienkonvergente Interaktionen - Jugendliche im medialen Netz; 5. Konklusionen; Literatur; II. Identitätssuche und Selbstsozialisation; Digitale Medien - Jugendkulturen - Identität
    Beschreibung / Inhaltsverzeichnis: 1. Leben im Plural: Identitätsbildung in der Multioptionsgesellschaft2. Jugendund Medienkulturen als Bühnen der Selbstdarstellung; 3. Identitätsinszenierungen im Internet - zwei Fallbeispiele; 3.1 Online-Rollenspieler: Imaginierte Ich-Inszenierungen und Identitätsexperimente in virtuellen Räumen; 3.2 Zwischen Individualität und Konformität: Selbstdarstellungen und soziale Beziehungen auf Facebook; 4. Fazit: Identitätsarbeit online als performative Selbstinszenierung; Literatur
    Beschreibung / Inhaltsverzeichnis: Girls Media - Feminist Media: Identitätsfindung, Selbstermächtigung und Solidarisierung von Mädchen und Frauen in virtuellen Räu
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    The Architecture of innovative apprenticeship (2013)
    Dordrecht : Springer
    Details
    ISBN: 1283936100 , 9789400753983 , 9781283936101
    Sprache: Englisch
    Seiten: Online-Ressource (IX, 344 S.) , graph. Darst.
    Ausgabe: Online-Ausg. 2013 Springer eBook Collection. Humanities, Social Sciences and Law Electronic reproduction; Available via World Wide Web
    Serie: Technical and vocational education and training 18
    Serie: Technical and vocational education and training
    Paralleltitel: Print version The Architecture of Innovative Apprenticeship
    DDC: 370.113
    RVK:
    DL 4110
    Schlagwort(e): Education ; Berufsbildungssystem ; Internationaler Vergleich ; Aufsatzsammlung
    Kurzfassung: This volume covers a wealth of issues relating to technical and vocational education and training, including exemplar architectures such as successful school-to-work transitions, competence assessment and development models, and governance
    Kurzfassung: Benefiting from the support and involvement of two major international research networks, this collection features the latest research findings in TVET. Members of INAP, the International Network on Innovative Apprenticeship, and VETNET, the Vocational Education and Training Network, have contributed key research findings to this detailed survey of the field. Featuring the inclusion of the internationally recognized memorandum released in April 2012 by the INAP Architecture Apprenticeship Commission, the volume covers a wealth of issues relating to technical and vocational education and training, including exemplar architectures such as successful school-to-work transitions, competence assessment and development models, and governance, including the role of stakeholders. The book provides many opportunities to explore in depth the scholarly debate on TVET, as well as to learn from positive international experiences. It aims to inform the practice of TVET professionals as much as the decision making of administrators
    Beschreibung / Inhaltsverzeichnis: The Architecture of Innovative Apprenticeship; Foreword; Introduction by the Series Editor; Contents; MemorandumAn Architecture for Modern Apprenticeships: Standards for Structure, Organisation and Governance; Introduction; Criteria for Modern Dual Vocational Education; High Quality and Holistic Competence in an Occupational Field; Competence to Shape One's Work: Shaping Competence, Ability to Independently Control and Manage One's Professional Tasks; Seeing `Work Context' as a Constitutive Feature of Professional Work
    Beschreibung / Inhaltsverzeichnis: The Concept of `Core Occupations' Reduces the Horizontal and Vertical Division of LabourCreating Sustainable Occupational Profiles; Open Dynamic Occupational Profiles; Promoting Occupational Identity; Desirable Time Scale for Learning to Be Competent in an Occupation; Need for Continuing Professional Development; Cooperation Between Learning Venues; The Legal Status of Apprentices; Cost-Benefit of In-Company Apprenticeship Training; Occupational Domains and Vocational Disciplines; Integration of Vocational Education into a Higher Education Structure: Parallel Tracks
    Beschreibung / Inhaltsverzeichnis: Governance of Dual VET SystemsConsistent Legal Framework; A Single Vocational Education and Training Act; Concentration of Legislative Competences; Integrated Procedure for the Development of VET Curricula; Binding Regulations on the Cooperation of Learning Venues; Cooperation of Actors; Legal Regulation of Responsibilities; Involvement of Social Partners, VET Schools and Researchers in a VET Dialogue; Coordination of the VET Dialogue; Regulatory Procedures Require an Early Coordination of the Actors Involved; Institutionalised Cooperation of Learning Venues
    Beschreibung / Inhaltsverzeichnis: Allocation of Strategic and Operative FunctionsLegal Regulations Concerning the Collaboration of Strategic and Operative Functions; The Tasks and Responsibilities Are Distributed According to the Principle of Subsidiarity; The Development of Occupational Profiles and (Framework) Curricula Takes Place at the National Level While the Responsibility for Setting Up Syllabuses and Training Plans Is with the Local Actors; Relative Autonomy in the Implementation of Curricula; Innovation Strategies; Legal Basis; Qualification and Curriculum Research and Development
    Beschreibung / Inhaltsverzeichnis: Improvement of the Cooperation of Learning Venues as a Topic of Innovation ProgrammesTraining Partnership; Measuring and Evaluating Professional Competence (Development); International VET Dialogue; Structure and Development of Occupational Curricula; The Curriculum; An Occupational Profile; A Description of the Learning Areas, Building upon Each Other (Fig. 3); Content of Work and Learning; Educational Objectives Specific to the Learning Venues; Methods of Curriculum Development; Sector Studies (Rauner and Maclean CR0001102008, Chapter 3.1.2); Expert Worker Workshops
    Beschreibung / Inhaltsverzeichnis: Validation of Professional Work Tasks
    Beschreibung / Inhaltsverzeichnis: 1. From School into Apprenticeship: Pathways for a Successful Transition -- 1.1    Relationship between Potential Recruits from VET and HE - Case Studies from Germany, England and Switzerland, Ute Hippach-Schneider, Tanja Weigel -- 1.2  Exploring Intermediate Vocational Education and Training for 16-19 Year-olds in Germany and England, Jeremy Higham, H.-Hugo Kremer, David Yeomans -- 1.3 Apprenticeship, Pathways and Career Guidance: A Cautionary Tale -- Richard Sweet -- 1.4 No Choice - No Guidance? The rising demand for career guidance in EU neighboring countries and its potential implications for apprenticeships, Helmut Zelloth -- 1.5 How can Governance, Private Sector and Work Based Learning promote Labour Market Relevant Training in Developing and Transition Countries?, Manfred Wallenborn -- 1.6 A Renaissance for Apprenticeship Learning? - And its Implications for Transition Countries, Sören Nielsen -- 1.7 Work-based Learning in China, Joanna Burchert, Ludger Deitmer, Xu Han -- 2. Competence Measurement and Development -- 2.1 Occupational Identity in Australian Traineeships: An initial Exploration, Erica Smith -- 2.2 Competency-Based Training in Australia: What happened and where might we “capably” go? Lewis Hughes, Len Cairns -- 2.3 Measuring Occupational Competences: Concept, Method and Findings of the COMET project, Felix Rauner, Lars Heinemann,  Ursel Hauschildt -- 2.4 Occupational Identity and Motivation of Apprentices in a System of Integrated Dual VET, Ursel Hauschildt, Lars Heinemann -- 2.5 Innovative Models of more Interactive Cooperation of VET Schools and Enterprise in China, Zhiqun Zhao, Zishi Luo, Donglian Gu -- 2.6 Developing Complex Performance through Learning Trajectories and re-creating Mediating Artefacts -- Michael Eraut -- 2.7 Conceptual Change Research in TVET, Waldemar Bauer -- 2.8 Experiential Learning Assessment and Competence Development for a Second Career: The case of alternating training pprogrammes for professional promotion, Philippe Astier, Lucie Petit --  3. Towards an Open TVET Architecture: Why European and National Qualification Frameworks do not suffice -- 3.1 Differences in the Organisation of Apprenticeship in Europe: Findings of a Comparative Evaluation Study, Felix Rauner,  Wolfgang Wittig -- 3.2 Implementing the EQF: English as distinct from Continental Bricklaying Qualifications, Michaela Brockmann, Linda Clarke, Christopher Winch -- 3.3 Trends, Issues and Challenges for EU VET Policies beyond 2010, Pascaline Descy, Guy Tchibozo, Jasper van Loo -- 3.4 ‘Evidence’ about ‘Outcome Orientation’ - Austrian experience with European policies, Lorenz Lassnigg -- 3.5 Successful in Reforming the TVET System and Shaping the Society: The Example of the Mubarak Kohl Initiative, Edda Grunwald, Bernhard Becker -- 3.6 Accelerating Artisan Training: A Response to the South African Skills Challenge, Salim Akoojee -- 3.7 The Role of Social Partners and the Status of Apprenticeship in Turkey, Özlem Ünlühisarcıklı,  Arjen Vos..
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    DOI: 10.1007/978-94-007-5398-3
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    Skills Development for Inclusive and Sustainable Growth in Developing Asia-Pacific (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400759374
    Sprache: Englisch
    Seiten: Online-Ressource (XVI, 383 p. 49 illus) , digital
    Ausgabe: Online-Ausg. 2013 Springer eBook Collection. Humanities, Social Sciences and Law Electronic reproduction; Available via World Wide Web
    Serie: Technical and Vocational Education and Training: Issues, Concerns and Prospects 19
    DDC: 370.113095
    Schlagwort(e): Education
    Kurzfassung: Focusing on the Asia-Pacific region, which in recent years has been the engine of global economic growth , this volume surveys trends and prospects in technical and vocational education and training (TVET) with particular reference to achieving inclusive growth and the greening of economies. Underlying the increasing pressure for new models of TVET provision is the rapid pace of technological change, demand for a work force which is highly responsive to evolving needs and a transforming market place that calls for higher order skills and lifelong learning. The book proposes a re-engineered, modernized TVET system that fosters an innovative approach which enhances the employability of workers as well as the sustainability of their livelihoods.The book includes contributions from leading policy makers, researchers, and practitioners, including those in the private sector in analyzing and forecasting the most urgent priorities in skills development. The book argues for creative approaches to TVET design and delivery particularly with a view to improving job prospects , and meeting the goals of inclusion, sustainable development and social cohesion. Addressing issues such as the chronic mismatches between skills acquired and actual skills required in the work place, the volume proposes diversified approaches towards workforce development and partnerships with the private sector to improve the quality and relevance of skills development . The new imperatives created by ‘greening’ economies and responses required in skills development and training are addressed. Developing TVET is a high priority for governments in the Asia Pacific region as they seek to achieve long-term sustainable growth since the .continued success of their economic destinies depend on it. The volume also includes an emerging framework for skills development for inclusive and sustainable growth in the Asia and Pacific region.
    Beschreibung / Inhaltsverzeichnis: Foreword: Mr Bindu Lohani -- Preface: Mr Jouko Sarvi -- Series Editor Introduction: Prof. Rupert Maclean -- PART 1: MAJOR TRENDS AND CONCERNS IN SKILLS DEVELOPMENT -- Skills Development Issues, Challenges and Strategies in Asia and the Pacific, Rupert Maclean, Shanti Jagannathan and Jouko Sarvi -- Lifelong Learning: meaning, challenges and opportunities, Colin Power and Rupert Maclean -- Vocationalisation of secondary and tertiary education: what next?, Margarita Pavlova and Rupert Maclean -- Education, Employability Employment and Entrepreneurship; Meeting the Challenge of the 4Es, Manish Sabharwal -- Coping with Rural Transformation and the Movement of Workers from Rural Areas to Cities: the China Sunshine Project, Li Wang and Greg Shaw -- TVET and ICT Acquisition Process, Tapio Varis -- From TVET to Workforce Development, Robin Shreeve, Jennifer Gibb and Shayla Ribeiro -- Qualifications, skills and workforce effectiveness: the relevance of the OECD’s Survey of Adult Skills to Asia, William Thorn and Andreas Schleicher -- Skills Development Pathways in Asia, Cristina Martinez-Fernandez and Kyungsoo Choi -- Private Public Partnership to meet the skills challenges in India, Dilip Chenoy -- Skill training and workforce development with reference to underemployment and migration, Brajesh Panth -- Rural Transformation Index - Measuring Rural-Urban Disparities, Li Wang, Qutub Khan and Dian Zhang -- Retire or Rehire: Learning from the Singapore Story, James Yonghwee Lim -- PART 3: TVET AND THE GREENING OF ECONOMIES -- Skills for a Green Economy: Practice, Possibilities and Prospects, John Fien and Jose Roberto Guevara -- Education and Skills in Asia - Responding to Greening Economies, Shanti Jagannathan -- Redesigning of Curriculum and Training for Skills for Green Jobs in Korea, Namchul Lee -- Hong Kong Employers’ Perspectives on a Carbon Constrained Economy and How Technical and Vocational Education and Training Should Respond, Rupert Maclean, Eric Tsang and John Fien -- Advancing employability and green skills development: Values education in TVET in China, Margarita Pavlova and Chun Lin Huang -- Schooling’s Contribution to a Sustainable Future in Asia: Can Schools Develop ‘Green’ Citizens?, Kerry J Kennedy and Joseph Kui Foon Chow -- PART 4: GOING FORWARD: POSSIBLE NEXT STEPS FOR A SKILLS FRAMEWORK -- Skills for Inclusive and Sustainable Growth in Developing Asia and the Pacific, Shanti Jagannathan.
    Anmerkung: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-5937-4
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext
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  • 57
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    Multiple Representations in Biological Education (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400741928
    Sprache: Englisch
    Seiten: Online-Ressource (XVII, 390 p. 131 illus, digital)
    Ausgabe: Online-Ausg. Electronic reproduction; Available via World Wide Web
    Serie: Models and Modeling in Science Education 7
    Serie: SpringerLink
    Serie: Bücher
    DDC: 570.71
    RVK:
    WB 4049
    Schlagwort(e): Electronic books
    Kurzfassung: This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators' notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels. The content tackles the c
    Beschreibung / Inhaltsverzeichnis: Multiple Representations in Biological Education; Foreword; Preface; References; Contents; Contributors; Part I: Role of Multiple Representations in Learning Biology; Chapter 1: Introduction to Multiple Representations: Their Importance in Biology and Biological Education; Seeking a Unifying Theoretical Framework for Learning with Multiple Representations; MERs and Their Pedagogical Functions; Learning with MERs; Functional Taxonomy of Multiple Representations; Costs of Learning with MERs; Dimensions of Multiple External Representations (MERs) for Biological Science; Modes of Representations
    Beschreibung / Inhaltsverzeichnis: Levels of RepresentationsDomain Knowledge of Biology; A Theoretical Model for Interpreting Learning with MERs in Biology; Examining and Interpreting the Chapters with the Cube Model; Learning Through Translations Across MERs; Limitations of the Cube Model; Mesocosmic Representations; Anthropocentric or Human-Centered Representations; Systems Representations; Learning New Biology with MERs in the Twenty-First Century; References; Chapter 2: Identifying and Developing Students´ Ability to Reason with Concepts and Representations in Biology; Introduction; Description of the CRM Model
    Beschreibung / Inhaltsverzeichnis: Using the CRM Model to Classify Expert Ways of ReasoningUsing the CRM Model to Guide the Assessment and Interpretation of ERs; Using the CRM Model to Analyze Student Difficulties for the Nature and Potential Source of Unsound Reasoning; Reasoning Difficulties with an ER of the Cardiac Cycle; Reasoning Difficulties with Symbolism in Molecular Biology; Reasoning Difficulties with an ER of the Structure of Immunoglobulin G (IgG); Reasoning Difficulties with Metabolic Pathways Occurring in Cells; Application of the CRM Model to the Design of Remediation Strategies; Conclusion; References
    Beschreibung / Inhaltsverzeichnis: Chapter 3: Pictures in Biology EducationIntroduction; Pictures in the Continuum of Inscriptions; Pictures in Printed and Online Media; Analysis of Photographs in High School Textbooks; Pictures in Lectures; Social Origin of Picture Content; Scientists Learn to Read Photographic Images; Implications for Biology Curriculum; Appendix: Transcription Conventions; References; Chapter 4: Possible Constraints of Visualization in Biology: Challenges in Learning with Multiple Representations; Introduction; Need for Effective Visualizations in the Biology Domain; Decorations; Diet and Cholesterol
    Beschreibung / Inhaltsverzeichnis: Opening Page of Book ChaptersModels; A 3-D Model of Human Anatomy; A 3-D Model of Respiratory System Function; Self-Generated Model of Respiratory System Structure; A Live Ecosystem Model: The Aquarium; Scales; Size Scales; Temporal Scales; Temporal Changes in Structures; Superficial Interpretation of Familiar, Common Representations; Teachers´ Representations on the Classroom Board; Some Final Words; References; Chapter 5: Promoting the Collaborative Use of Cognitive and Metacognitive Skills Through Conceptual Representations in Hypermedia; Introduction; Theoretical Framework
    Beschreibung / Inhaltsverzeichnis: Hypermedia as Representational Tools
    Anmerkung: Description based upon print version of record , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-94-007-4192-8
    URL: Volltext
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  • 58
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    Beneficial Ownership : Basic and Federal Indian Law Aspects of a Concept (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783319016856
    Sprache: Englisch
    Seiten: Online-Ressource (178 p)
    Ausgabe: Online-Ausg.
    Paralleltitel: Print version Beneficial Ownership : Basic and Federal Indian Law Aspects of a Concept
    DDC: 301
    Schlagwort(e): Electronic books
    Kurzfassung: The hunt for beneficial owners is on. Like an elephant, the beneficial owner hides in the jungle of complex legal structures, waiting to be discovered by eager prosecutors. But what lies behind this metaphor? What is a Beneficial Owner? Is beneficial ownership a right? What does this right encompass? What is the value of this right compared to other rights? And if beneficial ownership is not a right, is it still a legally relevant relation? How do courts, namely the U.S. Supreme Court deal with the concept? When do Anglo-American judges and European scholars resort to the concept?This book a
    Beschreibung / Inhaltsverzeichnis: Acknowledgments; Abbreviations; Contents; Table of Cases; Table of Statutes; Introduction; The Term Beneficial Ownership; 1. About Elephants; a) ``I Know Them When I See Them´´; aa) The Problem with Metaphors; bb) Seeing Elephants v. Seeing Beneficial Owners; cc) Conclusion; b) The Blind Men and the Elephant; aa) The Story; bb) Symbolism for Approaches; 2. Elements of the Analysis; a) Perceptions; aa) What Are Perceptions?; bb) Some Perceptions of Property; cc) Conclusion; b) Functionality; c) History; d) Experience; aa) As a Method; bb) Some Theoretical Aspects of Experience; cc) Conclusions
    Beschreibung / Inhaltsverzeichnis: e) Languageaa) Roman Law and Old Common Law; bb) Legal Interest in Nineteenth Century Germany; cc) Conclusions; f) Law and Economics; 3. The Term Beneficial Ownership in the Crosshairs; a) English Version; aa) Beneficial; bb) Ownership; cc) The Combination of Beneficial and Ownership; b) German Version; aa) Wirtschaftlich; bb) Berechtigung; cc) The Combination of Wirtschaftlich and Berechtigung; c) Italian and French; aa) L´ayant droit/l´avente diritto; bb) Economique/Economico; cc) L´ayant droit économique and l´avente diritto economico; d) Observations and Conclusions
    Beschreibung / Inhaltsverzeichnis: aa) Regarding Beneficial, Economic, Economico, Wirtschaftlichbb) Regarding Ownership, Droit, Diritto, Berechtigung; cc) Degree of Abstraction; Beneficial Ownership as a Concept; 1. About Concepts in General; 2. HOHFELD´s Fundamental Legal Conceptions; a) Significance of the Conceptions; b) The Conceptions; aa) The Four Hohfeldian Incidents; bb) First and Second Order Incidents; cc) Correlatives; dd) Opposites; ee) Conceptual Definition of Beneficial Ownership; 3. Conclusion; Common Law, Equity, and Beneficial Ownership; 1. Law, Anti-Law,; 2. and Non-Law (Fig.2); 3. Conclusions
    Beschreibung / Inhaltsverzeichnis: Beneficial Ownership in U.S. Supreme Court Decisions1. Hellenic Lines, Ltd. v. Rhoditis; 2. Tooahnippah (Goombi) v. Hickel; 3. United States v. Algoma Lumber Co. et al.; 4. United States v. Shoshone Tribe of Indians; 5. Handy and Harman v. Burnet; 6. Chicago, Milwaukee and St. Paul Railway Company v. Des Moines Union Railway Company; 7. Montana Catholic Missions v. Missoula County; a) Significance; b) Facts; c) Definition of Beneficial Ownership; aa) Right to Enjoyment; bb) Recognized by Law; cc) Enforceable by Beneficial Owner or Someone on Her Behalf
    Beschreibung / Inhaltsverzeichnis: dd) Separation of Beneficial Use and Legal Titleee) Beneficial Ownership Ad Interim; 8. Wells v. Savannah; 9. Union Stock Yards Bank v. Gillespie; 10. Drexel v. Berney; 11. Laughlin v. Mitchell; a) Contract: Lease; b) Inheritance: Will; c) Equity: Trust; d) Beneficial Ownership; 12. National Bank v. Insurance Company; 13. Summary Findings; Fundamental Aspects of Federal Indian Law; 1. Introductory Note on the Moral Aspect; 2. Why Federal Indian Law?; 3. Cultural Differences; a) Stereotypes; b) Lyng v. Northwest Indian Cemetery; c) Indian Status; d) Diversity and Uniformity
    Beschreibung / Inhaltsverzeichnis: 4. Law, Property, and Language
    Anmerkung: Description based upon print version of record
    URL: Volltext
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  • 59
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    Praxishandbuch Interkulturelles Management : Der andere Weg: Affektives Vermitteln interkultureller Kompetenz (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783658003289 , 9783658003296
    Sprache: Deutsch
    Seiten: Online-Ressource (256 p)
    Paralleltitel: Print version Praxishandbuch Interkulturelles Management : Der andere Weg: Affektives Vermitteln interkultureller Kompetenz
    DDC: 303.4182105
    Schlagwort(e): Intercultural communication ; Management ; Social aspects ; Electronic books ; Electronic books
    Kurzfassung: Dieses umfassende Praxishandbuch befähigt den Leser, zukünftig interkulturelle Trainings inhaltlich und ablauforganisatorisch kulturadäquat zu konzipieren, durchzuführen und nachzubereiten. Und es vermittelt interkulturelle Kompetenz, im Besonderen fördert es ein vertieftes Verständnis für die Vielfalt von Kulturen und die Bereitschaft, sich selbst in einem lebenslangen Lern- und Persönlichkeitsentwicklungsprozess zu sehen. Die erfahrenen Autoren vermitteln die Inhalte fundiert, anschaulich und praxisorientiert. ?
    Beschreibung / Inhaltsverzeichnis: Vorwort; Inhaltsverzeichnis; 1 Einführung in das Handbuch und in die Thematik; 1.1Das westliche Paradigma in einer globalisierten Welt; 1.2Warum ist das Interkulturelle so wichtig?; 1.3Für wen ist dieses Handbuch gedacht?; 1.4Wie ist dieses Handbuch aufgebaut?; 1.5Wie können Sie sich dieses Handbuch für Ihre Zwecke erschließen?; 2 Interkulturelle Kompetenz und affektiver Zugang: die andere Sichtweise; 2.1Was ist Kultur?; 2.2Eine allgemein verständliche Begriffsdefinition von Kultur für unsere Arbeit; 2.2.1Kernwerte und Lebensstile; 2.3Die Arbeit mit Nationalkulturen: Reduktion der Komplexität
    Beschreibung / Inhaltsverzeichnis: 2.4Was ist interkulturelle Kompetenz?2.5Auswirkungen interkultureller Differenzen in der Kommunikation und im Handeln?; 2.6Vom kognitiven zum affektiven Lehren und Lernen; 2.6.1Kognitives und affektives Lernen; 2.6.2Was heißt dies für den Aufbau dieses Buches?; 2.6.3Die Besonderheit der Trainer- und Moderatorensituation; 2.7Die innere Haltung als Basis eines affektiven Zugangs zu anderen Kulturen; 2.7.1Zwei richtige Sichtweisen auf Afrika; 2.7.2Der positive Weg als Schlüssel zum Beziehungsaufbau; 2.8Der erste Schritt: sich der Wirkung der eigenen Kultur auf andere bewusst werden
    Beschreibung / Inhaltsverzeichnis: 2.9Die Erkennung von Stereotypen als Basis für die Selbsterkenntnis2.10Zusammenfassung: Wie können Kommunikationsbarrieren überwunden werden?; Bibliografie; 3 Der Zugang zu anderen Kulturen: Wege und Möglichkeiten; 3.1Geschichte, geografische und klimatische Rahmenbedingungen; 3.1.1Prägung durch historische Erfahrungen; 3.1.1.1Beispiel Deutschland: die jüngere Geschichte; 3.1.1.2Beispiel Belgien und Schweiz: Fremd- und Selbstbestimmung bei ähnlicher Bevölkerungsstruktur; 3.1.2Topografische und klimatische Rahmenbedingungen; 3.2Die Hofstede-Indizes; 3.2.1Machtdistanz und Individualität
    Beschreibung / Inhaltsverzeichnis: 3.2.1.1Umgang mit unterschiedlicher Machtdistanz am Beispiel Russland und DeutschlandWas heißt das zusammengefasst?; 3.2.1.2Verhaltensweisen in der Praxis bei unterschiedlicher Machtdistanz; 3.2.1.3Auswirkungen der Individualität vor dem Hintergrund unterschiedlicher Machtdistanz: Beispiel Frankreich und Deutschland; 3.2.2Weitere Hofstede-Indizes: Maskulinität und Vermeidung von Unsicherheit; 3.2.2.1Maskulinität; 3.2.2.2Vermeidung von Unsicherheit; 3.3ICH und WIR: zwei gegensätzliche Weltbilder; 3.3.1Das westliche Weltbild des ICH
    Beschreibung / Inhaltsverzeichnis: 3.3.2Die ganzheitliche WIR-Betrachtungsweise Asiens und islamischer Kulturen3.3.3Der Einfluss des WIR und ICH auf das Geschäftsleben; 3.3.4Welches Weltbild ist besser?; 3.3.5Recht oder richtig?; 3.3.6Informationsvermittlung und Planung der Zusammenarbeit in WIR-Kulturen am Beispiel Asien; 3.4Beziehungsqualität und Beziehungsnetze; 3.4.1Die Dimension Zeit; 3.4.2Gemeinsinn und Gemeinwohl; 3.4.3Gesicht geben und wahren als integraler Bestandteil von Beziehungen in WIR-Kulturen; 3.4.4Schuld eingestehen und Scham annehmen; 3.4.5Eigen- und Fremdbestimmung, Ausmaß soziale Kontrolle
    Beschreibung / Inhaltsverzeichnis: 3.5Erziehung und Kommunikationsverhalten
    Anmerkung: Description based upon print version of record
    URL: Volltext
    URL: Inhaltstext
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  • 60
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    Mobile Learning : Potenziale, Einsatzszenarien und Perspektiven des Lernens mit mobilen Endgeräten (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783531194837
    Sprache: Englisch
    Seiten: Online-Ressource (275 p)
    Paralleltitel: Print version Mobile Learning : Potenziale, Einsatzszenarien und Perspektiven des Lernens mit mobilen Endgeräten
    DDC: 302.23
    Schlagwort(e): Mobile communication systems in education ; Electronic books ; Electronic books
    Kurzfassung: Mobile Learning - das Lernen mithilfe von kleinen drahtlosen Geräten wie Smartphones - etabliert sich als Möglichkeit, selbstgesteuerte Lernprozesse in tägliche Arbeitsabläufe einzubinden, ortsunabhängig Zugang zu Informationen, sozialen Netzwerken oder Lern- und Arbeitswerkzeugen zu haben bzw. auf kleine Lerneinheiten für einen situativen Abruf zugreifen zu können. Unternehmen und (Hoch-)Schulen haben das Potential mobilen Lernens entdeckt. In diesem Sammelband wird das Thema Mobile Learning grundlegend behandelt. Zudem berichten die AutorInnen aus Wirtschaft und Hochschule anhand von Praxi
    Beschreibung / Inhaltsverzeichnis: Inhalt; 1 Einleitung; Literatur; Teil I Lernen, Arbeiten und Forschen mit Mobile Learning; 2 Vom E-Learning zum Mobile Learning - wie Smartphones und Tablet PCs Lernen und Arbeit verbinden; 2.1 Einleitung: Mobilität als Schlüsselwort unserer Gesellschaft; 2.2 Mobile Learning als Lernform einer mobilen Gesellschaft; 2.3 Mobile Learning als Erweiterung des E-Learning; 2.4 Kontextualisierung; 2.5 Mobiles Lernen im Kontext der Arbeit; 2.6 Die Notwendigkeit von Theorien des Lernens und der Bildung im mobilen Zeitalter; 2.7 Ausblick; 2.8 Literatur
    Beschreibung / Inhaltsverzeichnis: 3 Mobiles Lernen - Systematik, Theorien und Praxis eines noch jungen Forschungsfeldes3.1 Einleitung; 3.1.1 Mobiles Lernen ist …; 3.1.2 Mobiles Lernen will …; 3.2 Die Systematik der medienpädagogischen und erziehungswissen-schaftlichen Mobile Learning-Diskussion; 3.2.1 Kontexte der Mobile Learning-Diskussion; 3.2.2 Argumentative Bezugspunkte der Mobile Learning-Diskussion; 3.2.3 Handlungspraktiken der an der Mobile Learning-Diskussion Beteiligten schaffen die Legitimationsbasis der Mobile Learning-Diskussion; 3.2.4 Struktur des Wissenschaftsprozesses der Mobile Learning-Diskussion
    Beschreibung / Inhaltsverzeichnis: 3.3 Theorien, Konzepte und Modelle der Mobile Learning-Diskussion3.3.1 Lernende im Zentrum: Theoretischer und konzeptioneller Rahmen der Sozio-kulturellen Ökologie Mobilen Lernens; 3.3.2 „Lernergenerierte Contexte" als Ressource, Konstruktionsprozess und Möglichkeitsraum; 3.4 Praxis des Mobilen Lernens im Kontext Schule; 3.4.1 Drei Ansätze bei der Implementierung von Mobilem Lernen in die (Unter-richts-) Praxis; 3.4.2 Öffnung des Schulunterrichts; 3.4.3 Gegensätze, Widersprüche und Brüche; 3.4.4 Lehrende als Moderatoren
    Beschreibung / Inhaltsverzeichnis: 3.4.5 Lernendenperspektive als Chance, Strukturen im Lernprozess zu revidieren3.5 Abschließende Bemerkungen; 3.6 Literatur; 4 Innovation und Trends für Mobiles Lernen; 4.1 Einleitung; 4.2 Expertenstudie zum Mobilen Lernen; 4.3 Trends und Zukunftsperspektiven Mobilen Lernens; 4.3.1 Smartphones als persönliche Lernportale; 4.3.2 Ortsbasierte und kontextsensitive Lerntechnologie; 4.3.3 Mobile Augmented Reality; 4.3.4 Tangible Interfaces und Smart-Objects; 4.3.5 Die Cloud für unterbrechungsfreies Lernen; 4.3.6 Mobile Lernspiele; 4.3.7 Situierte Ambient Displays; 4.4 Diskussion und Ausblick
    Beschreibung / Inhaltsverzeichnis: 4.5 Literatur5 Informelles Mobiles Lernen; 5.1 Einleitung; 5.2 Annäherung an informelles Mobiles Lernen; 5.2.1 Informelles Lernen; 5.2.2 Mobiles Lernen; 5.2.3 Informelles Mobiles Lernen; 5.3 Lerntheoretische und didaktische Bezugspunkte zum informellen Mobilen Lernen; 5.3.1 Lerntheoretische Bezugspunkte informellen Mobilen Lernens; 5.3.2 Didaktisch-methodische Ansatzpunkte; 5.3.3 Anwendungsbeispiele informellen Mobilen Lernens; 5.3.4 Möglichkeiten zur Erfassung und Beschreibung informellen MobilenLernens; 5.4 Kritische Betrachtungen; 5.5 Fazit; 5.6 Literatur
    Beschreibung / Inhaltsverzeichnis: Teil II Mobile Learning an Universitäten
    Anmerkung: Description based upon print version of record
    URL: Volltext  (lizenzpflichtig)
    URL: Inhaltstext
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  • 61
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    Praxiswissen Online-Marketing : Affiliate- und E-Mail-Marketing, Suchmaschinenmarketing, Online-Werbung, Social Media, Online-PR (2013)
    Dordrecht : Springer
    Details
    ISBN: 9783658033125
    Sprache: Deutsch
    Seiten: Online-Ressource (356 p)
    Ausgabe: 4th ed
    Paralleltitel: Print version Praxiswissen Online-Marketing
    DDC: 302.2
    Schlagwort(e): Electronic books
    Kurzfassung: Die wichtigsten Instrumente für profitables Marketing im Internet Marketing-Instrumente erfolgreich nutzen und sinnvoll kombinieren Mit aktuellen Links, ergänzenden Videos und Screencasts im Blog zum Buch
    Beschreibung / Inhaltsverzeichnis: Vorwort; Vorwort zur 3. Auflage; Vorwort zur 2. Auflage; Vorwort zur 1. Auflage; Inhaltsverzeichnis; EinführungDefinition, Begriffsabgrenzung undEntwicklung des Online-Marketings in denvergangenen 17 Jahren; 1 Einführung; 1.1 Was Sie von diesem Buch erwarten dürfen - und was nicht; 1.2 Definition und Abgrenzung; 1.2.1 Der Begriff „Online-Marketing"; 1.2.2 Der Blickwinkel der traditionellen Marketing-Autoren; 1.2.3 Die Betrachtung modernerer Autoren; 1.2.4 Die Betrachtung der aktuellen Literatur; 1.2.5 Ableitung und Definition; 1.2.6 Weitere Begriffsabgrenzungen in Kurzform
    Beschreibung / Inhaltsverzeichnis: 1.2.7 Einordnung: Web 2.0, Social-Media-Marketing und Mobile-Marketing1.3 Entwicklung des Online-Marketings in Zahlen; 1.3.1 Affiliate-Marketing; 1.3.2 E-Mail-Marketing; 1.3.3 Keyword-Advertising; 1.3.4 Online-Werbung; 1.3.5 Suchmaschinenoptimierung; Affiliate-Marketing Hintergründe, Funktionsprinzipien und Formen des Affiliate-Marketings; 2 Affiliate-Marketing; 2.1 Affiliate-Marketing: Hintergrundwissen; 2.2 Definition und Begriffsabgrenzung; 2.3 Funktionsprinzip; 2.3.1 Tracking-Methoden; 2.4 Unterschiedliche Formen des Affiliate Marketings; 2.5 Marktentwicklung in Zahlen
    Beschreibung / Inhaltsverzeichnis: 2.6 Affiliate-Marketing in der Praxis2.7 Provisionsmodelle: Benötigt wird ein Anreiz; 2.7.1 Pay per Sale; 2.7.2 Pay per Lead; 2.7.3 Pay per Click; 2.7.4 Pay per E-Mail; 2.7.5 Lifetime-Provision; 2.7.6 Zwei-oder mehrstufige Vergütungsmodelle; 2.7.7 Mischformen; 2.8 Werbemittel; 2.8.1 Text-Links; 2.8.2 Banner und Buttons der verschiedensten Arten und Größen; 2.8.3 Produktdatenbank als CSV-Datei; 2.8.4 Produktdatenbank über XML-Schnittstelle; 2.8.5 Smart-Content; 2.8.6 Formulare; 2.8.7 Video-Ads; 2.8.8 Page-Peel; 2.8.9 Keywords; 2.9 Affiliate-Marketing über Netzwerke
    Beschreibung / Inhaltsverzeichnis: 2.9.1 Welches Netzwerk ist das Richtige?2.9.2 Meta-Netzwerke; 2.10 Affiliate-Marketing in Eigenregie; 2.10.1 Partnerprogramm-Software; 2.10.2 Juristische Aspekte; 2.10.3 Praxisbeispiele für Vermarktung in Eigenregie; 2.11 Vermarktungsstrategie für das Partnerprogramm; 2.11.1 Anbieter von Partnerprogramm-Verzeichnissen; 2.11.2 Die wichtigsten deutschsprachigen Verzeichnisse; 2.12 Zusammenfassung; E-Mail-Marketing Hintergründe, Formen undProblemstellungen des E-Mail-Marketings; 3 E-Mail-Marketing; 3.1 E-Mail-Marketing: Hintergrundwissen; 3.2 Definition und Begriffsabgrenzung
    Beschreibung / Inhaltsverzeichnis: 3.2.1 Stand-Alone-Kampagne/E-Mailings3.2.2 Newsletter; 3.2.3 Newsletter-Sponsorship; 3.2.4 Enhanced Newsletter; 3.2.5 E-Mail-Responder; 3.3 Problemstellungen des E-Mail-Marketings; 3.3.1 Das Spamfilter- und Blacklist-Problem; 3.3.2 Inhaltliche und konzeptionelle Problemstellungen; 3.3.3 Technische Problemstellungen; 3.3.4 Juristische Problemstellungen; 3.4 Der Markt in Zahlen; 3.5 E-Mail-Marketing in der Praxis; 3.5.1 Was wird für professionelles E-Mail-Marketing benötigt?; 3.6 Versendetag und -Frequenz; 3.7 Besonderheiten des E-Mail-Marketings für Online-Shops
    Beschreibung / Inhaltsverzeichnis: 3.8 Dienstleister oder Eigenregie?
    Anmerkung: Description based upon print version of record
    URL: Volltext
    URL: Volltext
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  • 62
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    Learning, Work and Practice: New Understandings (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400747593 , 1283634082 , 9781283634083
    Sprache: Englisch
    Seiten: Online-Ressource (VIII, 221 p, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    QV 240
    Schlagwort(e): Education ; Education ; Education Philosophy ; Arbeit ; Lebenslanges Lernen
    Kurzfassung: This book's original contribution to a crowded literature on work and learning will attract strong international interest. Its focus on the philosophy of learning at work brings a fresh perspective on a topic normally viewed through psychological, anthropological and sociological eyes. It assembles a host of internationally recognized scholars who reflect on the various philosophies of work-based learning. Full of distinctive and original contributions that provide perceptive insights into the subject, the work will be a practical support to teachers, trainers and researchers at the same time
    Kurzfassung: This books original contribution to a crowded literature on work and learning will attract strong international interest. Its focus on the philosophy of learning at work brings a fresh perspective on a topic normally viewed through psychological, anthropological and sociological eyes. It assembles a host of internationally recognized scholars who reflect on the various philosophies of work-based learning. Full of distinctive and original contributions that provide perceptive insights into the subject, the work will be a practical support to teachers, trainers and researchers at the same time as it gives readers a clear philosophical grounding in learning at work. It is, however, not simply a book about philosophy, but a gazetteer of approaches to education in work that will sustain and inspire those who provide, engage in, and support the learning of new knowledge and skills in the workplace. With adaptability to new employment opportunities so vital to existing workers, the authors stand behind continued provision of work-based learning in the face of tightening economic constraints.
    Beschreibung / Inhaltsverzeichnis: Learning, Work and Practice: New Understandings; Foreword; Contents; Chapter 1: Introduction: Thinking About Work in Work Based Learning; References; Part I; Chapter 2: The Workplace as a Site of Learning: Reflections on the Conceptual Relationship Between Workplace and Learning; Introduction: The Concept of a Workplace; The Concept of Work; Constraints on the Workplace as a Learning Environment; Why Some Learning Has to Take Place in the Workplace; Operational Conditions and the Workplace; Collective Knowledge in the Workplace; IVET and CVET
    Beschreibung / Inhaltsverzeichnis: Towards the Development of Professional Agency Through the Workplace as a Site of LearningReferences; Chapter 3: The Role of On-the-Job and Off-the-Job Provision in Vocational Education and Training; The Disappearing Knowledge Trick; A Different Approach; References; Chapter 4: Tacit Knowledge and the Labour Process; Introduction; Knowledge and Wealth: Retreat from Human Capital?; Braverman's Labour Process Theory; Importance of Knowledge at Work; The Knowledge Worker; Is Knowledge Work Rampant?; Knowledge Management and the Labour Process; Knowledge Sharing
    Beschreibung / Inhaltsverzeichnis: Commodification of Knowledge: A Global/Local QuestionEspoused Reasons for Knowledge Management; Resisting Standardization at Work; Rise of Tacit Knowledge; Knowledge Ownership at Work; Conclusion; Implications; References; Chapter 5: Workplace Identity, Transition and the Role of Learning; The Concept of Workplace Identity; Research into Graduate Identity; Constructing Graduate Identity; Values; Intellect; Performance; Engagement; From Graduate Identity to Workplace Identity; Developing Workplace Identity; References; Part II
    Beschreibung / Inhaltsverzeichnis: Chapter 6: Ontological Distinctiveness and the Emergence of PurposesIntroduction: Beyond 'Mere Castles in the Air'; Ontologically Distinctive Properties; Unpredictability; Irreducibility; Inexplicability; The Significance of Purpose; Pushing on with Purpose; Projective Practices; Building Capacities; Identity and Agency; Conclusion; References; Chapter 7: Practice as a Key Idea in Understanding Work-Based Learning; Introduction; The Scope of the Term 'Work-Based Learning'; Changing Understandings of Work-Based Learning; Early Theories Influenced by Psychology; Sociocultural Theories
    Beschreibung / Inhaltsverzeichnis: Postmodern TheoriesDiverse Understandings of Practice; MacIntyre's Account; Green's Analysis of Less Attenuated Theories; Implications of More Recent Learning Theories and the Practice Turn for Understanding Work-Based Learning; Conclusion; References; Part III; Chapter 8: Aristotelian Gnoseology and Work-Based Learning; Introduction; Work-Based Learning and the Critique of Aristotle; Other Knowledge Is Valuable: For Aristotle Too; The Phronimoi , Their Leisure (Skholi) and Their Occupation (Askholia); References
    Beschreibung / Inhaltsverzeichnis: Chapter 9: Working Our Way Through Murky Coordinates: Philosophy in Support of Truth Processes
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4759-3
    URL: Volltext
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  • 63
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    Research on PISA : Research Outcomes of the PISA Research Conference 2009 (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400744585
    Sprache: Englisch
    Seiten: Online-Ressource (XXII, 221 p. 24 illus, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Research on PISA
    RVK:
    DO 1250
    Schlagwort(e): Mathematics ; Science Study and teaching ; Educational tests and measurements ; Educational psychology ; Literacy ; Education ; Education ; Mathematics ; Science Study and teaching ; Educational tests and measurements ; Educational psychology ; Literacy ; Konferenzschrift 2009 ; PISA-Studie
    Kurzfassung: The Programme for International Student Assessment (PISA) is an important part of the OECD's Indicator Programme. It collects data and provides comparative indicators of education systems in OECD member and partner countries. PISA provides datasets of outstanding quality regarding samples, instruments and analyses. In addition to its important function for educational monitoring, the PISA datasets are the basis of a wide range of secondary analyses from a number of different scientific perspectives and disciplines. The aim of this book is to make some of the outstanding PISA related research results available for a wider audience. Specifically four research areas will be focused: (1) Content related research; (2) Methodological research; (3) Context related research; (4) Research on trends in PISA. Each part of the book is devoted to one of these areas and will start with an introduction from a leading expert in the field followed by chapters covering research conducted in this field.
    Beschreibung / Inhaltsverzeichnis: Research on PISA; Acknowledgements; Contents; Contributors; Introduction: Research on PISA, with PISA, and for PISA; The Purpose of PISA; Structure of Research on PISA; Research with PISA: How to Extend a PISA Cycle?; Research on PISA: Some Expectations; References; Part I: Content Related Research; Introduction : Content Related Researchon PISA; References; Chapter 1: Implications of PISA Outcomes for Science Curriculum Reform in the Netherlands; 1.1 Introduction; 1.2 Dutch Science Education and the PISA 2006 Scientific Literacy Framework; 1.2.1 The PISA 2009 Scientific Literacy Framework
    Beschreibung / Inhaltsverzeichnis: 1.2.2 Comparison of Dutch Science Education with the PISA Framework1.2.3 Expected Strengths and Weaknesses of Dutch Students; 1.3 Methods; 1.3.1 Introduction; 1.3.2 Method of Analysis at the Item Level; 1.4 Results; 1.4.1 Strengths and Weaknesses of Dutch Students; 1.4.1.1 Relatively Difficult Items; 1.4.1.2 Relatively Easy Items; 1.4.2 Differences Between Students in General and Vocational Secondary Education; 1.4.3 Analyses of the Attitudinal Scales; 1.5 Conclusions; 1.5.1 Implications for Dutch Science Education; Appendix: PISA items; The Greenhouse Effect: Fact or Fiction?; Mary Montagu
    Beschreibung / Inhaltsverzeichnis: The History of VaccinationReferences; Chapter 2: Using Mathematical Competencies to Predict Item Difficulty in PISA: A MEG Study; 2.1 Introduction; 2.2 The Competency Related Variables; 2.3 Analysis of the Application of the MEG Item Difficulty Framework; 2.3.1 Psychometric Quality; 2.3.1.1 Correlation of Variable Average Code Values; 2.3.1.2 Coder Consistency; 2.3.2 Results of Difficulty Analyses; 2.3.2.1 Predicting Variance Explained; 2.3.2.2 Factor Analysis; 2.4 Present Status of the Study; References
    Beschreibung / Inhaltsverzeichnis: Chapter 3: PISA Mathematics in Germany: Extending the Conceptual Framework to Enable a More Differentiated Assessment3.1 Introduction; 3.2 The Need to Differentiate: Mathematics Achievement Is Not Homogeneous Across Countries; 3.3 A Model for Mathematical Tasks; 3.4 Features of Mathematical Tasks; 3.5 Profiles of Mathematical Achievement; 3.6 Advantages of Differentiated Assessment; References; Part II: Methodological Research; Introduction: Methodological Research in Large-Scale International Assessments; References; Chapter 4: Modeling Reciprocal Determinism in PISA
    Beschreibung / Inhaltsverzeichnis: 4.1 Reciprocal Determinism4.1.1 Reciprocal Determinism in PISA; 4.2 Formulating a Nonrecursive Structural Equation Model; 4.2.1 Identification; 4.2.2 Measurement Models; 4.2.3 Estimation; 4.3 Findings; 4.3.1 The Fit Between the Model and the Data; 4.3.2 Parameter Estimates; 4.3.3 Reciprocal Determinism; 4.3.4 Other Influences on Mathematics Self-efficacy and Achievement; 4.4 Modeling Reciprocal Determinism in PISA; References; Chapter 5: The Measurement of Translation Error in PISA-2006 Items: An Application of the Theory of Test Translation Error; 5.1 Theoretical Framework
    Beschreibung / Inhaltsverzeichnis: 5.1.1 Definition of Translation Error
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4458-5
    URL: Volltext
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    URL: Cover
    URL: Inhaltstext
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  • 64
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    Chemistry Education and Sustainability in the Global Age (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400748606
    Sprache: Englisch
    Seiten: Online-Ressource (XII, 351 p. 135 illus, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    VB 4050
    RVK:
    VB 4060
    Schlagwort(e): Science Study and teaching ; Education ; Education ; Science Study and teaching
    Kurzfassung: This edited volume of papers from the twenty first International Conference on Chemical Education attests to our rapidly changing understanding of the chemistry itself as well as to the potentially enormous material changes in how it might be taught in the future. Covering the full range of appropriate topics, the book features work exploring themes as various as e-learning and innovations in instruction, and micro-scale lab chemistry. In sum, the 29 articles published in these pages focus the reader’s attention on ways to raise the quality of chemistry teaching and learning, promoting the public understanding of chemistry, deploying innovative technology in pedagogy practice and research, and the value of chemistry as a tool for highlighting sustainability issues in the global community.Thus the ambitious dual aim achieved in these pages is on the one hand to foster improvements in the leaching and communication of chemistry-whether to students or the public, and secondly to promote advances in our broader understanding of the subject that will have positive knock-on effects on the world’s citizens and environment. In doing so, the book addresses (as did the conference) the neglect suffered in the chemistry classroom by issues connected to globalization, even as it outlines ways to bring the subject alive in the classroom through the use of innovative technologies.
    Beschreibung / Inhaltsverzeichnis: pt. 1. Globalization and chemical education -- pt. 2. Learning and conceptual change in chemistry -- pt. 3. Teaching chemistry -- pt. 4. Curriculum and assessment in chemistry education -- pt. 5. E-learning and innovative instruction -- pt. 6. Microscale lab chemistry.
    Beschreibung / Inhaltsverzeichnis: Preface:  Proceedings of 21st ICCE, Peter Mahaffy -- Introduction to the book, Mei-Hung Chiu, Hsiao-Lin Tuan, Hsin-Kai Wu, Jing-Wen Lin, Chin-Cheng Chou -- Section 1. Globalization and Chemical Education, Mei-Hung Chiu -- Dissemination of achievements in chemical education (research) via EU projects, Anna Kolasa, Iwona Maciejowska -- 2.    Polish Education Reform and Resulting Changes in the Process of Chemical Education, Hanna Gulińska -- Section 2. Learning and Conceptual Change in Chemistry, Jing-Wen Lin -- Assessment of Chemistry Anxiety among College Students, Chen Chong Sheau Huey -- Teacher-Student Interactions: The Roles of in-Class Written Questions, Liliana Mammino -- Probing and Fostering Students’ Reasoning Abilities with a Cyclic Predict-Observe-Explain Strategy, Jia-Lin Chang, Chiing-Chang Chen, Chia-Hsing Tsai, Yong-Chang Chen, Meng-Hsun Chou, Ling-Chuan Chang -- A Trial of Placement and Embodiment of Images for Chemical Concepts in the Lesson Model of “Surface Active Agent” through SEIC, Haruo Ogawa, Hiroki Fujii -- Section 3. Teaching Chemistry, Hsiao-Lin Tuan -- Chemistry pre-service teachers’ mental models of science teaching and learning in Malaysia, Maryam Sulaiman, Zurida Haji Ismail -- Chemistry Teachers Enhance their Knowledge in Contemporary Scientific Areas, Rachel Mamlok-Naaman, Ron Blonder, Avi Hofstein -- Practical Science Activities in Primary Schools in Malaysia, Norita Mohamed, Mashita Abdullah, Zurida Hj Ismail -- Teaching Chemistry Effectively with Engineering Majors: Teaching Beyond the Textbook, Yermesha Kyle; Stephen Bacon; Amber Park; Jameka Griffin; Raicherylon Cummins; Raymond Hooks, Bailu Qian, Hua-Jun Fan -- Problem-Based Learning as an Approach to Teach Cell Potential in Matriculation College, Malaysia, Kai-Li Teh, Nooraida Yakob -- Teaching Catalysis by Means of Enzymes and Microorganisms, Peter Grunwald -- The Application of the SATL in Biochemistry, Suzana B. Golemi -- Section 4. Curriculum, Evaluation, and Assessment in Chemistry Education, Mei-Hung Chiu -- An Alignment Analysis of Junior High School Chemistry Curriculum Standards and City-Wide Exit Exams in China, Hongjia Ma, Gavin W. Fulmer, Ling L. Liang, Xian Chen, Xinlu Li, Yuan Li -- A National Survey of Students’ Conceptions and Their Sources of Chemistry in Taiwan: Examples of Chemical Equilibrium and Acids/Bases, Jing-Wen Lin, Mei-Hung Chiu -- The use of electronic media for chemical education research, Francis Burns, David Frank -- Investigation of Tertiary Chemistry Learning Environment in Sabah, Malaysia, Yoon-Fah Laya, Chwee-Hoon Khoob -- The Evaluation of Chemistry Competence for Freshmen at Technology Colleges in Taiwan, Ji-Chyuan Yang, Ching-Yun Hsu, Wen-Jyh Wang, Chia-Hui Tai, Hong-Hsin Huang, Ping-Chih Huang -- Changes in Teachers’ Views of Cognitive Apprenticeship for Situated Learning in Developing a Chemistry Laboratory Course, Hui-Jung Chen, Mei-Hung Chiu -- Section 5. E-learning and Innovative Instruction, Hsin-Kai Wu -- Application of Mind Map and MindManager to Improve Students’ Competence in Solving Chemistry Problems, Zhen Lu, Zheng Zou, Yitian Zhang -- An Integrated-ICT Assessment for College Students’ Performances of Chemical Learning, King-Dow Su -- Academic Performance and Attitude Toward Computer-Aided Instruction in Chemistry, Ronaldo C. Reyes -- Integrating Instant Response System (IRS) as an In-Class Assessment Tool into Undergraduate Chemistry Learning Experience: Student Perceptions and Performance, Tzy-Ling Chen, Yan-Fu Lin,Yi-Lin Liu,Hsiu-Ping Yueh, Horn-Jiunn Sheen, Wei-Jane Lin -- Section 6. Microscale Lab Chemistry, Chin-Cheng Chou -- Aqueous cationic and anionic surfactants for microscale experiments in organic chemistry teaching laboratories, Masayuki Inoue, Yuko Kato, Emi Joguchi, Wataru Banba -- Development of Analytical Method of Gaseous Mixture by Using a Syringe, Takashi Yasuoka -- Microscale Experiments Using a Low-Cost Conductance Meter, Jose H. Bergantin, Jr., Djohn Reb T. Cleofe, Fortunato Sevilla III -- Introducing Microscale Experimentation in Volumetric Analysis for Pre-Service Teachers, Mashita Abdullah, Norita Mohamed, Zurida Hj Ismail -- Innovative Techniques in Micro-scale Chemistry Experiments, Kwok Man Chan -- Microscale Experiment on Decreases in Volume when Forming Binary Liquid Mixtures: Four Alkanol Aqueous Solutions, Tetsuo Nakagawa..
    Anmerkung: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-4860-6
    URL: Volltext
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  • 65
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    Networked Flow : Towards an Understanding of Creative Networks (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400755529 , 1283908689 , 9781283908689
    Sprache: Englisch
    Seiten: Online-Ressource (VI, 117 p. 19 illus, digital)
    Serie: SpringerBriefs in Education
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DP 2600
    Schlagwort(e): Educational tests and measurements ; Educational psychology ; Education ; Education ; Educational tests and measurements ; Educational psychology ; Pädagogik ; Internet ; Netzwerk
    Kurzfassung: Identifying 'networked flow' as the key driver of networked creativity, this new volume in the Springer Briefs series deploys concepts from a range of sub-disciplines in psychology to suggest ways of optimizing the innovative potential of creative networks. In their analysis of how to support these networks, the contributing authors apply expertise in experimental, social, cultural and educational psychology. They show how developing a creative network requires the establishment of an optimal group experience in which individual intentions inform and guide collective goals. The volume represents a three-fold achievement. It develops a ground-breaking new perspective on group creativity: the notion of 'networked flow' as a bridging concept linking the neuropsychological, psychological and social levels of the creative process. In addition, the authors set out a six-stage model that provides researchers with a methodological framework (also by referring to the social network analysis) for studying the creativity traditionally associated with interpersonal contexts. Finally, the book includes perceptive analysis of the novel possibilities opened up by second-generation internet technologies, particularly in social networking, that seem destined to develop and sustain online creativity. As a wide-ranging exposition of a new direction in theoretical psychology that is laden with exciting possibilities, this volume will inform and inspire professionals, scholars and students alike
    Kurzfassung: Identifying ‘networked flow’ as the key driver of networked creativity, this new volume in the Springer Briefs series deploys concepts from a range of sub-disciplines in psychology to suggest ways of optimizing the innovative potential of creative networks. In their analysis of how to support these networks, the contributing authors apply expertise in experimental, social, cultural and educational psychology. They show how developing a creative network requires the establishment of an optimal group experience in which individual intentions inform and guide collective goals.The volume represents a three-fold achievement. It develops a ground-breaking new perspective on group creativity: the notion of ‘networked flow’ as a bridging concept linking the neuropsychological, psychological and social levels of the creative process. In addition, the authors set out a six-stage model that provides researchers with a methodological framework (also by referring to the social network analysis) for studying the creativity traditionally associated with interpersonal contexts. Finally, the book includes perceptive analysis of the novel possibilities opened up by second-generation internet technologies, particularly in social networking, that seem destined to develop and sustain online creativity. As a wide-ranging exposition of a new direction in theoretical psychology that is laden with exciting possibilities, this volume will inform and inspire professionals, scholars and students alike.
    Beschreibung / Inhaltsverzeichnis: Chapter 1: From Creativity to Creative Networks Chapter -- 2: The Cognitive Foundations of Networked Flow Chapter -- 3: The Emergence of Networked Flow Chapter -- 4: Analyzing the Experience of Networked Flow through Social Network Analysis​.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5552-9
    URL: Volltext
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    URL: Cover
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    The Changing Academic Profession : Major Findings of a Comparative Survey (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400761551
    Sprache: Englisch
    Seiten: Online-Ressource (X, 260 p. 25 illus, digital)
    Serie: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 1
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Teichler, Ulrich, 1942 - The changing academic profession
    RVK:
    AL 31600
    Schlagwort(e): Education, Higher ; Education ; Education ; Education, Higher ; Aufsatzsammlung ; Hochschullehrer ; Arbeitsbedingungen ; Internationaler Vergleich
    Kurzfassung: This book provides an overview on the major findings of a questionnaire survey of academic profession in international perspective. More than 25,000 professors and junior staff at universities and other institutions of higher education at almost 20 countries from all over the world provide information on their working situation, their views and activities. The study "The Changing Academic Profession" is the second major study of its kind, and changes of views and activities are presented through a comparison of the findings with those of the earlier study undertaken in the early 1990s. Major themes are the academics' perception of their societal and institutional environments, the views on the major tasks of teaching, research and services, their professional preferences and actual activities, their career, their perceived influence and their overall job satisfaction. Emphasis is placed on the influence of recent changes in higher education: the internationalisation and globalisation, the increasing expectation to provide evidence of the relevance of academic work, and finally the growing power of management at higher education institutions. Overall, the academics surveyed show that worldwide discourses and trends in higher education put their mark on the academic profession, but differences by country continue to be noteworthy. Academics consider themselves to be more strongly exposed to mechanism of regulations, incentives and sanctions as well as various assessments than in the past; yet their own freedom, and responsibilities and influence shape their identity more strongly and are reflected in widespread professional satisfaction. Contents: 1. Introduction. - 2. The Design and Methods of the Comparative Study. - 3. The Variety of Countries Participating in the Comparative Study. - 4. The Academic Career. - 5. Research and Teaching. The Changing Views and Activities of the Academic Profession. - 6. Faculty Perception of the Efficacy of Higher Educational Governance and Management. (HoF/text adopted)
    Beschreibung / Inhaltsverzeichnis: About the Authors -- 1. Introduction -- 2. The Design and Methods of the Comparative Study -- 3. The Variety of Countries Participating in the Comparative Study -- 4. The Academic Career -- 5. Research and Teaching: The Changing Views and Activities of the Academic Profession -- 6. Faculty Perceptions of the Efficacy of Higher Educational Governance and Management -- Appendix -- The Changing Academic Profession: Questionnaire.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-6155-1
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    Critical Pedagogy for Early Childhood and Elementary Educators (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400753952 , 128369820X , 9781283698207
    Sprache: Englisch
    Seiten: Online-Ressource (XXIII, 92 p. 1 illus, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DS 7130
    Schlagwort(e): Early childhood education ; Education ; Education ; Early childhood education ; Kleinkinderziehung
    Kurzfassung: Among the welter of books on critical pedagogy, this volume will be especially valued for its direct focus on early years and elementary educators. Benefiting from the considered views of two veteran teachers of critical pedagogy, the volume is far more than a knowledge-rich resource, offering as it does vital support in applying the tenets of critical pedagogy to classroom practice. Alongside specific examples of teachers engaging in critical pedagogy in elementary and early-childhood classrooms, the material features close analysis and guidance that will help ease teachers into reflective practice in critical pedagogy that is based on praxisthe point at which theory and practice meet and interact. Indeed, the authors move readers even further than this, showing how students as well as teachers can transform their experience of education through critical reflection.After surveying the field of critical pedagogy, the authors discuss the core precepts that inform the classroom practice of critical pedagogues. They move on to discuss how vital these early and elementary years are in forging childrens nascent identities. Other topics covered include discrimination, gender issues, the development of social justice projects, and the social transformations that critical pedagogy can manifest in the classroom. Finally, this resource explains how teachers can move forward in their classroom practice to enhance equity, justice and social responsibility. This book is essential reading for classroom practitioners in early and elementary education, whether neophytes or veterans, who are interested in deploying this powerful educational paradigm in their work.After surveying the field of critical pedagogy, the authors discuss the core precepts that inform the classroom practice of critical pedagogues. They move on to discuss how vital these early and elementary years are in forging childrens nascent identities. Other topics covered include discrimination, gender issues, the development of social justice projects, and the social transformations that critical pedagogy can manifest in the classroom. Finally, this resource explains how teachers can move forward in their classroom practice to enhance equity, justice and social responsibility. This book is essential reading for classroom practitioners in early and elementary education, whether neophytes or veterans, who are interested in deploying this powerful educational paradigm in their work.
    Beschreibung / Inhaltsverzeichnis: Critical Pedagogy for Early Childhood and Elementary Educators; Preface; Introduction; The Testing Paradox; Elementary Student-Centered Teaching Practicefor Democratic Social Justice; Elementary Students as a Part of a Global Citizenry; Organization of the Text; What Is Critical Pedagogy?; Being Critical of Critical Pedagogy; Assumptions: Where Are We?; Identity; Praxis of Critical Pedagogy; Discrimination; Gender, Ethnicity, and Disability; The Dilemma of Social Justice; Teaching for Transformation; Looking Back and Moving Forward; References; Acknowledgements; Contents
    Beschreibung / Inhaltsverzeichnis: Chapter 1: Introduction: Critical Pedagogy in an Age of the Marketizationof EducationThe Marketization of Education; The Hope of Critical Pedagogy; References; Chapter 2: What Is Critical Pedagogy?; Glossary; References; Chapter 3: Being Critical of Critical Pedagogy; Specific Criticisms of Critical Pedagogy; Transforming Criticisms into Solutions; Making Accessible the Language of Critical Pedagogy; Incorporating Other Voices Beyond Those of White Men; Becoming Part of the Solutions and Not Just the Problems of Critical Pedagogy; References; Chapter 4: Assumptions: Where Are We?
    Beschreibung / Inhaltsverzeichnis: Particular Forms of Knowledge Are Valued Over OthersStandards; School Knowledge Belongs to the Privileged; Those in Power Positions Try to Maintain a Dominant Position in Society; What Can We Do to Make a Difference?; Get all Students Involved in Planning the Curriculum; Learn as Much as Possible About Diverse Populations; Examine Stereotypes and Assumptions About Socioeconomic Status; References; Chapter 5: Identity; Who Am I? Why Am I Here?; Family Structures; What Are Obstacles to Identify Formation?; How Do We Overcome Obstacles to Identity Formation?; How Do We Get There?
    Beschreibung / Inhaltsverzeichnis: Who Will Advocate for the Children?References; Chapter 6: Praxis and Critical Pedagogy; Theoretical Background; Educators' Making Meaning; Examining the Unexamined; What Is White Privilege?; Cultural Capital; How to Accomplish Praxis; Application; Technology as Application; References; Chapter 7: Discrimination; Legislation; Time and Space Context; Civil Rights Timeline; Importance of Children and Resistance to Segregation; The Struggle for Voting Rights; Voting Rights Timeline; Stage Development of Discrimination; Assisting Young Students to Accept and Enact Antidiscriminatory Practice
    Beschreibung / Inhaltsverzeichnis: ReferencesChapter 8: Gender, Ethnicity, and Disability; Gender Strides and Declines; Women in Higher Education; Women and Compensation; Theorists in Educational Foundations; Women Left Out of Educational Psychological and Historical Foundations; Ways for Faculty to Promote Equity in the Classroom; Hands and Minds on Ideas for Elementary Learners to Learn About Women in Education; Integrating Women into Elementary Critical Pedagogy Classrooms; Lesson Plan; References; Chapter 9: The Dilemma of Social Justice; What Is Social Justice?; What Is Citizenship?; Fraser's Model of Social Justice
    Beschreibung / Inhaltsverzeichnis: We Pray for the Child
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5395-2
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 68
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    Critical Peace Education : Difficult Dialogues (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789048139453 , 1283697939 , 9781283697934
    Sprache: Englisch
    Seiten: Online-Ressource (XX, 171 p, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DP 6200
    Schlagwort(e): Education ; Education ; Friedenserziehung
    Kurzfassung: Forward-thinking pedagogues as well as peace researchers have, in recent decades, cast a critical eye over teaching content and methodology with the aim of promulgating notions of peace and sustainability in education. This volume gives voice to the reflections of educational theorists and practitioners who have taken on the task of articulating a 'curriculum of difference' that gives positive voice to these key concepts in the pedagogical arena. Here, contributors from around the world engage with paradigm-shifting discourses that reexamine questions of ontology and human subjectivity--discourses that advocate interdisciplinarity as well as the reformulation of epistemological boundaries. Deconstructing the origins and limits of human knowledge and learning, the book affords educators the opportunity to identify and express common elements of the subjects taught and studied in educational institutions, elements that facilitate students' apprehension of peace and sustainability. With penetrating analysis of contemporary issues in the field, this volume introduces a range of fresh theoretical approaches that extend the boundaries of peace education, which is broadly defined as promoting the responsible, equitable and sustainable co-existence of differing human communities. In doing so, the chapters show how we can improve our lives as well as our chances of survival as a species by acknowledging the importance of shared human aspirations that cut across borders, of genuinely listening to alternative voices and opinions, of challenging the ubiquitous, socially constructed historical narratives that define human relations only in terms of power. Charged with vitality and originality, this new publication is a critical examination of issues central to the development and utility of global education
    Kurzfassung: Forward-thinking pedagogues as well as peace researchers have, in recent decades, cast a critical eye over teaching content and methodology with the aim of promulgating notions of peace and sustainability in education. This volume gives voice to the reflections of educational theorists and practitioners who have taken on the task of articulating a ‘curriculum of difference’ that gives positive voice to these key concepts in the pedagogical arena. Here, contributors from around the world engage with paradigm-shifting discourses that reexamine questions of ontology and human subjectivity-discourses that advocate interdisciplinarity as well as the reformulation of epistemological boundaries. Deconstructing the origins and limits of human knowledge and learning, the book affords educators the opportunity to identify and express common elements of the subjects taught and studied in educational institutions, elements that facilitate students’ apprehension of peace and sustainability.With penetrating analysis of contemporary issues in the field, this volume introduces a range of fresh theoretical approaches that extend the boundaries of peace education, which is broadly defined as promoting the responsible, equitable and sustainable co-existence of differing human communities. In doing so, the chapters show how we can improve our lives as well as our chances of survival as a species by acknowledging the importance of shared human aspirations that cut across borders, of genuinely listening to alternative voices and opinions, of challenging the ubiquitous, socially constructed historical narratives that define human relations only in terms of power. Charged with vitality and originality, this new publication is a critical examination of issues central to the development and utility of global education.
    Beschreibung / Inhaltsverzeichnis: Critical Peace Education; Contents; Contributors; Critical Peace Education: Difficult Dialogues; References; Chapter 1: Meditating on the Barricades: Concerns, Cautions, and Possibilities for Peace Education for Political Efficacy; Reflective and Conceptual Dimensions of Comprehensive/Critical Peace Education; Political Concerns: Efficacy in Establishing Cosmopolitan Norms; Pedagogic Concerns: Maintaining Authentic Open Inquiry; Reflecting Our Way to the Barricades: Multiple Modes of Reflective Inquiry Relevant to the Political Efficacy of Peace Learning
    Beschreibung / Inhaltsverzeichnis: Caution with Regard to Religious and Spiritual PracticeSignificant Distinctions: Reflective Inquiry into Conceptual Clarifications; Critical and Ideological: Toward Truly Open Inquiry; Morality and Ethics: Pursuing a Wider Scope of Justice and Moral Inclusion; Reflective Inquiry as a Pedagogy of Cosmopolitanism; References; Chapter 2: The Cold Peace; Introduction; The Liberal Philosophy of Peace; Crimes Against Peace; Peace and Development; American Foreign Policy and the Peace Corps; Liberal World Order and the Growth of the Peace Industry; Neoconservatism, War, and Peace
    Beschreibung / Inhaltsverzeichnis: The Globalization of ViolenceThe Postmodernization of Peace and the Neoliberalization of Security; References; Chapter 3: Re-imag(e)ining the Cosmopolitical: Deconstructing the Other; References; Chapter 4: The Transformative Power of Engaged Thinking for Peace Education; References; Chapter 5: Critical Pedagogy and Peace Education: Understanding Violence, Human Rights, and the Historical Project of Militant Peace; A Theoretical Framework for Understanding Violence; Who Is the Perpetrator of Violence?
    Beschreibung / Inhaltsverzeichnis: Beyond the Politics of Compassion: Discursive and Material Violence in the Age of Human RightsTolerance and the Liberal Ideology of Missionary Politics; Peace Education and Critical Pedagogy: Making Militant Peace a Political Project; References; Chapter 6: Cosmology, Context, and Peace Education: A View from War Zones; Cosmology and Peace Education; Angolan Cosmologies; Perils of Imposition; A Systems Approach to Peace Education; A Case from Northern Uganda; Sociopolitical Disconnects; Toward a Systemic Approach; References
    Beschreibung / Inhaltsverzeichnis: Chapter 7: Critical Emotional Praxis: Rethinking Teaching and Learning About Trauma and Reconciliation in SchoolsIntroduction; The Psychic, Social and Political Influence of Emotions of Trauma and the Implications for Reconciliation Efforts; The Political Appropriation of Emotions of Trauma in Schools: The Example of Fear; Critical Emotional Praxis for Reconciliation Education; Conclusion; References; Chapter 8: What You See Depends Where You Stand: Critical Anticolonial Perspectives on Genocide Education Addressing the 1994 Rwandan Genocide; Situating Our Project; In Conversation: Umwali
    Beschreibung / Inhaltsverzeichnis: Marie-Jolie
    Beschreibung / Inhaltsverzeichnis: Meditating on the Barricades: Concerns, Cautions and Possibilities for Peace Education for Political Efficacy, Betty Reardon -- The Cold Peace, Michael A. Peters and James Thayer -- Re-imag(e)ining the Cosmopolitical: Deconstructing the Other, Bryan A. Wright -- The Transformative Power of Engaged Thinking for Peace Education, Robert Gould -- Critical Pedagogy and Peace Education: Understanding Violence, Human Rights, and the Historical Project of Militant Peace, Panayota Gounari -- Cosmology, Context, and Peace Education: A View From War Zones, Michael G. Wessells -- Critical Emotional Praxis: Rethinking Teaching and Learning About Trauma and Reconciliation in Schools, Mychalinos Zembylas -- What you see depends where you stand: Critical anticolonial perspectives on Genocide Education addressing the 1994 Rwandan Genocide, Lisa K. Taylor, Marie-Jolie Rwigema, Sollange Ssuter Umwali -- Forging a Constellation, Re-covering A Space of Memory Beyond Reconciliation and Consternation, Mario Di Paolantonio -- The Road to Inclusion: Citizenship and Participatory Action Research as a Means of Redressing “Otherness” Among Homeless Youth, David Alan Goldberg -- Dialogical Hospitality as a Habitat for Peace, Francois Mifsud..
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-90-481-3945-3
    URL: Volltext
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    URL: Cover
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  • 69
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    The Academic Profession in Europe: New Tasks and New Challenges (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400746145 , 128361233X , 9781283612333
    Sprache: Englisch
    Seiten: Online-Ressource (XVIII, 200 p. 5 illus, digital)
    Serie: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 5
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. The academic profession in Europe
    RVK:
    AL 31650
    RVK:
    AL 19900
    RVK:
    AL 31600
    RVK:
    AL 50060
    Schlagwort(e): Education, Higher ; Education ; Education ; Education, Higher ; Europa ; Hochschule ; Studium ; Universität ; Hochschule ; Europa ; Akademiker ; Zukunft
    Kurzfassung: This book is the first of several with the results of a collaborative European project supported by the European Science Foundation on changes in the academic profession in Europe (EUROAC). It provides a short description of the ESF EUROHESC programme and the particular forms of international collaborative research projects which are funded under the umbrella of this programme. It then outlines the EUROAC project. This project has chosen three foci (governance, professionalisation, academic careers) to analyse changes in the work of the academic profession. The first results in the form of in-depth literature reviews constitute the content of the book. These eight literature reviews about the state of the art of existing research feature the various dimensions of the overall theme. A particular emphasis is put on factors leading to changes in the work tasks of the academic profession in Europe and how the academic profession is coping with these new challenges. Thus, the book provides a state of the art account of existing research about the following themes: main results of previous studies on the academic profession; the academic profession and their interaction with new higher education professionals; professional identities in higher education; extending work tasks: civic mission and sustainable development; academic careers in academic markets; the changing role of academics in the face of rising managerialism; the influence of quality assurance, governance, and relevance on the satisfaction of the academic profession. Contents: Clarke, Marie/Hyde, Abbey/Drennan, Jonathan: Professional Identity in Higher Education. - Höhle, Esther Ava/Teichler, Ulrich: The Academic Profession in the Light of Comparative Surveys. - Hyde, Abbey/Clarke, Marie/Drennan, Jonathan: The Changing Role of Academics and the Rise of Managerialism. - Schneijderberg, Christian/Merkator, Nadine: The New Higher Education Professionals. - Goastellec, Gaele/Park, Elke/Ates, Gülay/Toffel, Kevin: Academic Markets, Academic Careers: Where Do We Stand? - Probst, Carole/Goastellec, Gaele: Internationalisation and the Academic Labour Market. - Moraru, Luminita/Praisler, Mirela/Marin, Simona Alecu/Bentea, Cristina Corina: The Academic Profession: Quality Assurance, Governance, Relevance, and Satisfaction. - Culum, Bojana/Roncevic, Nena/Ledic, Jasminka: Facing New Expectations - Integrating Third Mission Activities into the University. (HoF/text adopted)
    Beschreibung / Inhaltsverzeichnis: Contents; About the Authors; About the Editors; Introduction; References; Professional Identity in Higher Education; 1 Introduction; 2 Professional Identity Formation; 3 Professional Identity-How it Is Viewed; 4 Identity and Professional Socialisation in Higher Education; 5 Networks and Identity; 6 Identity and Gender in Higher Education; 7 Identity and Midlife Career Academics; 8 Mixed Identities in Higher Education; 9 Identity and Professional Boundaries; 10 Summary; References; The Academic Profession in the Light of Comparative Surveys; 1 The Academic Profession in Focus
    Beschreibung / Inhaltsverzeichnis: 2 The Carnegie Study 1991-19932.1 The Initiative and the Design of the Study; 2.2 Major Results of the Carnegie Study; 2.3 Subsequent Years; 3 The CAP Study; 3.1 The Approach; 3.2 The Design of the CAP Study; 3.3 First Results; 4 Subsequent Comparative Studies; 5 A Final Observation; References; The Changing Role of Academics and the Rise of Managerialism; 1 Introduction; 2 The Traditional Model of a University; 3 Towards Managerialism in Higher Education: The Rise of Neo-Liberalism and the Evaluative State; 4 The Changing Role of Academics with the Advent of Managerialism
    Beschreibung / Inhaltsverzeichnis: 4.1 The Increasing Diversification of Academic Work4.2 The Increasing Control over Academic Work and Loss of Professional Power; 4.3 The Impact of Increased Managerialism on the Nature of Teaching and Research; 5 Professional Socialisation Versus New Managerial Values: Empirical Studies at the Shop-Floor Level; 6 Summary and Conclusion; References; The New Higher Education Professionals; 1 Introduction; 2 Higher Education and University Personnel at Stake; 2.1 A Sketch of the Bigger Picture; 2.2 University Personnel in the Arena
    Beschreibung / Inhaltsverzeichnis: 3 From Quantitative to Qualitative Approaches: Bureaucratisation, Identity and Professionalisation3.1 Quantitative Approaches Towards Academic and Administrative Personnel; 3.2 Qualitative Approaches Towards Administration and Higher Education Professionals; 3.3 A Collage of Features of Higher Education Professionals; 3.4 Institutional Research and Higher Education Professionals; 4 Academic Personnel; 4.1 Shifts in the Academic Job Descriptions, Para-Academics and Higher Education Professionals; 4.2 The "Academic-Turned-Manager" or the Changing Roles of Academic Managers; 5 The Overlap Model
    Beschreibung / Inhaltsverzeichnis: 6 ConclusionsReferences; Academic Markets, Academic Careers: Where Do We Stand?; 1 Academic Markets and Recruitment Procedures: A Historical Perspective; 1.1 From Prestige and Performance to Inbreeding; 1.2 The Academic Labour Market; 1.3 Governance of Academic Careers; 2 Stages of Academic Careers; 2.1 Young Academics and Doctoral Education; 2.1.1 Doctorates; 2.1.2 Post-doctorate; 2.2 Middle Rank and Adjuncts/Contingent Faculties; 2.2.1 Being Part of the Middle Rank: A Required Step on the Path of an Academic Career; 2.2.2 Adjunct Staff: A Dead End?; 2.3 The Professoriate-Tenure
    Beschreibung / Inhaltsverzeichnis: 2.3.1 A Story of Loss
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4614-5
    URL: Volltext
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    URL: Cover
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  • 70
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    Science Education for Diversity : Theory and Practice (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400745636
    Sprache: Englisch
    Seiten: Online-Ressource (XX, 379 p. 46 illus, digital)
    Serie: Cultural Studies of Science Education 8
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Science education for diversity
    RVK:
    TB 4056
    Schlagwort(e): Science Study and teaching ; Religion and education ; Education ; Education ; Science Study and teaching ; Religion and education ; Pädagogische Soziologie
    Kurzfassung: Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts. Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students’ individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels
    Beschreibung / Inhaltsverzeichnis: Contents; Why Science Education for Diversity?; Introduction; What Do We Mean by Diversity?; Social and Historical Context; Cultural Diversity and Science Education; Sociocultural and Dialogic Perspectives; Tensions and Dilemmas; Argument and Structure of This Book; References; Part I: Science Education Reform for Diversity; Dialogic Science Education for Diversity; Introduction: The Science Education for Diversity Project; What Is Science?; Monologic, Dialogic and Diversity; How Do We Conceptualise Diversity?; Developing a Framework for Science Education for Diversity
    Beschreibung / Inhaltsverzeichnis: How Do We Make Science Education More Relevant?Will Inquiry-Based Science Education (IBSE) Help?; Explicitly Dialogic Pedagogy; Connecting to Real Science; Mastery Learning Combined with Dialogic Science Pedagogy; Teaching the Nature of Science; Teaching Thinking in Science and Through Science; The Role of ICT; The Need for Guided Collaborative Critical Reflection on Action; Summary and Conclusion; References; Expanding Notions of Scientific Literacy: A Reconceptualization of Aims of Science Education in the Knowledge Society
    Beschreibung / Inhaltsverzeichnis: The "Two Cultures" and the Need for a Broader Notion of Scientific LiteracyScientific Literacy Reconceptualized; Science Engagement Curriculum Policy Images; Science and the Public: An Online Graduate Program; The Inconvenient Truth: A Documentary on Global Warming; Oceanside Community Science Project (Roth and Lee 2004; Roth and Calabrese 2004); Conclusions; References; Activity, Subjectification, and Personality: Science Education from a Diversity-of-Life Perspective; Cultural-Historical Activity Theory; Activity and Actions; Subjectification; Personality; On the Way to Become a Doctor
    Beschreibung / Inhaltsverzeichnis: Early Activities and RelationsHigh School Science; Science Internship; College Science; Resident Care Assistant; Coda; References; Reflexivity and Diversity in Science Education Research in Europe: Towards Cultural Perspectives; Introduction; Cultural Studies and Issues of Diversity in Science Education; The State of the Art of Cultural Studies of Science Education in Europe; Reflexivity: Theoretical Barriers and Horizons; Towards Cultural Studies as a Unifying Research Paradigm; References; Part II: From Learning to Pedagogy; Science Education for Diversity and Informal Learning
    Beschreibung / Inhaltsverzeichnis: Importance of Informal Environments for Learning ScienceKey Features of Science Learning in Informal Environments; Activation of Prior Knowledge; Acknowledging and Valuing Multiple Perspectives; Sociocultural Frameworks for Informal Science Learning; Sociocultural Approach with Individual Science Learning Goals: Social Constructivism; Sociocultural Approach with Community Learning Goals: Collective Praxis; The Practice of Informal Science Education for Diversity; Examples of the Impact of Exhibit Design on Collaborative Talk; Involving Diverse Groups in Development of Programs and Exhibits
    Beschreibung / Inhaltsverzeichnis: Step 1
    Beschreibung / Inhaltsverzeichnis: Introduction -- Why science education for diversity? Nasser Mansour and Rupert Wegerif -- Part 1. Science education reform for diversity -- Chapter 1: Dialogic Science Education for Diversity, Rupert Wegerif, Keith Postlethwaite, Nigel Skinner, Nasser Mansour, Alun Morgan, Lindsay Hetherington -- Chapter2: Expanding Notions of Scientific Literacy: A Re-conceptualization of Aims of Science Education in the Knowledge Society, Xiufeng Liu -- Chapter3: Activity, Subjectification, and Personality: Science Education from a Diversity-of-Life Perspective, Wolff-Michael Roth, University of Victoria -- Chapter 4: Reflexivity and diversity in research on science education: A European account, Michiel van Eijck -- Part 2, from learning to pedagogy -- Chapter 5: Science education for diversity and informal learning, Loran E. Parker and Gerald H. Krockover -- Chapter 6: Diverse, disengaged and reactive: A teacher’s adaptation of ethical dilemma story pedagogy as a strategy to re-engage learners in education for sustainability,  Elisabeth Taylor, Peter Charles Taylor and MeiLing Chow -- Chapter 7: Tracing science in the early childhood classroom: the historicity of multi-resourced discourse practices in multilingual interaction, Charles Max, Gudrun Ziegler and Martin Kracheel -- Chapter 8: Conceptual frameworks, metaphysical commitments and worldviews: the challenge of reflecting the relationships between science and religion in science education, Keith S. Taber -- Chapter 9: Science Curriculum Reform on “Scientific Literacy for All” across National Contexts: Case Studies of Curricula from England and Hong Kong, Sibel Erduran and Siu Ling Wong -- Part 3 science teacher Education and diversity -- Chapter 10: Science teachers' cultural beliefs and diversities: A sociocultural perspective to science education, Nasser Mansour -- Chapter 11: Envisioning Science Teacher Preparation for Diversity in 21st Century Classrooms: Some Tensions, Norm Thomson, Deborah J. Tippins -- Chapter12: Expanded agency in multilingual science teacher training classrooms, Silvia Lizette Ramos De Robles & Mariona Espinet -- Part 4  Cultural issues in science Education -- Chapter 13: Re-conceptualizing a lifelong science education system that supports diversity: The role of free-choice learning, Lynn D. Dierking -- Chapter 14: Ignoring half the Sky: A feminist critique of science education’s knowledge society, Kathryn Scantlebury, Anita Hussénius, Kristina Andersson and Annica Gullberg -- Chapter 15: Religion in Science Education, Michael J. Reiss -- Chapter 16: Students’ perceptions of apparent contradictions between science and religion: Creation is only the beginning, Berry Billingsley -- Chapter 17: Gender and science in the Arab states: Current status and future prospects, Saouma BouJaoude & Ghada Gholam.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4563-6
    URL: Volltext
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  • 71
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    The Role of International Large-Scale Assessments: Perspectives from Technology, Economy, and Educational Research (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400746299 , 1283935899 , 9781283935890
    Sprache: Englisch
    Seiten: Online-Ressource (X, 160 p. 21 illus, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. The role of international large-scale assessments: perspectives from technology, economy, and educational research
    RVK:
    DO 1250
    Schlagwort(e): Educational tests and measurements ; Economic policy ; Education ; Education ; Educational tests and measurements ; Economic policy ; Konferenzschrift ; Schulleistungsmessung ; Schulleistungsmessung ; Aufsatzsammlung
    Kurzfassung: This volume offers contributions by thought leaders from a variety of disciplines and different perspectives, which are brought together in a final chapter. The contributions give insight in the role of large-scale international assessments as change agents. As national leaders recognize the growing importance of human capital and how it is distributed, policymakers, economists and decision makers in education have become increasingly interested in results from comparative international surveys. These assessments offer important information on the development of cognitive skills and the consequences of differences in the distribution of these skills. Researchers use the data to assess the role of human capital in predicting outcomes and to identify factors that may contribute to the development of more human capital. An invaluable resource for researchers in international comparative education, policy studies, economics, civics education, educational technology, and policy makers.
    Beschreibung / Inhaltsverzeichnis: Preface; Table of Contents; Contributors; Chapter-1; On the Growing Importance of International Large-Scale Assessments; Large-Scale Assessments of Student Populations; Large-Scale Assessments of Adults; The Expanded Range of Large-Scale Assessments; Evidence-Based Policy Information; Perspectives on International Large-Scale Assessments; References; Chapter-2; International Large-Scale Assessments as Change Agents; Transparency as a Change Agent: A Think Model; The Policy Impact of PISA; Transmission; Conclusion; References; Chapter-3
    Beschreibung / Inhaltsverzeichnis: Technologies in Large-Scale Assessments: New Directions, Challenges, and OpportunitiesIntroduction; The Role of Technology in Assessment; Universal Design of Assessment; The Role of Technology in National Large-Scale Assessments; Israel; Instruction, Learning and Assessment via Computers; United States of America; The National Assessment of Educational Progress (NAEP); US State Assessments; Recent Developments in the United States; US Department of Education (DOE); The Role of Technology in International Large-Scale Assessments (ILSAs)
    Beschreibung / Inhaltsverzeichnis: Organization for Economic Co-operation and Development (OECD)Program for the International Assessment of Adult Competencies (PIAAC); The International Association for the Evaluation of Educational Achievement (IEA); International Computer and Information Literacy Study (ICILS)-2013; Conclusion; Appendix; Advantages; Technological challenges; Significant methodological challenges include; References; The Role of International Assessments of Cognitive Skills in the Analysis of Growth and Development; Chapter-4; Introduction; International Testing; The Explosion of Studies
    Beschreibung / Inhaltsverzeichnis: Studies of the Determinants of AchievementThe Studies of Outcomes; Some Things to Be Addressed; Some Measurement Issues; Understanding Individual Economic Outcomes; Issues of Causation; Conclusions; References; The Utility and Need for Incorporating Noncognitive Skills Into Large-Scale Educational Assessments; Chapter-5; Introduction; The Test Score Image and Reality; Multiple Sources of Support for Noncognitive Measures; Employer Needs; Cognitive or Noncognitive Effects; Schools and Noncognitive Outcomes; Schooling and Labor Market Effects; Noncognitive Variables; The Five-Factor Model
    Beschreibung / Inhaltsverzeichnis: Summary and Implications for Educational AssessmentsNext Steps; References; The Contributions of International Large-Scale Studies in Civic Education and Engagement; Chapter-6; History of ILSAs and of IEA in Relation to Civic Education; International Studies in Civic Education and Engagement; Why and How the Civic Domain Is Important to ILSAs; IEA's Role in Civic Education; Studies of Civic Education as Opportunities to Study Multiple Aspects of Student Outcomes; Cognitive Diagnostic Models of Conceptual Knowledge and Skills; Examining Countries' Positions on Multiple Dimensions of Attitudes
    Beschreibung / Inhaltsverzeichnis: Person-Centered Approaches to Understanding Patterns of Civic Attitudes
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4629-9
    URL: Volltext
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  • 72
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    LOST Opportunities : Learning in Out-of-School Time (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400743045
    Sprache: Englisch
    Seiten: Online-Ressource (XIII, 297 p. 17 illus, digital)
    Serie: Explorations of Educational Purpose 23
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DW 1700
    Schlagwort(e): Mathematics ; Science Study and teaching ; Education ; Education ; Mathematics ; Science Study and teaching
    Kurzfassung: Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, makes an important contribution to the field of the learning sciences. Conducting research on OST learning requires us to broaden and deepen our conceptions of learning as well as to better identify the unique and common qualities of different learning settings. We must also find better ways to analyze the interplay between OST and school-based learning. In this volume, scholars develop theoretical structures that are useful not only for understanding learning processes, but also for helping to create and support new opportunities for learning, whether they are in or out of school, or bridging a range of settings. The chapters in this volume include studies of everyday and situated processes that facilitate science and mathematics learning. They also feature new theoretical and empirical frameworks for studying learning pathways that span both in- and out-of-school time and settings. Contributors also examine structured OST programs in which everyday and situated modes of learning are leveraged in support of more disciplined practices and conceptions of science and mathematics. Fortifying much of this work is a leading focus on educational equitya desire to foster more socially supportive and intellectually engaging science and mathematics learning opportunities for youth from historically non-dominant communities. Full of compelling examples and revealing analysis, this book is a vital addition to the literature on a subject with a fast-rising profile.
    Beschreibung / Inhaltsverzeichnis: LOST Opportunities; Preface; A New Way of Looking; This Volume; Thank Yous; References; Contents; Part I: What Counts as Math and Science?; Chapter 1: Introduction: What Counts as Math and Science?; References; Chapter 2: Math I Am: What We Learn from Stories That People Tell About Math in Their Lives; Introduction; Methods; The Interviews; (Mathematical) Identity and Narrative; Home and Mathematics; "What Is Mathematics?" in the Family; Diverse Kinds of Mathematics; Mathematics at Home Stories Are Social; Getting It Done Instead of Getting the Right Answer; Mathematics as Part of Fun
    Beschreibung / Inhaltsverzeichnis: How Mathematics in the Family Relates to the Question of "Who Am I?"Being Personally Responsible; Being Socially Responsible; Being a Family Together; Home and Mathematics Identity; School and Mathematics; "What Is Mathematics?" at School; Generalizing About Experiences with School Mathematics; Mathematics as Speci fi c Problems, Teachers, and Grades; Mathematics for Mathematics' Sake; How Mathematics at School Relates to the Question of "Who Am I?"; School and Mathematics Identity; Design Implications of the MIAM Stories; References
    Beschreibung / Inhaltsverzeichnis: Chapter 3: What Counts as Science in Everyday and Family Interactions?Introduction; Examples of Science-Relevant Activities in Everyday Life; Conversations About Sea Creatures at an Aquarium; Testing Predictions at a Car Track Museum Exhibit; Conversations About Temperature and Melting in a Storybook-Reading Activity; Conversations About Sun Safety at a Community Health Fair; Conclusions; References; Chapter 4: What Counts as Mathematics When "We All Use Math Every Day"? A Look at NUMB3RS; Mathematics in Movies and Television; NUMB3RS; The Mathematics of NUMB3RS; Methods: Word Counts
    Beschreibung / Inhaltsverzeichnis: We All Use Math Every Day: Who Is "We"?We All Use Math Every Day: What Is "Math"?; Methods: Audience Response Study; Who Does Mathematics in NUMB3RS ?; How Do Viewers Decide Something Counts as Mathematics?; Learning in Out-of-School Time: Mathematics and Media; Appendix; References; Chapter 5: What Counts Too Much and Too Little as Math; Stupid Gerry; What Counts as Math Times Two; Math and "Our Language"; Architect A and Architect B; Math Is Distributed and Expressed in Diverse Forms in Everyday Life; Mathematics In-Not-As the Activity; Dumb Ted; Where Do We Go from Here?; Coda; References
    Beschreibung / Inhaltsverzeichnis: Chapter 6: When Is Mathematics, and Who Says So?: A Commentary on Part IReferences; Part II: Understanding How and Why People Learn Across Settings as an Educational Equity Strategy; Chapter 7: Introduction: Understanding How and Why People Learn Across Settings as an Educational Equity Strategy; References; Chapter 8: Creating Within and Across Life Spaces: The Role of a Computer Clubhouse in a Child's Learning Ecology; Introduction; Theoretical Goals and Methodological Strategies; Luis's Learning Pathways; Getting Started at the Clubhouse
    Beschreibung / Inhaltsverzeichnis: Movie-Making Process: Idea Generation, Feedback, and Revision
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4304-5
    URL: Volltext
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    Moving the Equity Agenda Forward : Equity Research, Practice, and Policy in Science Education (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400744677 , 1283612291 , 9781283612296
    Sprache: Englisch
    Seiten: Online-Ressource (XI, 378 p. 9 illus, digital)
    Serie: Cultural Studies of Science Education 5
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Moving the equity agenda forward
    RVK:
    DI 1000
    RVK:
    DU 6000
    Schlagwort(e): Science Study and teaching ; Education ; Education ; Science Study and teaching ; Aufsatzsammlung ; Bildungspolitik ; Chancengleichheit
    Kurzfassung: This volume takes on the vital tasks of celebrating, challenging, and attempting to move forward our understanding of equity and diversity in science education. Organized thematically, the book explores five key areas of science education equity research: science education policy; globalization; context and culture; discourse, language and identity; and leadership and social networking. Chapter authors -- emerging to established US science education scholars -- present their latest research on how to make science interesting and accessible to all students. The volume includes international voices as well: Scholars from around the world crafted responses to each section. Together, authors and respondents attempt to refine our methods for examining equity issues across classrooms, schools, and policies, and deepen our understanding of ways to promote equity and acknowledge diversity in science classrooms. Moving the Equity Agenda Forward is endorsed by NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research. The volume gains authority from the fact that it was edited by one current and four former chairs of NARSTs Equity and Ethics Committee.
    Beschreibung / Inhaltsverzeichnis: Moving the Equity Agenda Forward; Introduction to Volume; Contents; Part I: Introduction: Science Education Policy; Reference; Chapter 1: Science for All: Historical Perspectives on Policy for Science Education Reform; Introduction; Science for All Before 1960; Practical Studies and Vocational Education; The Comprehensive High School and Aptitude Testing as Democratizing Influences; World War II and the Search for Science Talent; The Sputnik Challenge; From the 1960s to the Present: The Era of Civil Rights; A Call for Excellence and Common Culture; The Economic Argument
    Beschreibung / Inhaltsverzeichnis: No Child Left Behind (NCLB)Conclusion; References; Chapter 2: Is It Possible to Teach "Science for All" in a Climate of Accountability? Educational Policy and the Equitable Teaching of Science; Nonmainstream Students, NCLB, and Science Education Reform; Influence of NCLB on the Science Learning of Nonmainstream Students; Possible Reasons for Continued Gaps; Structure of NCLB Policy; Instructional Decisions Focused on Short-Term Assessment Gains; Negative Consequences for Science Teachers; Structure of NCLB Assessments; Understanding the Paradox: Negative Consequences of NCLB
    Beschreibung / Inhaltsverzeichnis: Comments on MethodologyImplications for Science Education Research, Practice, and Policy; References; Chapter 3: Conceptions of Inequality in the Era of Bush/Obama; Conceptions of Inequality in Standards-Based Reform; 1990s Conceptions of Standards-Based Reform; Influence of Standards-Based Reform in Contemporary Initiatives; Conceptions of Inequality in Market-Based Reform; Conceptions of Inequality as Epistemological; What These Lens Enable and Constrain in Our Scholarship; What Is the "So What" for New Scholars Interested in Equality and Diversity?; References
    Beschreibung / Inhaltsverzeichnis: Chapter 4: International Response for Part I: Bridging the Gaps Between Policy and Practice on Equity for Science Education ReformsQuestion 1: What Are the Major Trends of the Policies on Equity in Science Education?; Question 2: How Do These Chapters Address Similar Issues that Might Be Encountered by International Scholars and School Science Teachers?; Question 3: What Issues or Actions Need to Be Considered to Achieve Equity?; Importance of Teacher Preparation in Educational Reform; Necessity of Conducting Policy-Related Research to Provide Evidence of Effectiveness of Policies
    Beschreibung / Inhaltsverzeichnis: Essential Actions Taken for Communication Between Researchers and PolicymakersConcluding Remarks; References; Part II: Introduction: Globalization; References; Chapter 5: The Imperative of Context in the Age of Globalization in Creating Equity in Science Education; Overview; Contextual Factors of Globalization; Holons; Globalization; Positive Effects of Globalization; Mitigating Forces; The Economics of Education and Society; The Notions of Capital and Habitus; Role and Function of Education and Schooling; Revisiting the Imperative of Context; References
    Beschreibung / Inhaltsverzeichnis: Chapter 6: Frameworks for Examining the Intersections of Race, Ethnicity, Class, and Gender on English Language Learners in K-12 Science Education in the USA
    Anmerkung: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-4467-7
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    University Engagement With Socially Excluded Communities (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400748750
    Sprache: Englisch
    Seiten: Online-Ressource (XII, 349 p. 15 illus, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    Schlagwort(e): Education, Higher ; Education ; Education ; Education, Higher
    Kurzfassung: This volume provides insightful analysis of the way higher education engages with socially excluded communities. Leading researchers and commentators examine the validity of the claim that universities can be active facilitators of social mobility, opening access to the knowledge economy for formerly excluded groups. The authors assess the extent to which the ‘Academy’ can deliver on its promise to build bridges with communities whose young people often assume that higher education lies beyond their ambitions. The chapters map the core dynamics of the relationship between higher education and communities which have bucked the more general trend of rapidly rising student numbers. Contributors also take the opportunity to reflect on the potential impact of these dynamics on the evolution of the university’s role as a social institution. The volume was inspired by a symposium attended by a wide spectrum of participants, including government, senior university managers, academic researchers and community groups based in areas suffering from social exclusion. It makes a substantive contribution to an under-researched field, with authors seeking to both shape solutions as well as better diagnose the problem. Some chapters include valuable contextual analysis, using empirical data from North America, Europe and Australia to add substance to the debates on policy and theory. The volume seeks to offer a defining intellectual statement on the interaction between the concept of a ‘university’ and those communities historically missing from higher education participation, the volume deepens our understanding of what might characterise an ‘engaged’ university and strengthens the theoretical foundations of the topic.
    Beschreibung / Inhaltsverzeichnis: 〈p〉Preface -- Contributors -- 〈b〉Part 1〈/b〉: University Engagement with Socially Excluded Communities -- 〈b〉Part 2:〈/b〉 Internal University Transformations for Effective Regional Engagement -- 〈b〉Part 3:〈/b〉 Transformations in the Epistemic ‘Idea’ of a University -- 〈b〉Part 4:〈/b〉 Transformation in the Social Environment for University-Community Engagement -- 〈b〉Part 5:〈/b〉 Conclusions -- 〈i〉 〈/i〉Index.〈/p〉.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4875-0
    URL: Volltext
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    Perceptions of the Holocaust in Europe and Muslim Communities : Sources, Comparisons and Educational Challenges (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400753075
    Sprache: Englisch
    Seiten: Online-Ressource (VIII, 196 p, digital)
    Serie: Muslims in Global Societies Series 5
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    MS 3400
    Schlagwort(e): Religion and education ; History ; Migration ; Education ; Education ; Religion and education ; History ; Migration ; Judenvernichtung ; Muslim ; Einstellung ; Soziale Wahrnehmung ; Internationaler Vergleich
    Kurzfassung: The way people think about the Holocaust is changing. The particular nature of the transformation depends on people's historical perspectives and how they position themselves and their nation or community vis-à-vis the tragedy. Understandably, European Muslims perceive the Holocaust as less central to their history than do other Europeans. Yet while the acknowledgement and commemoration of the horrors of the Holocaust are increasingly important in Europe, Holocaust denial and biased views on the Holocaust are widespread in European Muslims' countries of origin. In this book, a number of distinguished scholars and educators of various backgrounds discuss views of the Holocaust. Problematic views are often influenced by a persistent attitude of Holocaust denial which is derived, in part, from discourses in the Muslim communities in their countries of origin. The essays collected here explore the backgrounds of these perceptions and highlight positive approaches and developments. Many of the contributions were written by people working in the field and reflecting on their experiences. This collection also reveals that problematic views of the Holocaust are not limited to Muslim communities
    Kurzfassung: The way people think about the Holocaust is changing. The particular nature of the transformation depends on people’s historical perspectives and how they position themselves and their nation or community vis-à-vis the tragedy. Understandably, European Muslims perceive the Holocaust as less central to their history than do other Europeans. Yet while the acknowledgement and commemoration of the horrors of the Holocaust are increasingly important in Europe, Holocaust denial and biased views on the Holocaust are widespread in European Muslims’ countries of origin.In this book, a number of distinguished scholars and educators of various backgrounds discuss views of the Holocaust. Problematic views are often influenced by a persistent attitude of Holocaust denial which is derived, in part, from discourses in the Muslim communities in their countries of origin. The essays collected here explore the backgrounds of these perceptions and highlight positive approaches and developments. Many of the contributions were written by people working in the field and reflecting on their experiences. This collection also reveals that problematic views of the Holocaust are not limited to Muslim communities.
    Beschreibung / Inhaltsverzeichnis: Perceptions of the Holocaust in Europe and Muslim Communities; Acknowledgements; Contents; Introduction; References; History Aside?; Antisemitism and Holocaust Remembrance; References; Participation of European Muslim Organisations in Holocaust Commemorations; Introduction; International Commemoration; Muslim Reactions to Holocaust Commemoration; Muslim Leaders Address the Holocaust; Teaching the Holocaust; Assessment; References; The Evolution of Arab Perceptions of the Holocaust; From the End of WWII to the Establishment of Israel
    Beschreibung / Inhaltsverzeichnis: The Evolution of the Major Themes of Holocaust RepresentationCritical Voices in a Promising Era of a Peace Process; The Counter Reaction to the New Discourse; Conclusions; References; Perceptions of the Holocaust in Turkey; 'Positive' Perceptions of the Holocaust; The Armenian Genocide and the Holocaust; The 'Turkish Diplomats Who Saved Turkish Jews'; Negative Perceptions; "The Palestine Question and Genocide"; Holocaust Denial; Hollywood and Films Dealing with the Holocaust; The American Media and Holocaust; Conclusion; References
    Beschreibung / Inhaltsverzeichnis: Antisemitism and the Politics of Holocaust Memorial Day in the UK and ItalyIntroduction; Survivors, Perpetrators, Bystanders; Universalism and Particularism; Responses from Muslim Organisations; Criticising Holocaust Memorial Day; On Holocaust Memorial Day; Rearticulating Antisemitism; References; ' Hamas, Hamas, All Jews to the Gas.' The History and Significance of an Antisemitic Slogan in the Netherlands, 1945-2010; Introduction; Globalisation of the Israeli-Palestinian Con fl ict; Antisemitism in the Netherlands After the Liberation; Secondary Antisemitism
    Beschreibung / Inhaltsverzeichnis: Philosemitism, Anti-Antisemitism and Red (Jews) NosesFootball Hooliganism; Jews as Nazis; New Dutch and the Shoah; Conclusion; References; Perceptions of the Holocaust Among Young Muslims in Berlin, Paris and London; Introduction; Shared Basic Knowledge of the Holocaust; Sources of Knowledge; Doubts, Denial and Conspiracies About the Holocaust; Comparing the Holocaust to Other Atrocities; Equating the Sufferings of Palestinians with the Holocaust; The Topos of Jews Taking Revenge for the Holocaust with the Palestinians
    Beschreibung / Inhaltsverzeichnis: Analogies Between the Holocaust and the War in Iraq and Equations of the US-President with HitlerAnalogies Between the Holocaust and Persecution of Muslims; Explicitly Rejecting Antisemitic Equations; The Holocaust and the Creation of the State of Israel; German Guilt and Compensation Payments; Moral Judgements and Emotional Reactions to the Holocaust; Condemnations of the Holocaust; Condemning the Holocaust with Restrictions: Accusations of Exploitation and Emotional Distance; Empathy; Approval of the Holocaust and Common Ground with Nazis; Conclusions; References
    Beschreibung / Inhaltsverzeichnis: History and Memory of the Other: An Experimental Encounter-Programme with Israeli Jews and Palestinians from Israel 1
    Beschreibung / Inhaltsverzeichnis: Introduction, J. Allouche-Benayoun, G. Jikeli -- History aside?- Juliane Wetzel: Antisemitism and Holocaust Remembrance, G. Bensoussan -- Participation of European Muslim Organisations in Holocaust Commemorations, M. Whine -- The Evolution of Arab Perceptions of the Holocaust, E. Webman -- Perceptions of the Holocaust in Turkey, R.N. Bali -- Anti-Semitism and the Politics of Holocaust Memorial Day in the UK and Italy, P. Spencer, S.V. di Palma -- ‘Hamas, Hamas, all Jews to the Gas.’ The History and Significance of an Antisemitic Slogan in the Netherlands, 1945-2010, E. Gans -- Perceptions of the Holocaust among young Muslims in Berlin, Paris and London, G. Jikeli -- History and Memory of the Other: An Experimental Encounter-Program with Israeli Jews and Palestinians from Israel, M. Eckmann -- Speach Acts. Observing Antisemitism and Holocaust Education in the Netherlandsm R. Ensel, A. Stremmelaar -- Challenges and Opportunities of Educational Concepts concerning National Socialist Crimes in German Immigration Society, M. Can, K. Georg and R. Hatlapa.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5307-5
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    Aquinas, Education and the East (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400752610
    Sprache: Englisch
    Seiten: Online-Ressource (XIV, 192 p, digital)
    Serie: Sophia Studies in Cross-cultural Philosophy of Traditions and Cultures 4
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Aquinas, education and the East
    RVK:
    CE 4717
    Schlagwort(e): Philosophy (General) ; Philosophy, medieval ; Philosophy, modern ; Education Philosophy ; Philosophy ; Philosophy (General) ; Philosophy, medieval ; Philosophy, modern ; Education Philosophy ; Thomas, ; Aquinas, Saint, 1225?-1274 ; Education ; Philosophy ; Philosophy, Asian ; Civilization, Oriental ; Aufsatzsammlung ; Erziehung ; Thomas von Aquin, Heiliger 1225-1274 ; Östliche Philosophie
    Kurzfassung: A confluence of scholarly interest has resulted in a revival of Thomistic scholarship across the world. Several areas in the investigation of St. Thomas Aquinas, however, remain under-explored. This volume contributes to two of these neglected areas. First, the volume evaluates the contemporary relevance of St. Thomas's views for the philosophy and practice of education. The second area explored involves the intersections of the Angelic Doctor’s thought and the numerous cultures and intellectual traditions of the East. Contributors to this section examine the reception, creative appropriation, and various points of convergence between St. Thomas and the East
    Beschreibung / Inhaltsverzeichnis: Aquinas, Education and the East; Foreword; Acknowledgments; Contents; Introduction; Part I: Aquinas and Education: Understanding and Extending Aquinas; Aquinas and His Understanding of Teaching and Learning; 1 Introduction; 2 Teaching and Learning; 3 Conclusion; End Notes; References; Aquinas on Connaturality and Education; 1 Introduction; 2 Philosophical Anthropology and Its Ontological Background in Aquinas; 3 Virtues and Connatural Knowledge; 4 Applications to Contemporary Education; End Notes; References; Aquinas and the Second Person in the Formation of Virtues
    Beschreibung / Inhaltsverzeichnis: 1 The Mystery of Aquinas' Virtue Ethics2 The Gifts and the Second Person; 3 The Fruits and Interpersonal Resonance; 4 Implications of the Second Person for Virtue Formation; End Notes; References; Aquinas on Shame: A Contemporary Interchange; 1 Contexts, Aims and Methodologies; 2 Meaning and Role of Shame; 3 Aquinas: Subversive About Shame?; 4 Final Observations; End Notes; References; Part II: Aquinas and the East: Comparative Approaches; Can Morality Be Taught? Aquinas and Mencius on Moral Education; 1 Aquinas on Education; 2 Aquinas and Mencius on Education: A Comparative Reading
    Beschreibung / Inhaltsverzeichnis: End NotesReferences; Exemplars for the Moral Education of Beginners in the Religious Life: Aquinas and Dōgen; End Notes; References; The Simplicity of the Ultimate: East and West; 1 Introduction; 2 The Fascination of Simplicity; 3 Religious Resistance to Simplicity; 4 Bringing Nirvāna Down to Earth; 5 Conclusion; End Notes; References; Aquinas and Locke on Empiricism, Epistemology, and Education; 1 Introduction; 2 Aquinas on Scientia and the Teacher; 3 Locke on Knowledge and Education; 4 Conclusion; End Notes; References; Part III: Education and the East: Reflections on Educational Policy
    Beschreibung / Inhaltsverzeichnis: Reorganising Schools as Social Enterprises: Play Schools and Gifted Education1 Introduction; 2 Play Schools; 3 Gifted Education; 4 Memoria Christi: Final Thoughts; End Notes; References; Education for All and International Cooperation for Education Development: Ongoing Implications for National Policy in the Philippines; 1 Preamble; 2 Regional Cooperation: A Philippine Perspective; 3 Education Reform Programs 1990 - Present Day; 4 Current Situation; 5 Implications for Policy; References; Index
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5261-0
    URL: Volltext
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    URL: Inhaltsverzeichnis
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    Father Involvement in Young Children’s Lives : A Global Analysis (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400751552
    Sprache: Englisch
    Seiten: Online-Ressource (XXI, 351 p. 15 illus, digital)
    Serie: Educating the Young Child, Advances in Theory and Research, Implications for Practice 6
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    MS 1990
    Schlagwort(e): Early childhood education ; Educational psychology ; Developmental psychology ; Education ; Education ; Early childhood education ; Educational psychology ; Developmental psychology ; Vater ; Randgruppe ; Kind ; Psychosoziale Entwicklung ; Vaterschaft ; Internationaler Vergleich
    Kurzfassung: This vital addition to Springer’s ‘Educating the Young Child’ series addresses gaps in the literature on father involvement in the lives of young children, a topic with a fast-rising profile in today’s world of female breadwinners and single-parent households. While the significant body of theoretical understanding and empirical data accumulated in recent decades has done much to characterize the fluidity of evolving notions of fatherhood, the impact of this understanding on policy and legal frameworks has been uneven at an international level. In a field where groups of fathers were until recently marginalized in research, this book adopts a refreshingly inclusive attitude, aiming to motivate researchers to capture the nuanced practices of fathers in minority groups such as those who are homeless, gay, imprisoned, raising a disabled child, or from ethnically distinct backgrounds, including Mexican- and African-American fathers.The volume includes chapters highlighting the unique challenges and possibilities of father involvement in their children’s early years of development. Contributing authors have integrated theories, research, policies, and programs on father involvement so as to attract readers with diverse interest and expertise, and material from selected countries in Asia, Australia, and Africa, as well as North America, evinces the international scope of their analysis. Their often interdisciplinary analyses draw, too, on historical and cultural legacies, even as they project a vision of the future in which fathers’ involvement in their young children’s lives develops alongside the changing political, economic and educational landscapes around the world.
    Beschreibung / Inhaltsverzeichnis: Foreword; Acknowledgment; Contents; About the Authors; About the Editor; Chapter 1 Introduction; Father Involvement in Young Children's Lives: CommonThemes and Diverse Perspectives; Purpose of the Book; Overview of the Book; Section 1: Father Involvement: Broad Strokes; Section 2: Father Involvement: Perspectives from the United States; Section 3: Father Involvement: Global Perspectives; About the Chapters; Father Involvement: Broad Strokes; Father Involvement: Perspectives from the United States; Father Involvement: Global Perspectives; References
    Beschreibung / Inhaltsverzeichnis: Section I Father Involvement: General PerspectivesChapter 2 Fathers and Early Literacy; Assumptions About Fathers and Early Literacy; Review of Research on Fathers and Early Literacy; Parent Promotion of Early Literacy; Frequency of Fathers Reading to their Children; Father Characteristics Related to Reading to Children; Why Fathers Read to Children?; Materials that Fathers Read; Barriers that Limit Father Involvement in Literacy Activities; Mother and Father Differences; Benefits of Father Involvement in Early Literacy; Summary of the Research Review
    Beschreibung / Inhaltsverzeichnis: Practice Literature and Early Literacy Interventionswith FathersFathers Reading Every Day (FRED) Program; Especially for Dads: Head Start Literacy Program; Dads & Kids Book Club; Literacy Workshop for Dads; Literacy Programs in the United Kingdom; Lessons from Practice; Conclusions; References; Chapter 3 Caring Fathers; What We Need to Know about Caring?; The Dimensions of Caring in Fathers; How Caring Fathers Influence Caring in Children?; Challenges to Fathers' Caring Roles; Strategies for Promoting Caring in Fathers; Informal Venues; Formal Venues
    Beschreibung / Inhaltsverzeichnis: Creating Communities that Nurture Caring FathersFather-Centered Education for Young Children; References; Section II Contexts Within the United States; Chapter 4 Mexican-American Father-Child Literacy Interactions; Family Support System; Challenging Theoretical Perspectives; Methodological Research Conflicts; Transformation of Mexican-American Fathers' Roles; Methodological Research Transformations; Mexican-American Fathers; Historical Transformations; Mexican-American Father Involvement Studies; Literacy Practices; Literacy Roles; Children's Academic Achievement; Educational History
    Beschreibung / Inhaltsverzeichnis: Diverse Literacy ExperiencesResearch and Practical Applications; Research Implications; Practice Implications; Conclusions; References; Chapter 5 Father Involvement, African Americans, and Reducing the Achievement Gap; Historical Efforts to Reduce the Gap; Efforts Prior to the Revolutionary War; Efforts After the Revolutionary War; The Rise of Father Involvement Research; Federal Policy, Father Involvement, and the Achievement Gap; The Eyes of Academics Are Opened; Factors that Contribute to Successful Father Participation; Challenges and Obstacles to Involve African American Fathers
    Beschreibung / Inhaltsverzeichnis: General Challenges and Obstacles
    Beschreibung / Inhaltsverzeichnis: SECTION 1: Father Involvement: General Perspectives -- 1. Fathers and Early Literacy; Glen Palm -- 2. Caring Fathers: Empowering Children to be Loving Human Beings; Kevin J. Swick -- SECTION 2: Contexts within the United States.- 3. Mexican American Father-Child Literacy Interactions; Olivia N. Saracho -- 4. Father Involvement, African Americans and Reducing the Achievement Gap; William H. Jeynes -- 5. Gay Fathers’ Involvement in Their Young Children’s Lives; Dana Berkowitz and Katherine A. Kuvalanka -- 6. Incarcerated Fathers: Implications for Father Involvement; Mike Roettger and Raymond R. Swisher -- 7. Involvement of Homeless Fathers: Challenges and Possibilities; Jyotsna Pattnaik and Christie Medeiros -- 8. Fathers of Young Children with Disabilities: Experiences, Involvement and Needs; Hedda Meadan, Howard P. Parette, Jr. and Sharon Doubet -- 9. Honoring Women Who must Raise Their Children Alone; Beatrice S. Fennimore -- Section 3: International Contexts.- 10. Father-child Involvement in English-Speaking Caribbean Countries: Links to Childhood Development; Jaipaul L Roopnarine -- 11. Indigenous Fathers in Canada: Multigenerational Challenges; Jessica Ball -- 12. Father Involvement: New Zealand; Paul Callister and Lindy Fursman -- 13. Male Involvement in Children’s Lives: Roles and Relevance to Academic and Non-Academic Outcomes in the Australian Context; Andrew J. Martin -- 14. Father Involvement in Young Children’s Care and Education in Southern Africa; Jeremiah Chikovore, Tawanda Makusha and Linda Richter -- 15. Fathering in India: Understanding Challenges and Opportunities; Rajalakshmi Sriram and Prachee Navalkar -- 16. Fathers’ Role in Chinese Children’s Education; Zhonghe Wu, Song An and Shuhua An -- 17. The Father Image in Japan -Traditional Roles and Emerging Realities in Conflict; Michelle Henault Morrone and Yumi Matsuyama -- 18. Father Involvement in Taiwan: A Progressive Perspective; Hsiu-Zu Ho, Chu-Ting Ko, Connie N. Tran, Jessica M. Phillips and Wei-Wen Chen -- Index..
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5155-2
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    Transnational Influences on Values and Practices in Nordic Educational Leadership : Is there a Nordic Model? (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400762268
    Sprache: Englisch
    Seiten: Online-Ressource (XX, 228 p. 7 illus, digital)
    Serie: Studies in Educational Leadership 19
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Moos, Lejf Transnational influences on values and practices in Nordic educational leadership
    RVK:
    DV 1000
    RVK:
    DI 1008
    Schlagwort(e): Education ; Education
    Kurzfassung: This book explores to what extent transnational influences change national/local values and practices in the Nordic educational systems. It provides country cases and thematic chapters that give nuanced insights into the influence of transnational agencies on national governance and discourses. It describes how national discourses and regulation influences school leadership values, culture and practice, in competition with traditional values. The transnational and global discourse on educational leadership is mostly formed according to Anglo-American thinking and tradition. Pivotal foundations of this discourse are strong hierarchical societies/class societies with liberal democracies, and clearly streamed education systems. The Nordic discourse, however, builds on a more equal society and flat hierarchies with participatory democracy, and on comprehensive schooling with strong local community roots. Leadership thinking and practices are formed by the culture and context they are part of: they are primarily shaped by the national/local values, traditions and practices, and only partially shaped by politics, discourses and literature. Due to the fact that a great deal of the literature that is being used in the Nordic contexts is of Anglo-American origin and many of the research projects have Anglo-American foundations, it is difficult to distinguish the sources for leadership thinking and practice. This book distinguishes the Nordic from the Anglo-American thinking and presents important findings and arguments for leadership practitioners inside as well as outside the Nordic countries.​
    Beschreibung / Inhaltsverzeichnis: Transnational Influences on Values and Practices in Nordic Educational Leadership; Foreword; John MacBeath: Questions of Culture and Context; Peter Mortimore: Nordic Leadership: Something Worth Keeping; References; Jim Spillane: School Leadership Research Context and the Context of School Leadership; Philip A. Woods: Nordic Culture as a Resource for Adaptive Response; References; Acknowledgements; Content; Contributors; Chapter 1: Prelude : Tuning the Instrument; 1.1 New Discourses Meet Established Structures and Social Capital; 1.2 Global Influences; 1.3 Supra- and Transnational Agencies
    Beschreibung / Inhaltsverzeichnis: 1.4 Different Societies, Diverse Discourses and Practices1.4.1 Social Differences; 1.4.2 Educational Legacy; 1.5 The Network and the Book; References; Part I: Country Cases; Chapter 2: Denmark: New Links Between Education and Economics; 2.1 Contemporary Governance and Leadership; 2.1.1 From Welfare States to Competitive States; 2.1.2 Changes of Educational Aims; 2.2 Differences Within the Educational System; 2.3 Dominant Discourses, Politics and Practice; 2.3.1 Social Contracts at Multiple Levels; 2.3.2 An Example of a Self-Government Contract; 2.3.3 Influence from a Leadership Perspective
    Beschreibung / Inhaltsverzeichnis: 2.4 Facts and FiguresReferences; Chapter 3: Educational Leadership in Finland or Building a Nation with Bildung; 3.1 Introduction; 3.2 Administration and Leadership of Schools and Education; 3.2.1 A Three-Level Model of School Administration; 3.2.2 Building the Nation with Bildung : Grand Duchy of Finland (1809-1917); 3.2.3 The Independent Nation-State (1917-1945); 3.2.4 The Social Democratic Welfare State (1945-1990); 3.2.5 An Analytical Model for Educational Leadership Policy Changes; 3.3 The Social-Liberal Market State (1990-2008); 3.3.1 Implications for Leadership; 3.4 Discussion
    Beschreibung / Inhaltsverzeichnis: ReferencesChapter 4: Transnational Influence and Educational Policy in Iceland; 4.1 Context; 4.2 Issues: Basic Schools; 4.2.1 Accountability: Tests; 4.2.2 Accountability: Evaluation; 4.3 Open Access and School Choice; 4.4 Inclusion: Students with Special Needs; 4.4.1 Inclusion: Immigrant Students; 4.4.2 Consolidation and the Size of Schools; 4.5 Role of Basic School Headmasters: Prospective Changes; 4.6 Concluding Remarks; 4.7 Facts and Figures; References; Chapter 5: Norway: Centralisation and Decentralisation as Twin Reform Strategies; 5.1 The History of the Norwegian Education System
    Beschreibung / Inhaltsverzeichnis: 5.1.1 A Short Description of the Education System Today5.1.2 Centralisation and Decentralisation as Twin Reform Strategies; 5.2 The Framing of School Leadership; 5.3 The Use of Evaluation and Performance Data as Improvement Strategy; 5.3.1 Aligning Input Governing to Output Measures?; 5.4 Future Trends; Appendix; References; Chapter 6: Sweden: Centralisation and Decentralisation as Implementation Strategies; 6.1 Introduction; 6.2 The Municipalities and Independent Schools; 6.2.1 The Municipalities; 6.2.2 The Independent Schools; 6.3 How the State Steers Education
    Beschreibung / Inhaltsverzeichnis: 6.4 Cross-Pressures and Challenges for Educational Leadership
    Beschreibung / Inhaltsverzeichnis: Contributors -- Forewords by John MacBeath, Peter Mortimore, Jim Spillane and Philip Woods -- 1. Prelude - Tuning the Instrument; Lejf Moos -- Part 1. Country Cases. 2. Denmark: New Links between Education and Economics; Lejf Moos, Klaus Kasper Kofod, Katrin Hjort & Peter Henrik Raae -- 3. Educational Leadership in Finland - or Building a Nation with Bildung; Michael Uljens and Cilla Nyman -- 4. Transnational Influence and Educational Policy in Iceland; Börkur Hansen -- 5. Norway: Centralisation and Decentralisation as Twin Reform Strategies; Jorunn Møller and Guri Skedsmo -- 6. Sweden: Centralization and Decentralization as Implementation Strategies; Mikael Holmgren, Olof Johansson & Elisabet Nihlfors -- Part 2. Thematic Chapters -- 7. Independent Schools in Different Nordic Contexts - Implications for School Leadership?; Pia Skott and Klaus Kasper Kofod -- 8. Leadership for Democracy; Lejf Moos, Börkur Hansen, Göran Bjørk & Olof Johansson -- 9. The Professionalization of Nordic School Leadership; Michael Uljens, Jorunn Møller, Helene Ärlestig & Lars Frode Frederiksen -- 10. Successful Nordic School Leadership; Lejf Moos, Olof Johansson & Guri Skedsmo -- 11. Local Decisions under Central Watch - A New Nordic Quality Assurance System; Olof Johansson, Elisabet Nihlfors,  Mikael Holmgren, Lejf Moos, Guri Skedsmo, Jan Merok Paulsen & Mika Risku -- 12. The Nordic Superintendents´ Leadership Roles: Cross National Comparison; Elisabet Nihlfors, Olof Johansson, Lejf Moos, Jan Merok Paulsen & Mika Risku -- 13. Postlude - Wrap up of the Argument; Lejf Moos -- Author Biographies.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-6226-8
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 79
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    The Work Situation of the Academic Profession in Europe: Findings of a Survey in Twelve Countries (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400759770
    Sprache: Englisch
    Seiten: Online-Ressource (XIV, 290 Seiten) , Illustrationen
    Serie: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 8
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. The work situation of the academic profession in Europe
    RVK:
    AL 25500
    RVK:
    AL 31600
    Schlagwort(e): Education, Higher ; Education ; Education ; Education, Higher ; Education ; Education, Higher ; College teachers ; Europe ; Europa ; Hochschullehrer ; Vergleichende Forschung ; Europa ; Hochschullehrer ; Vergleichende Forschung
    Kurzfassung: This book presents the analysis of the representative survey about the academic profession in twelve European countries. Higher education in Europe has experienced a substantial change in recent years: Expansion progresses further, the expectation to deliver useful contributions of knowledge to the “knowledge society” is on the rise, and efforts to steer academic work through external forces and strong international management are more widespread than ever. Representative surveys of the academic profession in twelve European countries show how professors and junior staff at universities and other institutions of higher education view the role of higher education in society and their professional situation and how they actually shape their professional tasks. Academics differ across Europe substantially in their employment and working conditions, their views and their activities. Most of them favour the preservation of a close link between teaching and research and feel responsible for both theory and practice. Most consider efforts to enhance academic quality and social relevance as compatible. The overall satisfaction with their professional situation is rather high
    Beschreibung / Inhaltsverzeichnis: The Work Situation of the Academic Profession in Europe: Findings of a Survey in Twelve Countries; Contents; Biographies; Editors; Contributors; Chapter 1: The Academic Profession in 12 European Countries - The Approach of the Comparative Study; 1.1 The Concept and the Thematic Areas of the Study; 1.1.1 The Setting and the State of the Knowledge; 1.1.2 The Predecessor and Partner Surveys; 1.1.3 The European Study; 1.2 The Methods Employed; 1.2.1 Sampling Design and Number of Respondents; 1.2.2 Number of Respondents Envisaged; 1.2.3 Data Collection; 1.2.4 Data Checks, Coding and Merging
    Beschreibung / Inhaltsverzeichnis: 1.3 Current VolumeReferences; Chapter 2: Academic Career Paths; 2.1 Introduction; 2.2 Doctoral and Postdoctoral Qualifications; 2.2.1 Doctoral and Postdoctoral Qualifications; 2.2.2 Age at the Award of Doctoral and Postdoctoral Degrees; 2.2.3 Doctoral and Postdoctoral Awards Abroad; 2.2.4 Activities During the Course of Doctoral Training; 2.3 Past Career Steps and Experiences; 2.3.1 Time Span from Graduation to Full-Time Employment in Higher Education; 2.3.2 Past Part-Time Employment; 2.3.3 Age at the Beginning of Full-Time Employment; 2.3.4 Inter-institutional Mobility
    Beschreibung / Inhaltsverzeichnis: 2.3.5 Continuity and Change of Discipline12.4 Current Employment Conditions; 2.4.1 Share of Academics in Senior and Junior Positions; 2.4.2 Duration of Current Employment Contract; 2.4.3 Full-Time and Part-Time Employment; 2.5 Current Remuneration; 2.5.1 Salary; 2.5.2 Additional Employment and Remunerated Work; 2.6 Conclusion; References; Chapter 3: Academic Work, Working Conditions and Job Satisfaction; 3.1 Introduction; 3.2 Assessment of Facilities and Resources; 3.3 Workload and Allocation of Work Time; 3.4 Job Satisfaction; 3.5 Links Between Income and Job Satisfaction; 3.6 Conclusion
    Beschreibung / Inhaltsverzeichnis: ReferencesChapter 4: Gender Differences and Inequalities in Academia: Findings in Europe; 4.1 Introduction: The Place of Women in Academic Markets; 4.2 Gender Distribution; 4.2.1 Women in the Higher Education Systems; 4.2.2 A Question of Status: Academics in the University Sector; 4.2.3 Universities and Other Higher Education Institutions; 4.2.4 A Question of Discipline; 4.3 Contractual Employment Conditions: Full-Time Employment; 4.3.2 Weight of Gender for Full-Time Employment; 4.3.3 Dimensions Influencing Gender Differences; 4.3.4 Professional Characteristics
    Beschreibung / Inhaltsverzeichnis: 4.4 Contractual Employment Conditions: Permanent Employment4.4.1 Fewer Women Permanently Employed; 4.4.2 Impact of Being a Woman; 4.4.3 Weight of Gender for Permanent Employment; 4.4.4 Individual Variables; 4.4.5 Professional Variables; 4.5 Gender in Teaching and Research; 4.5.1 Preference for Research and Teaching; 4.5.2 Distribution of Work Time; 4.6 Gender and Power; 4.7 Conclusion; References; Chapter 5: The Teaching Function of the Academic Profession; 5.1 Introduction; 5.2 Weekly Work Hours; 5.3 Distribution of Time on Various Academic Functions
    Beschreibung / Inhaltsverzeichnis: 5.4 Teaching Time When Classes Are in Session
    Beschreibung / Inhaltsverzeichnis: Editors’ and authors’ biographies -- 1. The Academic Profession in Twelve European Countries - The Approach of the Comparative Study; Ulrich Teichler and Ester Ava Höhle -- 2. Academic Career Paths; Gülay Ates and Angelika Brechelmacher -- 3. Academic Work, Working Conditions and Job Satisfaction; Marek Kwiek and Dominik Antonowicz -- 4. Gender in Academia between Differences and Inequalities: Findings in Europe; Gaële Goastellec and Nicolas Pekari -- 5. The Teaching Function of the Academic Profession; Ester Ava Höhle and Ulrich Teichler -- 6. The Research Function of the Academic Profession in Europe; Jonathan Drennan, Marie Clarke, Abbey Hyde and Yurgos Politis -- 7. The Academic Profession and the Role of the Service Function; Bojana Ćulum, Nena Rončević and Jasminka Ledić -- 8. Movers and Shakers: Academics as Stakeholders - Do They Control Their Own Work?; Timo Aarrevaara and Ian R. Dobson -- 9. From Academic Self Governance to Executive University Management - Institutional Governance in the View of Academics in Europe; Elke Park -- 10. New University Governance: How the Academic Profession Perceives the Evaluation of Research and Teaching; David Campbell -- 11. The Internationalisation of Academic Markets, Careers and Profession; Gaële Goastellec and Nicolas Pekari -- 12. The European Academic Profession or Academic Professions in Europe?; Ester Ava Höhle and Ulrich Teichler -- Appendix: Contextual information about the countries.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5977-0
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 80
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    Zoo Talk (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400748637 , 1283698080 , 9781283698085
    Sprache: Englisch
    Seiten: Online-Ressource (VII, 214 p. 12 illus, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Patrick, Patricia G. Zoo talk
    RVK:
    WB 4049
    Schlagwort(e): Science Study and teaching ; Education ; Education ; Science Study and teaching
    Kurzfassung: Founded on the premise that zoos are 'bilingual'--that the zoo, in the shape of its staff and exhibits, and its visitors speak distinct languages--this enlightening analysis of the informal learning that occurs in zoos examines the 'speech' of exhibits and staff as well as the discourse of visitors beginning in the earliest years. Using real-life conversations among visitors as a basis for discussion, the authors interrogate children's responses to the exhibits and by doing so develop an 'informal learning model' and a 'zoo knowledge model' that prompts suggestions for activities that classroom educators can use before, during, and after a zoo visit. Their analysis of the 'visitor voice' informs creative suggestions for how to enhance the educational experiences of young patrons. By assessing visitors' entry knowledge and their interpretations of the exhibits, the authors establish a baseline for zoos that helps them to refine their communication with visitors, for example in expanding knowledge of issues concerning biodiversity and biological conservation. The book includes practical advice for zoo and classroom educators about positive ways to prepare for zoo visits, engaging activities during visits, and follow-up work that maximizes the pedagogical benefits. It also reflects on the interplay between the developing role of zoos as facilitators of learning, and the ways in which zoos help visitors assimilate the knowledge on offer. In addition to being essential reading for educators in zoos and in the classroom, this volume is full of insights with much broader contextual relevance for getting the most out of museum visits and field trips in general
    Kurzfassung: Founded on the premise that zoos are bilingualthat the zoo, in the shape of its staff and exhibits, and its visitors speak distinct languagesthis enlightening analysis of the informal learning that occurs in zoos examines the speech of exhibits and staff as well as the discourse of visitors beginning in the earliest years. Using real-life conversations among visitors as a basis for discussion, the authors interrogate childrens responses to the exhibits and by doing so develop an informal learning model and a zoo knowledge model that prompts suggestions for activities that classroom educators can use before, during, and after a zoo visit.Their analysis of the visitor voice informs creative suggestions for how to enhance the educational experiences of young patrons. By assessing visitors entry knowledge and their interpretations of the exhibits, the authors establish a baseline for zoos that helps them to refine their communication with visitors, for example in expanding knowledge of issues concerning biodiversity and biological conservation. The book includes practical advice for zoo and classroom educators about positive ways to prepare for zoo visits, engaging activities during visits, and follow-up work that maximizes the pedagogical benefits. It also reflects on the interplay between the developing role of zoos as facilitators of learning, and the ways in which zoos help visitors assimilate the knowledge on offer. In addition to being essential reading for educators in zoos and in the classroom, this volume is full of insights with much broader contextual relevance for getting the most out of museum visits and field trips in general.
    Beschreibung / Inhaltsverzeichnis: Zoo Talk; Contents; Chapter 1: Introduction; References; Chapter 2: A History of Animal Collections; The Beginning of Menageries and Zoos; Zoos in the United States of America; The Evolution of Zoo Design; Zoo Education; The Zoo Voice Today; References; Chapter 3: Rationale for the Existence of Zoos; Education; Conservation; Recreation or Entertainment; Facilities; Research; Culture and Society; The Future; References; Chapter 4: Visitors' Knowledge of Zoos; The Zoo Visitor and Their Reasons for Visiting the Zoo; The Visitor's Perceptions of Nature; The Importance of Mental Models
    Beschreibung / Inhaltsverzeichnis: Understandings People Have of ZoosReferences; Chapter 5: Exhibit Design; Exhibits; Labels; Animals as Exhibits and Topics of Conversation; Experiential Space in Exhibits; References; Chapter 6: Talking About Animals; Taxonomy and the Term Animal; Identifying Animals; Animal Behavior and Anatomy; Attitudes, Emotional Connections, and Culture; References; Chapter 7: Visitor Voice; Form, Function, and Categories of Conversations; Discourse in the Exhibit; Using Grounded Theory to Analyze Conversations; Understanding Terminology; References; Chapter 8: School and Family Groups' Conversations
    Beschreibung / Inhaltsverzeichnis: Family GroupsSchool Groups; Talking Science; References; Chapter 9: The Zoo Voice: Zoo Education and Learning; Why Visit Zoos?; Prior Knowledge and Learning; Zoo Education; References; Chapter 10: Information Educators Need to Know About Zoo Field Trips (Useful Field Trip Information); Analyzing Discourse; Exhibit Learning Cycle; Increasing Communication During the Interpretation Stage; More Ideas; Nature Tables; Physical Science and Hands-On Activities Pre-visit; Patterns of Animal Anatomy; Hands-On Activities Pre-visit; Zoo Kits; DNA Fingerprinting; References
    Beschreibung / Inhaltsverzeichnis: Chapter 11: Zoo Field Trip DesignRationale for Visiting the Zoo: Animals; Rationale for Visiting the Zoo: Educational; Learning During a Zoo Field Trip; Characteristics of Successful Field Trips; Cognitive: Pre-visit Activities; Cognitive: During-Visit Activities; Cognitive: Post-visit Activities; Suggested Activities; Procedural: Facility Staff; Procedural: Advanced Organizers; Social: Student Groups; Social: Control of Visit and Learning; Teacher Training and Chaperone Preparation; References; Chapter 12: Conclusions; Index;
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4863-7
    URL: Volltext
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    URL: Cover
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  • 81
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    Self-directed Learning Oriented Assessments in the Asia-Pacific (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400745070 , 1283697998 , 9781283697996
    Sprache: Englisch
    Seiten: Online-Ressource (XXI, 433 p. 100 illus, digital)
    Serie: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 18
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DO 1250
    Schlagwort(e): Educational tests and measurements ; Educational psychology ; Education ; Education ; Educational tests and measurements ; Educational psychology ; Pädagogischer Test
    Kurzfassung: The Asia-Pacific region needs to maximize the benefits of education to enable it to compete in an economic future dominated by innovation, in which assessing student progress must be an empowering rather than delimiting factor. This detailed exposition of the theoretical basis and application tools of self-directed learning-oriented assessment (SLOA) reflects the very latest research championed by the Assessment Research Centre at The Hong Kong Institute of Education. Featuring a range of relevant case studies, it explores the varied theoretical issues related to SLOA and offers an integrated view of the system fully in line with the constructivist paradigm of learning which advocates formative rather than summative assessment. Many of the initiatives outlined here are firsts in the region.SLOA is already being applied in many schools with links to the ARC. It is an approach to assessment that acknowledges the centrality of self-directed learning and which positions assessment as a tool to enable and enhance self-directed learning. It draws on several theories of learning and assessment, including the constructivist notion that learning is best achieved when students take ownership of their educational process, setting their own goals and monitoring their own progress towards those goals. SLOA has been the research and service approach of the ARC since 2005. In the intervening years the centre has developed a number of tools to facilitate SLOA learning and assessment, including vertical ability scales, teacher-friendly computer software and packages for self-directed learning.
    Beschreibung / Inhaltsverzeichnis: Self-directed Learning Oriented Assessments in the Asia-Pacific; Introduction by the Series Editors; Acknowledgements; Contents; List of Figures; List of Tables; Contributors; Part I: Theory of Self-Directed Learning Oriented Assessment; Chapter 1: Assessment Reform in the Asia-Pacific Region: The Theory and Practice of Self-Directed Learning Oriented Assessment; 1.1 Background: The Broader Context for Change; 1.1.1 Assessment Reforms in the Region; 1.1.2 Commonalities of Assessment Reforms in the Asia-Paci fi c Region; 1.1.3 Assessment as Learning Reform: Self-Directed Learning
    Beschreibung / Inhaltsverzeichnis: 1.1.4 Assessment for Learning Reform1.1.5 Resolving Tensions in Assessment Reforms; 1.2 Conceptions of Self-Directed Learning Oriented Assessment; 1.2.1 Learning Oriented Assessment; 1.2.2 Self-Directed Learning; 1.2.3 Metacognition; 1.2.4 Feedback; 1.2.5 SLOA: Integrating Assessment Of , For and As Learning; 1.2.6 Theoretical Underpinnings of SLOA; 1.3 Implementation Strategies of SLOA in Schools; 1.4 Tools for the Implementation of SLOA; 1.5 Examples of Implementation in the Asia-Paci fi c Region; 1.6 Conclusion; References; Chapter 2: Assessment, Standards-Referencing and Standard Setting
    Beschreibung / Inhaltsverzeichnis: 2.1 Assessment2.1.1 The Meaning of Assessment; 2.1.2 Reporting of Assessments; 2.2 Standards-Referencing; 2.2.1 Giving Meaning to Student Achievement: Norm-Referencing; 2.2.2 Giving Meaning to Student Achievement: Criterion-Referencing; 2.2.3 Giving Meaning to Student Achievement: Standards-Referencing; 2.2.4 Characteristics of Standards-Referenced Systems; 2.2.5 De fi ning Standards; 2.3 Standard Setting; 2.3.1 Setting Standards; 2.3.2 Using Performance Standard to Summarise Student Performance; 2.3.3 Reporting Student Performance
    Beschreibung / Inhaltsverzeichnis: 2.3.4 Some Suggestions for Teachers and Examiners in Setting Examinations and Tests in a Standards-Referenced System2.3.5 Standards-Referencing for School Executives; 2.4 Conclusion; References; Chapter 3: Rapid Dynamic Assessment for Learning; 3.1 Introduction; 3.2 Theoretical Framework; 3.2.1 Knowledge Base and the Nature of Expertise; 3.2.2 Rapid Schema-Based Assessment; 3.2.3 General Design Framework; 3.3 Rapid Diagnostic Assessment Methods; 3.3.1 Rapid Assessment of Expertise in Coordinate Geometry; 3.3.1.1 Model of Expertise; 3.3.1.2 Task Model; 3.3.1.3 Evidence Model
    Beschreibung / Inhaltsverzeichnis: 3.3.2 Rapid Assessment of Expertise in Solving Arithmetic Word Problems3.3.2.1 Model of Expertise; 3.3.2.2 Task Pattern; 3.3.2.3 Evidence Model; 3.4 Toward Rapid Dynamic Assessment for Learning; 3.5 Conclusion; 3.5.1 Future Developments; 3.5.1.1 Establishing Generality of the Tool; 3.5.1.2 Using Rapid Assessment in Adaptive Learning Environments; References; Chapter 4: Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory; 4.1 Introduction; 4.1.1 Assessment Of , For , and As Learning; 4.1.2 Measurement Models for Diagnostic Assessment Data
    Beschreibung / Inhaltsverzeichnis: 4.2 Evidence-Centered Design
    Beschreibung / Inhaltsverzeichnis: Introduction by the Series Editors.-  Acknowledgements -- List of Contributors -- List of Figures -- List of Tables -- About the Contributors -- SECTION 1: Theory of Self Directed Learning Oriented Assessment -- 1. Assessment Reform in the Asia-Pacific Region: The Theory and Practice of Self-directed Learning Oriented Assessment -- 2. Assessment, Standards-Referencing and Standard Setting -- 3.  Rapid Dynamic Assessment for Learning -- 4. Standardized Diagnostic Assessment Design and Analysis: Key Ideas from Modern Measurement Theory -- 5. Application of the DINA Model Framework to Enhance Assessment and Learning -- 6. Theory of Self-Directed Learning-Oriented Assessment: A Non-Technical Introduction to the Theoretical Foundations and Methodologies of Cognitive Diagnostic Assessment -- 7. Getting to the Core of Learning: Using Assessment for Self-monitoring and Self-regulation -- 8. Metacognitive Self-Confidence in School-Aged Children -- SECTION 2: Tools for Implementing Self Directed Learning Oriented Assessment -- 9. Using Item Response Theory as a Tool in Educational Measurement -- 10. A Concurrent-Separate Approach to Vertical Scaling -- 11. Student-Problem Chart: An Essential Tool for SLOA -- 12. Using User-defined Fit Statistic to Analyze Two Tier Items in Mathematics -- 13. Dynamic Assessment of Learning Potential -- 14. Exploiting Computerized Adaptive Testing for Self-Directed Learning -- SECTION 3: Case Studies of Self Directed Learning Oriented Assessment in the Region -- 15. Learning Assessment Reform in Thailand -- 16. Concerns of Student Teachers: Identifying Emerging Themes through Self-assessment -- 17. Informing Learning and Teaching Using Feedback from Assessment Data: Hong Kong Teachers’ Attitudes towards Rasch Measurement -- 18. Accelerated Approach to Primary School English Education in China: Three Case Studies -- 19. Physical Education in Higher Education in Hong Kong: The Effects of the Intervention on Pre-service Sports Coaches’ Attitudes towards Assessment for Learning used in Sports -- 20. The Case of St Margaret’s Girls’ College: How SLOA Promotes Self Assessment and Peer Assessment to Enhance Secondary School Student English Learning -- Index. .
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4507-0
    URL: Volltext
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    URL: Cover
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  • 82
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    Competence Development and Assessment in TVET (COMET) : Theoretical Framework and Empirical Results (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400747258
    Sprache: Englisch
    Seiten: Online-Ressource (XVII, 169 p. 65 illus, digital)
    Serie: Technical and Vocational Education and Training: Issues, Concerns and Prospects 16
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DL 4110
    Schlagwort(e): Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Berufsbildung ; Evaluation
    Kurzfassung: The transferability of vocational education and training qualifications across international borders is a live issue in this heterogeneous field. Key to this goal is defining a common methodology for measuring vocational competences. This publication sets out a proposal for just that, based on the results of a pilot project known as COMET on competence diagnostics in the field of electrical engineering. The study deploys longitudinal analysis to explore issues of competence development, the development of vocational identity, and occupational commitment. It focuses on two discrete occupational profiles in electrical engineering in an ambitious test of a model currently applied to other professions as well. The models success in its first phase is detailed in the second part of the volume, where the authors show that the transfer of the competence framework into an empirical model was successful. They also demonstrate that the methodology can be applied to designing and evaluating vocational education and training processes, making the material relevant to VET teachers and trainers as well as academics. With its first section comprising a full description of the theoretical framework, this book is a significant step forward in an urgent task facing administrations, labor forces and employers around the world. The achievement is in proportion to the notorious complexities of a field whose diversity makes tough demands on large-scale methods of assessment.
    Beschreibung / Inhaltsverzeichnis: Competence Development and Assessment in TVET (COMET); Foreword by Book Series Editor; Preface; Contents; Introduction: Competence Diagnostics in Vocational Education - What For?; References; Chapter 1: Measuring Professional Competence; 1.1 Vocational Education and Training: A Challenge for Competence Diagnostics; 1.2 Examination and Competence Assessment: Two Distinct and Complementing Types of Evaluating Professional Competence Development; 1.3 Professional Competence: A Conceptual Clarification; 1.4 Professional Creativity as a Topic of Competence Diagnostics
    Beschreibung / Inhaltsverzeichnis: 1.5 Potentials and Limits of Competence Measurement1.5.1 Implicit (Tacit) Professional Knowledge; 1.5.2 Professional Action Competence (Professional Aptitude); 1.5.3 The "Increment of Learning"; 1.5.4 Manual Skill; 1.5.5 Social Competences; 1.5.6 Skills That Are Expressed in the Interactive Course of Work; References; Chapter 2: Foundations of a Competence Model; 2.1 Professional Knowledge; 2.2 The Training Objective: Professional Aptitude, Acting Competence, and Shaping Competence; 2.3 Professional Competence Development; 2.4 Professional Identity and Occupational Commitment; References
    Beschreibung / Inhaltsverzeichnis: Chapter 3: The COMET Competence Model: Foundations for the Study of Professional Competence and Identity3.1 Competence Models; 3.2 Conceptual Clarifications; 3.3 The COMET Competence Model; 3.3.1 The Levels of Professional Competence (Requirement Dimension); 3.3.2 The Content Dimension; 3.3.3 The Criteria of Holistic Problem Solving as Competence Criteria; 3.3.4 The Action Dimension; 3.4 Measuring Commitment, Professional Identity, and Context Data; References; Chapter 4: Test Development and Design of the Study; 4.1 Development and Selection of the Test Tasks; 4.1.1 Development of Test Tasks
    Beschreibung / Inhaltsverzeichnis: 4.1.2 Pretest4.1.3 Selection of Test Tasks for the Main Survey; 4.2 Development of the Questionnaire for the Context Data; 4.2.1 Personal Characteristics; 4.2.2 Characteristics of In-Company Training; 4.2.3 Characteristics of the Vocational Schools; 4.3 Development of the Commitment Scale; 4.4 Development of the Assessment Sheet and Operationalization of the Assessment Criteria; 4.5 Design of the Large-Scale Survey; References; Chapter 5: Test Instruments and Implementation of the COMET Study; 5.1 Instruments at the First Test Date; 5.1.1 Open Test Tasks; 5.1.2 The Context Questionnaire
    Beschreibung / Inhaltsverzeichnis: 5.2 Extension of the Test Methodology for the Second Test Date5.2.1 Application of a Non-verbal Test for the Assessment of Basic Cognitive Abilities; 5.2.2 Measuring Test Motivation: Survey of Trainees and Test Supervisors; 5.2.3 Rater Survey on the Weighting of Competence Criteria; 5.3 Participants of the Test Dates; 5.3.1 First Test Date (2008); 5.3.2 Second Test Date (2009) and Extension of the Study by Additional Test Dates; 5.4 The Training Enterprise as an Alternative Test Location; 5.5 Analysis of the Test Results; Reference; Chapter 6: Results 2008: The Survey Population
    Beschreibung / Inhaltsverzeichnis: 6.1 Selection of the Sample and Survey of the Context Data
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4725-8
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 83
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    Disassembling and Decolonizing School in the Pacific : A Genealogy from Micronesia (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400746732
    Sprache: Englisch
    Seiten: Online-Ressource (XXII, 182 p. 15 illus, digital)
    Serie: Contemporary Philosophies and Theories in Education 5
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Kupferman, David W. Disassembling and decolonizing school in the Pacific
    RVK:
    DF 4509
    Schlagwort(e): Education ; Education ; Education Philosophy ; Schule ; Pädagogische Anthropologie ; Mikronesien ; Ozeanien ; Schule ; Ozeanien ; Schule
    Kurzfassung: Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its effects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentality that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schooling's neutrality, self-evident benefit, and its role as the key to contemporary notions of so-called political, economic, and social development. This work aims to disquiet the idea that school today is both rooted in some distant past and a force for decolonization and the postcolonial moment. Instead, through a genealogy of schooling, the author argues that school as it is currently practiced in the region is the product of the present, emerging from the mid-1960s shift in US policy in the islands, the very moment when the US was trying to simultaneously prepare the islands for putative self-determination while producing ever-increasing colonial relations through the practice of schooling. The work goes on to conduct a genealogy of the various subjectivities produced through this present schooling practice, notably the student, the teacher, and the child/parent/family. It concludes by offering a counter-discourse to the normalized narrative of schooling, and suggests that what is displaced and foreclosed on by that narrative in fact holds a possible key to meaningful decolonization and self-determination
    Kurzfassung: Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its effects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentality that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schoolings neutrality, self-evident benefit, and its role as the key to contemporary notions of so-called political, economic, and social development. This work aims to disquiet the idea that school today is both rooted in some distant past and a force for decolonization and the postcolonial moment. Instead, through a genealogy of schooling, the author argues that school as it is currently practiced in the region is the product of the present, emerging from the mid-1960s shift in US policy in the islands, the very moment when the US was trying to simultaneously prepare the islands for putative self-determination while producing ever-increasing colonial relations through the practice of schooling. The work goes on to conduct a genealogy of the various subjectivities produced through this present schooling practice, notably the student, the teacher, and the child/parent/family. It concludes by offering a counter-discourse to the normalized narrative of schooling, and suggests that what is displaced and foreclosed on by that narrative in fact holds a possible key to meaningful decolonization and self-determination.
    Beschreibung / Inhaltsverzeichnis: Disassembling and Decolonizing School in the Pacific; Preface; A Note on Audience; Where This Book Fits; How This Book Is Organized; Acknowledgements; Contents; List of Figures; Chapter 1: Introduction: Where Do We Go from Here?; An Introduction; An Ocean of Discourse: Schooling in Micronesia and Beyond; Decolonizing the Postcolonial Position; Repositioning the Binary; The Temporality of De-positionality: Locus of Enunciation; Narrator as Narrative; Inconvenient Implications: "The Intellectual" and the University; Chapter 2: Theory, Power, and the Pacific
    Beschreibung / Inhaltsverzeichnis: An Imagined Non-entity: Deforming and Reforming Our "Sea of Little Lands"Power-Knowledge-Subject; Relational Power and Foucault; Production and Normalization; Genealogy, Subjectivity, Governmentality; Alternative Conditions of Possibility; Chapter 3: Atolls and Origins: A Genealogy of Schooling in Micronesia; In the Beginning There Was School; The Colonial Period?; The Song, and Actualized Event, of Solomon; The Colonial. Period.; Chapter 4: Power and Pantaloons: The Case of Lee Boo and the Normalizing of the Student; John Ford in the Rock Islands; Scopic Regime, or Why Is He Painted White?
    Beschreibung / Inhaltsverzeichnis: "Osiik a Llomes" and the Limits of Heliotropic(al) TranslationA Portrait of the Student as a Young Man: The Benevolence of the Colonial Project; The Student as Simulacrum; Chapter 5: Certifiably Qualified: Corps, College, and the Construction of the Teacher; Dilettantes and Differends; Peace Corps in Paradise Micronesia; Colleges and Knowledges; The "Highly Qualified" Cult(ure); Chapter 6: The Mother and Child Reunion: Governing the Family; All in the Family; Child, State, School; No Child Left Micronesian: Governmentality and the Child; PIRCs and Other Benefits of Policing the Parent
    Beschreibung / Inhaltsverzeichnis: Chapter 7: Conclusion: The Emperor Is a Nudist: A Case for Counter-Discourse(s)Over the River and Through Bretton Woods: Development, Schooling, and Regimes of Representation; Culture, Custom, Catachresis; Dressing the Emperor; References; Index
    Anmerkung: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-4673-2
    URL: Volltext
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    URL: Cover
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  • 84
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    Cultural and Social Diversity and the Transition from Education to Work (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400751071 , 1283698145 , 9781283698146
    Sprache: Englisch
    Seiten: Online-Ressource (XV, 232 p. 14 illus, digital)
    Serie: Technical and Vocational Education and Training: Issues, Concerns and Prospects 17
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Tchibozo, Guy Cultural and social diversity and the transition from education to work
    RVK:
    QV 000
    Schlagwort(e): Labor economics ; Education ; Education ; Labor economics ; Aufsatzsammlung ; Schule ; Berufsbildung ; Übergang
    Kurzfassung: This edited volume provides multidisciplinary and international insights into the policy, managerial and educational aspects of diverse students transitions from education to employment. As employers require increasing global competence on the part of those leaving education, this research asks whether increasing multiculturalism in developed societies, often seen as a challenge to their cohesion, is in fact a potential advantage in an evolving employment sector. This is a vital and under-researched field, and this new publication in Springers Technical and Vocational Education and Training series provides analysis both of theory and empirical data, submitted by researchers from nine nations including the USA, Oman, Malaysia, and countries in the European Union. The papers trace the origins of business demand for diversity in their workforces skill set, including national, local and institutional contexts. They also consider how social, demographic, cultural, religious and linguistic diversity inform the attitudes of those seeking workand those seeking workers. With clear suggestions for future research, this work on a topic of rising profile will be read with interest by educators, policy makers, employers and careers advisors.
    Beschreibung / Inhaltsverzeichnis: Cultural and Social Diversity and the Transition from Education to Work; Preface; Springer: Technical and Vocational Education and Training Series; Contents; About the Contributors; About the Editor; Part I: Introduction; Chapter 1: Leveraging Diversity to Promote Successful Transition from Education to Work; 1 Problem Statement; 2 Theoretical Approach and Research Procedure; 3 Concepts; 3.1 Concept of School-to-Work Transition System; 3.1.1 School-to-Work Transition Process; 3.1.2 School-to-Work Transition System; 3.2 Concept of Organisations' Demand for Diversity; 3.2.1 Diversity
    Beschreibung / Inhaltsverzeichnis: 3.2.2 Reasons for the Demand for Diversity3.2.3 Organisations' Demand for Diversity; 4 How Can the School-to-Work Transition System Address the Demand for Diversity?; 4.1 Role of the Education Subsystem; 4.2 Role of the Employment Subsystem; 5 Conclusion; References; Part II: The Demand for Cultural and Social Diversity; Chapter 2: Cultural and Social Diversity in the United States: A Compelling National Interest; 1 Introduction; 1.1 The Demand for Cultural and Social Diversity; 1.1.1 Cultural Competency; 1.1.2 Representative Bureaucracy; 2 Confrontations Over Educational Access; 3 Summary
    Beschreibung / Inhaltsverzeichnis: 4 Future ResearchReferences; Chapter 3: Perceptions of the Demand for Cultural Diversity in the Omani Workplace and Its Availability Among Secondary School Students; 1 Cultural Diversity in the Workplace; 2 Role of Education in Shaping Cultural Diversity Orientations and Skills; 3 Cultural Diversity in Oman; 4 Demand for Cultural Diversity in the Omani Workplace; 5 Theoretical Framework; 6 Importance of the Study; 7 Research Questions; 8 Study Instrument; 8.1 Awareness of Local and Global Factors; 8.2 Awareness of Cultural Types; 8.3 Attributes; 8.4 Skills/Competencies; 9 Study Samples
    Beschreibung / Inhaltsverzeichnis: 10 Data Analysis11 Attributes and Skills; 12 Discussion and Conclusion; References; Chapter 4: Cultural Diversity and the School-To-Work Transition: A Relational Perspective; 1 Introduction; 2 The Concept of Cultural Diversity; 2.1 Background to Cultural Diversity in Europe; 2.2 Workforce Diversity; 3 Approaches to Managing Diversity; 4 The European Tourism Sector; 4.1 Human Resources in Tourism; 5 Workplace Diversity in European Tourism; 6 Theoretical Framework; 6.1 Capital; 6.2 Habitus; 6.3 Field; 7 Methods; 7.1 Limitations; 8 Findings and Discussion; 8.1 The Macro Socio-Economic Context
    Beschreibung / Inhaltsverzeichnis: 8.2 Student Reflections8.3 Human Capital/Cultural Capital; 8.4 International Experience; 8.5 Physical/Cultural Characteristics; 9 Survey of Jobseekers; 10 Survey of Employers; 11 Conclusion; References; Chapter 5: Workforce Diversity in Malaysia: Current and Future Demand of Persons with Disabilities; 1 Introduction; 1.1 Demand of PWDs as Workforce; 1.2 Challenges and Strategies in Employing PWDs; 1.3 Future Trends; 2 Research Objectives; 2.1 To Compare the Profiles of Organizations That Hired and Did Not Hire PWDs as Workforce
    Beschreibung / Inhaltsverzeichnis: 2.2 To Examine Organizations' Views About Demands on PWDs as Workforce
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5107-1
    URL: Volltext
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    URL: Cover
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  • 85
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    Higher Education in Saudi Arabia : Achievements, Challenges and Opportunities (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400763210
    Sprache: Englisch
    Seiten: Online-Ressource (XIII, 190 p. 6 illus, digital)
    Serie: Higher Education Dynamics 40
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    AL 84750
    Schlagwort(e): Education, Higher ; Education ; Education ; Education, Higher ; Saudi-Arabien ; Hochschule
    Kurzfassung: This book provides the first academically rigorous description and critical analysis of the Higher Education system in the Kingdom of Saudi Arabia, and of the vision, strategies and policy imperatives for the future development of Saudi universities. The government of Saudi Arabia has recognized in both policy and practice the necessity of developing its university system to world-class standard. Significantly increasing access and participation in Higher Education across a range of traditional and non-traditional disciplines is directly relevant to the future social and economic growth of the country. This book addresses the way in which Saudi Arabia is moving to develop a quality university system that balances the need for students to gain the knowledge, skills and ‘ways of doing’ necessary to operate effectively on the world stage while simultaneously maintaining and demonstrating the fundamental values of the Islamic religion and culture. The book provides a description and critical analysis of the key components of the Saudi Higher Education system, and of system-level responses to the challenges and opportunities facing Saudi universities. It is written by a team of Saudi academics and authors of international standing from non-Saudi universities so as to provide both internal and external perspectives on all issues and to place information and ideas in the context of the international Higher Education scene
    Beschreibung / Inhaltsverzeichnis: Higher Education in Saudi Arabia; Foreword; Contents; Contributors; Chapter 1: Higher Education in Saudi Arabia: Reforms, Challenges and Priorities; Introduction; The Saudi Higher Education System: An Overview; The Reform Agenda; The Vision of `World Class'; Governance and Leadership; Teaching and Learning; Research and Research Productivity; Accreditation and Quality Assurance; Equity; Privatisation; Medical Education; International Collaboration and Engagement; Data Issues; Priorities; References; Chapter 2: Dreams and Realities: The World-Class Idea and Saudi Arabian Higher Education
    Beschreibung / Inhaltsverzeichnis: What Is a World-Class University and System?Research Universities, World-Class Status, and Rankings in the Saudi Context; The Inevitability of Rankings; Rankings Presume a Non-existent Zero-Sum Game; Where Is Teaching in the International Rankings?; What, Then, Do the Rankings Measure?; Saudi Arabia in the Rankings; An Analysis of the Rankings in the Saudi Arabian Context; Saudi Universities in the Rankings; Saudi Universities in Webometrics; Saudi Universities in the Times Higher Education Rankings; Saudi Universities in the Academic Ranking of World Universities
    Beschreibung / Inhaltsverzeichnis: The Impact of Ranking on Saudi UniversitiesWhat Is a World-Class System?; Ministry of Higher Education Strategies; Conclusion; References; Chapter 3: Governance in Saudi Higher Education; Introduction; Governance Arrangements; Historical Overview; Role of the Government in Higher Education; Hierarchical Structure of Saudi Higher Education; Recent Governance Reform in Saudi Higher Education; King Abdullah University for Science and Technology (KAUST); King Saud University (KSU); Current Governance Issues in Saudi Higher Education; Critical Analysis of Saudi University Governance; References
    Beschreibung / Inhaltsverzeichnis: Chapter 4: The Learning Experiences of Saudi Arabian Higher Education Leadership: Characteristics for Global SuccessIntroduction; The Role of Leadership in Higher Education; Academic Leadership and Culture; Leadership Development Experiences Worldwide; The Academic Leadership Center Initiative in Saudi Arabia; Conclusion; References; Chapter 5: Delivering High-Quality Teaching and Learning for University Students in Saudi Arabia; Context: A National System; Context: Entry Levels and Fields of Study; Context: Teaching and Research, Complementary or Competitive?
    Beschreibung / Inhaltsverzeichnis: Basic Issues and the Way They InteractA Particular Issue: Learning in English When the Home Language Is Arabic; Providing Support for Saudi Staff; Providing Support for Students; The Preparatory Year; Adequate Study Skills Remain a Major Issue; Conclusion; References; Chapter 6: Assessment of Student Learning; Introduction; The Nature of Traditional Assessment; Concerns About the Nature of Assessment; Educational Reforms and New Directions in Student Assessment; New Learning and Assessment Paradigms; The Emphasis of NCAAA on Assessment of Learning Outcomes
    Beschreibung / Inhaltsverzeichnis: Changes in Student Assessment Methods and Purposes
    Beschreibung / Inhaltsverzeichnis: Foreword -- 1. Higher Education in Saudi Arabia: Reforms, Challenges and Priorities -- 2. Dreams and Realities: The World-class Idea and Saudi Arabian Higher Education -- 3. Governance in Saudi Higher Education -- 4. The Learning Experiences of Saudi Arabian Higher Education Leadership: Characteristics for Global Success -- 5. Delivering High Quality Teaching and Learning for University Students in Saudi Arabia -- 6. Assessment of Student Learning -- 7. The Role of Information Technology in Supporting Quality Teaching and Learning -- 8. Selecting and Developing High Quality University Staff -- 9. Knowledge-Based Innovation and Research Productivity in Saudi Arabia -- 10. Accreditation and Quality Assurance -- 11. Higher Education for Women in the Kingdom of Saudi Arabia -- 12. Private Higher Education in the Kingdom of Saudi Arabia: Reality - Challenges - Aspirations -- 13. The Development of Medical Education in Saudi Arabia -- 14. Student Scholarships in Saudi Arabia: Implications and Opportunities for Overseas Engagement -- 15. International Collaboration -- 16. Challenges and Opportunities for Higher Education in Saudi Arabia: An Exploratory Focus Group.- 17. Higher Education in Saudi Arabia: Conclusions -- List of Contributors -- Index.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-6321-0
    URL: Volltext
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    URL: Cover
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  • 86
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    Understanding Education Policy : The ‘Four Education Orientations’ Framework (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400762657
    Sprache: Englisch
    Seiten: Online-Ressource (IX, 71 p. 2 illus, digital)
    Serie: SpringerBriefs in Education
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Jones, Tiffany Understanding education policy
    RVK:
    DI 1000
    Schlagwort(e): Education ; Education ; Education Philosophy ; Bildungspolitik
    Kurzfassung: Analysis of education policy often follows a particular orientation, such as conservative or neo-liberal. Yet, readers are often left to wonder the true meaning and conceptual framing behind these orientations. Without this knowledge, the policy analysis lacks true rigor, its value is diminished as the results may prove difficult to reproduce. Understanding Education Policy provides an overarching framework of four key orientations that lie beneath much policy analysis, yet are rarely used with accuracy: conservative, liberal, critical and post-modern. It details each orientation's application to policy making, implementation and overall impact. The book also argues the value of analysing a policy’s orientation to improve the clarity of its analysis and allow broader trends across the education policy field to emerge.The book offers practical examples, key vocabulary and reflection activities which give equitable, yet critical consideration to all education orientations. This allows readers to see the benefits and disadvantages of each perspective and discover their own biases.This introduction to education policy analysis offers theoretically broad, highly practical coverage. It is adaptable to many kinds of policy analysis areas and will appeal to a wide range of readers with an interest in education policy, from students conducting specific research to policy makers looking for a deeper way to re-think their work
    Beschreibung / Inhaltsverzeichnis: 1. Introduction -- 2. Perceptions of Policy -- 3. Policy Paradigms Frameworks: Gaps Within Research -- 4. The Four Orientations to Education Framework​.
    Anmerkung: Includes bibliographical references
    DOI: 10.1007/978-94-007-6265-7
    URL: Volltext
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    URL: Cover
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  • 87
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    Knowledge and the Economy (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400761308
    Sprache: Englisch
    Seiten: Online-Ressource (290 p)
    Ausgabe: Online-Ausg.
    Serie: Knowledge and Space v.5
    Paralleltitel: Print version Knowledge and the Economy
    DDC: 306.43
    RVK:
    MS 6950
    RVK:
    RB 10559
    RVK:
    RB 10651
    Schlagwort(e): Electronic books ; Aufsatzsammlung ; Informationsgesellschaft ; Wissensintensives Unternehmen ; Regionalentwicklung ; Wirtschaftsgeografie ; Welt
    Kurzfassung: The broad spectrum of topics surrounding what is termed the 'knowledge economy' has attracted increasing attention from the scientific community in recent years. The nature of knowledge-intensive industries, the spatiality of knowledge, the role of proximity and distance in generating functional knowledge, the transfer of knowledge via networks, and the complex interplay between knowledge, location and economic development are all live academic issues. This book, the fifth volume in Springer's Knowledge and Space series, focuses on the last of these: the multiple relationships between knowledg
    Beschreibung / Inhaltsverzeichnis: Contents; Contributors; Part I: Knowledge Creation and the Geography of the Economy; Chapter 1: Introduction: Knowledge and the Geography of the Economy; Knowledge and the Economy; Knowledge and Geography; The Structure of This Book; References; Chapter 2: Relations Between Knowledge and Economic Development: Some Methodological Considerations; Open Questions and Shortcomings in the Discussion on the Diffusion of Codified Knowledge; The Importance of Having a Lead in Information, Knowledge and Technology
    Beschreibung / Inhaltsverzeichnis: The Economic "Utility" of Literacy, Educational Attainment and Research in the Course of HistoryThe Spatial Dimension's Significance in the Generation and Diffusion of Knowledge; What Is the Added Value of Considering Spatial Structures and Contexts?; How Can a Milieu or Context of Action Be Defined?; Possible Conceptions of the Relations Between Milieu and Actor; How Relevant Are Spatial Proximity and Distance to the Generation of Knowledge? 5; The Significance of the Scale of Inquiry
    Beschreibung / Inhaltsverzeichnis: The Time Dimension's Significance in the Analysis of the Relation Between Knowledge and Economic DevelopmentConclusion; References; Chapter 3: A Microeconomic Approach to the Dynamics of Knowledge Creation; A Model of Collective Invention; Revisiting the Traditional Arrovian Hypotheses; The Vital Role of Knowing Communities; The Process of Collective Invention Viewed as a Codification Process; The Central Role of Boundary Spanners; The Stabilization Phase of the Process of Invention: Meeting the Traditional Conditions; The Respective Roles of Organizations, Individuals, and Communities
    Beschreibung / Inhaltsverzeichnis: The Process of Innovation Beyond the Phase of EmergenceSome Main Consequences of the Model of Collective Invention; The Consequences for the Interpretation of Property Rights; The Consequences in Terms of Creative Clusters; Conclusion; Appendix; References; Chapter 4: Knowledge Creation and the Geographies of Local, Global, and Virtual Buzz; The Role of Proximity and F2F Interaction; Permanent Co-presence in Clusters and Local Buzz; Organizational Co-presence in Global Networks; Temporary F2F Interaction and Global Buzz; CMC Versus F2F Collaboration in Groups and Corporations; Conclusion
    Beschreibung / Inhaltsverzeichnis: ReferencesChapter 5: Creativity: Who, How, Where?; Who Is Creative?; Cultural Industries and Creative Industries; Creative Organizations: How to Manage Creativity-Or at Least Facilitate It; Where Does Creativity Happen? Creative Places; Why Creativity Needs Cities; The Example of Google; Conclusions; References; Chapter 6: The Problem of Mobilizing Expertise at a Distance; Conceptualizing the Organizational Challenge of Knowledge Transfer; Trading off Organizational Coherence and Geographical Expansion; Know-Who: Networks of Personal Knowledge Transfer; The Case of MILECS; Data and Methods
    Beschreibung / Inhaltsverzeichnis: How Vulnerable Is the MILECS Knowledge Network?
    Anmerkung: Description based upon print version of record
    URL: Volltext
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    Lasting Female Educational Leadership : Leadership Legacies of Women Leaders (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400750197 , 1283634309 , 9781283634304
    Sprache: Englisch
    Seiten: Online-Ressource (XVIII, 209 p. 4 illus, digital)
    Serie: Studies in Educational Leadership 18
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DM 2000
    Schlagwort(e): Education, Higher ; Education ; Education ; Education, Higher ; Hochschulorganisation ; Frau
    Kurzfassung: Our colleges and universities are being led in large part by baby boomers who are now in later midlife. Huge numbers of those middle-aged leaders will retire within the next 10 years. While we know that being in later midlife and impending retirement must influence a person in a leadership position at an institution of higher learning, we dont really understand how. This book is based upon an empirical study that linked higher education leadership to one aspect of midlife known as generativity. This psychosocial phenomenon was described by Erik Erikson as a desire that peaks in midlife to leave something for future generations before one dies. Generativity typically manifests itself in the legacy one intends to leave. The author of this book has completed a multiple case study of women who are in later midlife and who hold high-level leadership positions at an institution of higher learning. In this work, she shares more than has ever been known about the nature, antecedents, and support of generativity in the leadership of female higher education leaders in midlife.
    Beschreibung / Inhaltsverzeichnis: Lasting Female Educational Leadership; Preface; Acknowledgements; Contents; Chapter 1: Leadership Legacies: Immortal Higher Education Leadership; Need and Background; A Statement of the Research Problem and Questions; Why Study Women in Leadership?; Purpose of the Study; Audience of the Study; Definition of Terms; Midlife; Higher Education Leader; Generativity; Generative Motivation; Generative Realization; Generative Chill; Generative Ethics; Communal Modes of Generativity; Agentic Modes of Generativity; Leadership; Developmental Antecedents of Generativity Motivation
    Beschreibung / Inhaltsverzeichnis: Higher Education Leadership LegacyPositive Role Model; Negative Role Model; Mentor; Leadership Coach; Summary; Exercise: In fl uential Legacies; Chapter 2: Why Legacy Matters More in Midlife; Erik Erikson's Theory of Generativity; Practical Questions of My Research Study; Why is Leadership so Dif fi cult to Study?; Which Leadership Framework is Appropriate for My Research Study?; What Selection Criteria Can I Use to Identify Higher Education Leaders?; Why Study Midlife Leaders Who Work Particularly in Higher Education?; How Does Generativity Manifest Itself Particularly in Women?
    Beschreibung / Inhaltsverzeichnis: What Else Did My Literature Review Uncover?Summary; Exercise: Childhood and Early Adulthood Antecedents to Generativity Strivings; Chapter 3: The Case Study; Rationale for Choosing the Naturalistic Paradigm; Rationale for Taking a Qualitative Research Approach; Rationale for Conducting a Case Study; Criteria for Study Participation; Methodology Summary; Exercise: A Higher Education Leadership Legacy Survey; Chapter 4: Characteristics that Influence Leadership Legacies; Description of Informants; Pseudonyms; Preparation; Insights; Within-Case Data Presentation; Cordelia; Desdemona; Juliet
    Beschreibung / Inhaltsverzeichnis: OpheliaPortia; Titania; Cross-Case Data Presentation; Research Question 1: What is the Nature of Generativity in Leadership?; Research Question 2: What are the Antecedents of Leadership Generativity Motivation?; Research Question 3: What Environmental Factors Within a Higher Education Setting Facilitate or Inhibit Leadership Generativity?; Summary; Exercise: How Do Your Experiences Compare with the Study's Research Findings?; Chapter 5: Developing Generative Higher Education Leaders; Purpose of My Study; Responses to Research Questions: A Discussion
    Beschreibung / Inhaltsverzeichnis: Research Question 1: What is the Nature of Generativity in Leadership?Key Finding 1: The Informants Believed That Being in Midlife Strongly Increased Their Generativity Motivation; Key Finding 2: The Informants Believed That Being a Woman Strongly In fl uenced Their Leadership Generativity; Key Finding 3: The Informants' Leadership Generativity Was In fl uenced by Their Positivity; Key Finding 4: The informants' Daily Activities and Responsibilities at the Local Level Constituted Their Leadership Generativity; Research Question 2: What are the Antecedents of Generativity Motivation?
    Beschreibung / Inhaltsverzeichnis: Key Finding 5: The informants' Leadership Generativity Was a Function of Their Having Grown Up in a Particular Time
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5019-7
    URL: Volltext
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  • 89
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    Schooling for Sustainable Development in Canada and the United States (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400742734
    Sprache: Englisch
    Seiten: Online-Ressource (XXIII, 342 p. 6 illus, digital)
    Serie: Schooling for Sustainable Development 4
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DG 9700
    Schlagwort(e): Sustainable development ; Education ; Education ; Sustainable development ; Erziehung ; Nachhaltigkeit
    Kurzfassung: Education for sustainable development (ESD) presents an intriguing challenge in developed countries. The very notion of sustainable development may appear to be at cross-purposes with the social and political aims of large industrial economies. Yet, arguably, the residents of wealthy countries may be most in need of new ways of thinking and behaving on an increasingly more fragile and crowded planet. This book presents a collection of essays that capture the depth and diversity of education for sustainable development (ESD) work in formal education in Canada and the United States. Many of the authors are pioneers in the field of ESD, not only in their own countries but internationally. In this book, they share their expertise, lessons learned, and insights into the ongoing success of their work. The essays reflect leading edge practice, innovation, and depth of experience and provide clear models and strategies for expanding the application and influence of ESD in wealthy countries. The ESD programs described in the book are relevant and culturally appropriate for the specific locally contexts in which they are found but also in the larger context of ESD writ large as a planetary endeavour.
    Beschreibung / Inhaltsverzeichnis: Schooling for Sustainable Development in Canada and the United States; Series Editors' Introduction; Acknowledgements; Contents; Biographies of Contributors; List of Figures; List of Tables; Part I: Schooling for Sustainable Development in Canada and the United States-An Overview; Chapter 1: Education for Sustainable Development in Canada and the United States; Formal Education in the New Millennium; Purpose and Structure of This Book; Schooling and Sustainable Development; Schooling; Sustainable Development; What Is ESD?; United Nations Decade of ESD; Four Thrusts of ESD
    Beschreibung / Inhaltsverzeichnis: Improving Access and Retention in Quality Basic EducationReorienting Existing Educational Programs to Address Sustainability; Increasing Public Understanding and Awareness of Sustainability; Providing Training to All Sectors of the Workforce; Four Thrusts and Formal/Non-Formal Education; ESD and Student Engagement; Purpose of Education; Chapters and Interrelationships Between Chapters; The Author's Voice; Concluding Remarks; References; Chapter 2: Education for Sustainable Development in Formal Education in Canada; The Canadian Context; Responsibility for Education; Regional Differences
    Beschreibung / Inhaltsverzeichnis: Elementary and Secondary EducationLocal Governance; Contemporary Challenges; ESD in Canada: A Historical Perspective; Early Challenges in Implementing Agenda 21 in Canada; Box 2.1 Reflections on the Beginnings of ESD; ESD and Formal Education Before the UNDESD; ESD and Formal Education After the Beginning of the UNDESD; Canadian Commission for UNESCO; Ministries of Education; Revisiting the Scope and Mandate of ESD; Higher Education; K-12 Changes in ESD; Measuring Educational Success and Striving for Equity; An Uncertain Future; Courage to Question; References
    Beschreibung / Inhaltsverzeichnis: Chapter 3: Education for Sustainability in the K-12 Educational System of the United StatesIntroduction; The Changing System; The National Policy Landscape; The State Policy Landscape; The Role of Nongovernmental Organizations; Changing Practices; Curriculum; Pedagogy; School-Level Projects; Challenges and Questions for the Future; References; Part II: Teacher Education; Chapter 4: Teacher Education and ESD in the United States: The Vision, Challenges, and Implementation; The Context of Teacher Education in the United States; Teacher Education and Public School Reform
    Beschreibung / Inhaltsverzeichnis: Impacts of the Economic RecessionChallenge or Opportunity?; Reorienting Teacher Education to Address Sustainable Development; Focus on Improving Outcomes for All Students; Embed ESD in the Process of Learning to Be a Teacher; Use Existing Structures and Processes; Certificate Programs; Sustainability Concentration; State Endorsement and Certification Requirements; Certification; Specialty Area Endorsement; Accreditation of TEIs; Provide Professional Development for Faculty and Administrators; Concluding Remarks; References; Chapter 5: Preservice Teaching and Pedagogies of Transformation
    Beschreibung / Inhaltsverzeichnis: An Apprenticeship of Observation
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4273-4
    URL: Volltext
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    URL: Cover
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  • 90
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    Educational Research: The Importance and Effects of Institutional Spaces (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400762473
    Sprache: Englisch
    Seiten: Online-Ressource (VIII, 221 p. 6 illus, digital)
    Serie: Educational Research 7
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Educational research: the importance and effects of institutional spaces
    RVK:
    DF 2500
    Schlagwort(e): Education ; Education ; Education Philosophy ; Education ; Aufsatzsammlung ; Pädagogik ; Forschung
    Kurzfassung: This collection of fresh analyses aims to map the links between educational theory and research, and the geographical and physical spaces in which teaching is practiced and discussed. The authors combine historical and philosophical perspectives in examining the differing institutional loci of education research, and also assess the potential and the limitations of each. The contributors trace the effects of ‘space’ on educational practice in the classroom, in the broader institutions, and in the academic discipline of education-doing so for a range of international contexts. The chapters address various topics relating to the physical and geographical environment. How, for example, does geographical space shape researchers’ mental frameworks? How did the learning environments in which young children are taught today evolve? To what extent did parochialism shape America’s higher education system? How can our understanding of classroom practice be enhanced by concepts of space? The book acknowledges that texts themselves, as well as the research ‘arena’, are ‘spaces’ too, and notes the fascinating debate on the concept of space in the field of mathematics education. Indeed, as more and more students move online, the book analyses the rising importance of virtual spaces such as Web 2.0, which have major educational implications for researchers and students joining the innovative ‘virtual’ universities of the future.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research
    Beschreibung / Inhaltsverzeichnis: Earlier Volumes in this Series; Contents; Chapter 1: Exploring a Multitude of Spaces in Education and Educational Research; Notes; References; Chapter 2: American Democracy and Harold D. Lasswell: Institutional Spaces of 'Failure' and 'Success', Present and Past; 2.1 Introduction; 2.2 Institutional Failure; 2.3 Introducing Lasswell; 2.4 Democratic Character; 2.5 Innovation; 2.6 Assessment; 2.7 Conclusion; Notes; References; Chapter 3: The Power of the Parochial in Shaping the American System of Higher Education; 3.1 Rapid Expansion and Dispersion of US Colleges in the Nineteenth Century
    Beschreibung / Inhaltsverzeichnis: 3.2 Sources of Strength in a Humble Collection of Colleges3.3 Building New Capacity and Complexity into the System; 3.3.1 State Universities; 3.3.2 Land-Grant Colleges; 3.3.3 Normal Schools; 3.4 The System's Strengths in 1880; 3.4.1 Capacity in Place; 3.4.2 A Hardy Band of Survivors; 3.4.3 Consumer Sensitivity; 3.4.4 Adaptable Enterprises; 3.4.5 A Populist Role; 3.4.6 A Practical Role; 3.5 The Pieces Come Together with the Emergence of the Research University; 3.5.1 A Research Role; 3.5.2 Merging the Populist, the Practical, and the Elite in the American System; Notes; References
    Beschreibung / Inhaltsverzeichnis: Chapter 4: Crossing the Atlantic to Gain Knowledge in the Field of Psycho-Pedagogy: The 1922 Mission of Ovide Decroly and R...4.1 Aspects of 'Macro'-space: Crossing the Atlantic to Gain Knowledge in the Field of Psycho-Pedagogy; 4.2 Aspects of 'Micro'-space: Travel Notes as the Basis for Writing Biographies About Educational Researchers; References; Archives; Literature; Chapter 5: The Emergence of Institutional Educational Spaces for Young Children: In Pursuit of More Controllability of Education and Developmentas Part of the Long-Term Growthof Educational Space in History; 5.1 Introduction
    Beschreibung / Inhaltsverzeichnis: 5.2 Educational Space, Educational Ambitions and Education and Childhood in History5.3 Supervision, Controllability and the Optimal Development of the Young; 5.4 The Development of New Educational Spaces for the Education of Young Children; 5.4.1 A Shift in Educational Theories; 5.4.2 Shift in Educational Policy; 5.4.3 Shift in Educational Practices in a New Institutional Space for Young Children; 5.5 Conclusion; Notes; References; Chapter 6: A Different Training, a Different Practice: Infant Care in Belgium in the Interwar Years in the City and in the Countryside
    Beschreibung / Inhaltsverzeichnis: 6.1 Introduction: The Development of Infant Care as an Educational Space6.2 The Training of Nurses as an Institutional Space of Educational Research; 6.3 Nursing as a Vocation: The Social Nurse Offering Social Education in the Countryside; 6.4 Nursing as a Profession: The Visiting Nurse Offering Medical Care in the City; 6.5 Conclusion: A Different Training, a Different Practice; Notes; References; Chapter 7: Disability, Rehabilitation and the Great War: Making Space for Silence in the History of Education; 7.1 Spaces, Silence and Educational Research
    Beschreibung / Inhaltsverzeichnis: 7.2 Retracing Silence in the History of Rehabilitation, 1914-1918
    Beschreibung / Inhaltsverzeichnis: 1. Exploring a multitude of spaces in education and educational research -- 2. American democracy and Harold D. Lasswell: Institutional spaces of ‘failure’ and ‘success’, present and past -- 3. The power of the parochial in shaping the American system of Higher Education -- 4. Crossing the Atlantic to gain knowledge in the field of psycho-pedagogy: The 1922 mission of Ovide Decroly and Raymond Buyse to the USA and the travel diary of the latter -- 5. The emergence of institutional educational spaces for young children: In pursuit of more controllability of education and development as part of the long-term growth of educational space in history -- 6. A different training, a different practice. Infant care in Belgium in the interwar years in the city and in the countryside -- 7. Disability, rehabilitation & the Great War: Making space for silence in the History of Education -- 8. Interpretation: The space of text -- 9. Exploring educational research as a multi-layered discursive space -- 10. The spaces of mathematics: Dynamic encounters between local and universal -- 11. The classroom space: A problem or a mystery?- 12. Spaces and places in the virtual university -- 13. Material contexts and creation of meaning in virtual places: Web 2.0 as a space of educational research. 14. From entrepreneurialism to innovation: Research, critique, and the Innovation Union -- 15. About the Authors -- Index. ​.
    Anmerkung: Includes bibliographical references and indexes
    DOI: 10.1007/978-94-007-6247-3
    URL: Volltext
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  • 91
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    Common Characteristics and Unique Qualities in Preschool Programs : Global Perspectives in Early Childhood Education (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400749726
    Sprache: Englisch
    Seiten: Online-Ressource (XVII, 180 p. 32 illus, digital)
    Serie: Educating the Young Child, Advances in Theory and Research, Implications for Practice 5
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DK 2000
    RVK:
    DU 6000
    Schlagwort(e): Educational tests and measurements ; Early childhood education ; Education ; Education ; Educational tests and measurements ; Early childhood education
    Kurzfassung: We live in a world that is transitioning from focus on early childhood education within individual countries into a global perspective that considers how early childhood education is conducted in many diverse cultures and environments. The challenge on a global basis is how to develop programs in countries and environments that are different from a specifically western perspective. Economic, geographic, and cultural influences infuse early childhood programs around the world.In 1999, a group of educators representing 36 countries developed guidelines for establishing minimum standards for preschool programs. A purpose for developing the guidelines was to provide guidance for countries that wished to evaluate and improve their own programs. A second purpose was to help developing countries initiating preschools to have relevant information about quality programs. The later development of an assessment tool based on the Global Guidelines served as a vehicle to use the guidelines to assess a single program or multiple programs. The continuing work with these guidelines in many countries throughout the world since 2000 has resulted in the collection of information that reveals the uniqueness of programs in different countries.
    Beschreibung / Inhaltsverzeichnis: pt. 1. Background -- pt. 2. School environments -- pt. 3. Curriculum content and pedagogy -- pt. 4. Children with special needs -- pt. 5. The early childhood educator -- pt. 6. Family, school, and community partnerships.
    Beschreibung / Inhaltsverzeichnis: 1. Looking at Early Childhood Programs from a Global Perspective -- Part 1: Background -- 2. Cross-Cultural Collaboration Research to Improve Early Childhood Education -- Part 2: School Environments -- 3. From Montessori to Culturally Relevant Schools Under the Trees in Kenya -- 4. Preschool Environments in Rural West Africa -- 5. Kindergarten Environments in Reggio Emilia, Bologna, Modena, and Parma, Italy -- Part 3: Curriculum Content and Pedagogy -- 6. Kindergartens in Russia’s Far East: The Effect of Climate -- 7. Preserving Cultural Heritage in Korea -- Part 4: Children with Special Needs -- 8. International Perspectives on Services for Young Children with Special Needs -- 9. New Visions for Preschool Inclusive Education in Mexico -- 10. Early Childhood Special Education in China: Advocacy and Practice -- Part 5: The Early Childhood Educator -- 11. Administrators, Teachers, and Nineras: Professional Partnerships for Quality in Guatemala -- 12. Early Childhood Teachers in Slovakia -- 13. Teachers of Dual Language Children in China -- Part 6: Family, School and Community Partnerships -- 14. Family and Village Partnerships in Rural Schools in Senegal -- 15. Weaving Relationships between Preschools, Families, and Communities: the Nurturing Connections to the Reggio Emilia Region of Italy -- 16. Conclusion -- Index. .
    Anmerkung: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-4972-6
    URL: Volltext
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  • 92
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    Competency-based Language Teaching in Higher Education (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400753860
    Sprache: Englisch
    Seiten: Online-Ressource (XIV, 194 p. 22 illus, digital)
    Serie: Educational Linguistics 14
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    HD 150
    RVK:
    HD 168
    RVK:
    HD 170
    Schlagwort(e): Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Englischunterricht ; ECTS ; Englisch ; Europa ; Fremdsprachenunterricht ; Bologna-Prozess ; ECTS
    Kurzfassung: Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks. Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programmes."This volume offers a diversity of perspectives with contributions from both European and North American experts. Although the primary focus of the volume is on Europe, with an explicit goal of bridging the gap between the theory and practice of competency-based teaching in the context of the creation of the European Higher education Area (EHEA) and the implementation of the European Credit Transfer System (ECTS), its implications for language education clearly transcend geographic boundaries. The concept of competencies is closely linked to a learner-centered, meaning-based model of learning in which learner autonomy plays a central role and which emphasizes lifelong learning. In bringing together current research perspectives from both sides of the Atlantic, the volume successfully underscores the shared challenges of transforming language education in a globalized, postmodern world." Nelleke Van Deusen-Scholl, Director of the Center for Language Study, Yale College, USA
    Kurzfassung: Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study. It presents the latest results of prominent European research projects, programs of pedagogical innovation, and thematically linked academic networks.Responding to a profound need for a volume addressing the practical aspects of the newly designed language degrees now being rolled out across Europe, this essential contribution pools the insights of a prestigious set of scholars, practitioners, and policy makers from diverse parts of Europe and the US. It will inform crucial decisions about instituting and evaluating competencies in a new generation of language studies programmes."This volume offers a diversity of perspectives with contributions from both European and North American experts. Although the primary focus of the volume is on Europe, with an explicit goal of bridging the gap between the theory and practice of competency-based teaching in the context of the creation of the European Higher education Area (EHEA) and the implementation of the European Credit Transfer System (ECTS), its implications for language education clearly transcend geographic boundaries. The concept of competencies is closely linked to a learner-centered, meaning-based model of learning in which learner autonomy plays a central role and which emphasizes lifelong learning. In bringing together current research perspectives from both sides of the Atlantic, the volume successfully underscores the shared challenges of transforming language education in a globalized, postmodern world." Nelleke Van Deusen-Scholl, Director of the Center for Language Study , Yale College, USA
    Beschreibung / Inhaltsverzeichnis: Competency-based LanguageTeaching in Higher Education; Preface: Languages in the European Higher Education Area; Introduction; Multilingualism in Europe; The Issue About "Global English"; English as a Key to Progress in the European Higher Education Area; Conclusion; Contents; Contributors; Chapter 1: Introduction and Overview; 1.1 Language Teaching in Higher Education; 1.2 Competency-Based Language Teaching in Higher Education; 1.3 Definition and Characterization of the Notion of "Competency"; 1.4 Competency-Based Language Teaching in Higher Education: Where Do We Stand?
    Beschreibung / Inhaltsverzeichnis: 1.5 Overview of the Volume1.5.1 Part I: Adapting to a Competency-Based Model in Tertiary Education: Necessary Changes in Language Teaching; 1.5.2 Part II: Teaching Competencies in Tertiary Language Education; 1.5.3 Part III: Evaluating Competencies in Tertiary Language Education; 1.6 Conclusion; References; Part I: Adapting to a Competency-Based Model in Tertiary Education: Necessary Changes in Language Teaching; Chapter 2: From Content to Competency: Challenges Facing Higher Education Language Teaching in Europe; 2.1 A Changing Linguistic Landscape
    Beschreibung / Inhaltsverzeichnis: 2.2 The Language Challenge Facing Higher Education in Europe2.3 Towards a Competency-Based Approach to HE Language Teaching and Learning; 2.4 The CEFR and the Bologna Process; 2.5 The CEFR and the Development of Pragmatic Competencies; 2.6 The CEFR and Life-Long Language Learning; 2.7 The CEFR - Opportunity and Challenge; 2.8 Conclusions; References; Chapter 3: Adapting to a Competency-Based Model in Tertiary Education: Lessons Learned from the European Project ADELEEES; 3.1 Introduction; 3.2 Research Design; 3.2.1 Objectives; 3.2.2 Procedure and Instruments
    Beschreibung / Inhaltsverzeichnis: 3.2.2.1 Questionnaire Design and Validation3.2.2.2 Administration of the Questionnaires; 3.2.3 Participants; 3.2.3.1 Global Figures; 3.2.3.2 Students; 3.2.3.3 Teachers; 3.2.4 Statistical Methodology; 3.3 Results and Discussion; 3.3.1 Students: Global Results; 3.3.1.1 Competency Development and Evaluation; 3.3.1.2 Types of Groupings and Learning Modalities; 3.3.1.3 Methodology; 3.3.1.4 Materials and Resources; 3.3.1.5 Evaluation; 3.3.2 Teachers: Global Results; 3.3.2.1 Competency Development and Evaluation; 3.3.2.2 Types of Groupings and Learning Modalities; 3.3.2.3 Methodology
    Beschreibung / Inhaltsverzeichnis: 3.3.2.4 Materials and Resources3.3.2.5 Evaluation; 3.3.3 Comparison of Student and Teacher Outcomes; 3.3.3.1 Competency Development and Evaluation; 3.3.3.2 Types of Groupings and Learning Modalities; 3.3.3.3 Methodology; 3.3.3.4 Materials and Resources; 3.3.3.5 Evaluation; 3.4 Conclusions; 3.5 Implications of the Study: Suggestions for Improvement; 3.6 Lines for Future Research; References; Part II: Teaching Competencies in Tertiary Language Education; Chapter 4: Competences and Foreign Language Teacher Education in Spain; 4.1 Introduction; 4.2 Competence and Teacher Education
    Beschreibung / Inhaltsverzeichnis: 4.2.1 Competences and Competencies
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5386-0
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  • 93
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    Brunei English : A New Variety in a Multilingual Society (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400763470
    Sprache: Englisch
    Seiten: Online-Ressource (XII, 170 p. 16 illus, digital)
    Serie: Multilingual Education 4
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg.
    RVK:
    HF 563
    Schlagwort(e): Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Borneo ; Englisch
    Kurzfassung: This detailed survey of Brunei English reflects the burgeoning academic interest in the many new varieties of English which are fast evolving around the world. Wholly up to date, the study is based on careful analysis of a substantial dataset that provides real-life examples of usage to illustrate the narrative throughout. As well as a thorough account of the pronunciation, grammar, vocabulary usage, and discourse patterns of Brunei English, the volume explores its historical and educational background and current developmental trends, providing an in-depth review of the patterns of English usage within this multilingual, oil-rich society on the north-western coast of Borneo. Written in a non-technical style throughout that will assist non-specialists wishing to grasp the fundamentals of this unique brand of the English language, the work is a worthy addition to Springer’s series on multilingual education that plugs a gap in the coverage of the numerous varieties of English being used across South East Asia. “The authors bring renewed and badly needed attention to the long-overlooked development of Brunei English. Their examination of the variety not only documents the features and functions of English within Brunei society, it also suggests the development of regional or global varieties of English that extend beyond Brunei, and even beyond South East Asia.” Andrew Moody, University of Macau
    Beschreibung / Inhaltsverzeichnis: Conventions in the Transcriptions; Abbreviations; Contents; Chapter 1: Introduction; 1.1 Brief History; 1.2 Population; 1.3 Languages; 1.4 Brunei English or English in Brunei?; 1.5 Variation in Brunei English; 1.6 Data; 1.7 Spoken Data; 1.8 Written Data; 1.9 Overview; Chapter 2: Education in Brunei; 2.1 Traditional Education in Brunei; 2.2 Post-war Education; 2.3 The Bilingual Education Policy; 2.4 Bilingualism at UBD; 2.5 SPN21; 2.6 The Role of CfBT; 2.7 The Educational Divide; 2.8 Conclusion; Chapter 3: Pronunciation; 3.1 TH; 3.2 Consonant Cluster Reduction; 3.3 Added [t]; 3.4 Glottal Stop
    Beschreibung / Inhaltsverzeichnis: 3.5 Devoicing3.6 Vocalised L; 3.7 Deleted L; 3.8 Rhoticity; 3.9 Vowels; 3.10 Long and Short Vowels; 3.11 face and trap; 3.12 face and goat; 3.13 Absence of Reduced Vowels; 3.14 Spelling Pronunciation; 3.15 Idiosyncratic Pronunciations; 3.16 Word Stress; 3.17 Compound Stress; 3.18 Rhythm; 3.19 Sentence Stress; 3.20 De-accenting; 3.21 Rising Pitch; 3.22 Conclusion; Chapter 4: Morphology and Syntax; 4.1 Plural Suffixes; 4.2 Logically Countable Items; 4.3 one of; 4.4 brother-in-laws; 4.5 piece; 4.6 Subject-Verb Agreement; 4.7 there's; 4.8 -s After Modal Verbs; 4.9 Intervening Nouns; 4.10 Tenses
    Beschreibung / Inhaltsverzeichnis: 4.11 will4.12 would; 4.13 do; 4.14 ever and Perfective; 4.15 Null Subjects; 4.16 Subject-Auxiliary Inversion; 4.17 Determiners; 4.18 Names of Countries; 4.19 Affirmative Answers to Negative Questions; 4.20 Adj to V/Adj V-ing; 4.21 Prepositions; 4.22 Conclusion; Chapter 5: Discourse; 5.1 Discourse Particles; 5.2 yeah; 5.3 sort of/kind of; 5.4 tsk; 5.5 Topic Fronting; 5.6 -wise; 5.7 compared to; 5.8 Reduplication; 5.9 Repetition of Lexical Terms; 5.10 Lexical Doublets; 5.11 Tautology; 5.12 and so forth; 5.13 Overdoing Explicitness; 5.14 whereby; 5.15 Sentence Length; 5.16 Run-on Sentences
    Beschreibung / Inhaltsverzeichnis: 5.17 ConclusionChapter 6: Lexis; 6.1 Borrowings; 6.2 Religious Terms; 6.3 Royalty; 6.4 Food; 6.5 Clothing; 6.6 Other Cultural Items; 6.7 three or five; 6.8 Calques; 6.9 Acronyms; 6.10 Initialisms; 6.11 Clippings and Blends; 6.12 Shifts in Meaning; 6.13 Shifted Connotation; 6.14 Sports Personnel; 6.15 Other Lexical Items; 6.16 Conclusion; Chapter 7: Mixing; 7.1 BruDirect: Have Your Say (HYS); 7.2 Alternating Languages (AL); 7.3 Inability to Think of a Word; 7.4 Explaining Something; 7.5 Religious Terms; 7.6 Food; 7.7 Direct Quotations; 7.8 Stylistic Reasons; 7.9 Attitudes Towards Mixing
    Beschreibung / Inhaltsverzeichnis: 7.10 ConclusionChapter 8: Brunei English in the World; 8.1 The Status of Brunei English; 8.2 Global Englishes; 8.3 Intelligibility; 8.4 Pedagogical Implications; 8.5 Brunei English and the Future; Appendices; Appendix A: The Female UBDCSBE Speakers; Appendix B: The Male UBDCSBE Speakers; Appendix C: The Wolf Passage; The Boy Who Cried Wolf; Appendix D: Transcripts of the Interview with Umi; Umi-a; Umi-b; Umi-c; Appendix E: The BruDirect Data; References; Index
    Anmerkung: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-6347-0
    URL: Volltext
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  • 94
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    Online-Ressource
    Children's Play and Development : Cultural-Historical Perspectives (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400765795
    Sprache: Englisch
    Seiten: Online-Ressource (X, 265 p. 33 illus, digital)
    Serie: International perspectives on early childhood education and development 8
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg. Children's play and development
    Schlagwort(e): Early childhood education ; Educational psychology ; Developmental psychology ; Education ; Education ; Early childhood education ; Educational psychology ; Developmental psychology ; Play ; Child development
    Kurzfassung: This book provides new theoretical insights to our understanding of play as a cultural activity. All chapters address play and playful activities from a cultural-historical theoretical approach by re-addressing central claims and concepts in the theory and providing new models and understandings of the phenomenon of play within the framework of cultural historical theory. Empirical studies cover a wide range of institutional settings: preschool, school, home, leisure time, and in various social relations (with peers, professionals and parents) in different parts of the world (Europe, Australia, South America and North America). Common to all chapters is a goal of throwing new light on the phenomenon of playing within a theoretical framework of cultural-historical theory. Play as a cultural, collective, social, personal, pedagogical and contextual activity is addressed with reference to central concepts in relation to development and learning. Concepts and phenomena related to ZPD, the imaginary situation, rules, language play, collective imagining, spheres of realities of play, virtual realities, social identity and pedagogical environments are presented and discussed in order to bring the cultural-historical theoretical approach into play with contemporary historical issues. Essential as a must read to any scholar and student engaged with understanding play in relation to human development, cultural historical theory and early childhood education.
    Beschreibung / Inhaltsverzeichnis: Preface; Contents; Contributors; Chapter 1: Introduction: Children's Play and Development; What Is Play? Theories on Play; What Is Still Missing?; Cultural-Historical Perspectives on Play as Presented in This Book; The Application of Theory: General Statements About the Use of Well-Established Theories; Application of the Cultural-Historical Perspective on Theory as Presented in This Book; 1. Anti-reductionism; 2. The Historical Approach; 3. The Dialectics of Externalization and Internalization; Values; Presentation of Chapters; References
    Beschreibung / Inhaltsverzeichnis: Chapter 2: The Structure of Fantasy Play and Its Implications for Good and Evil GamesIntroduction; Play and Research in Play: Mainstream and Countertrends; Evil Play; The Dynamic Structure of Social Fantasy Play; A Model of the Structure and Components of Play; The Structure of Structure: The Spheres of Reality of Play; The Components of Absorption: The Components of the Sphere of Imagination; Implications; Conclusion: The Structure of Play and Some of Its Implications; References; Chapter 3: Playing with Social Identities: Play in the Everyday Life of a Peer Group in Day Care; Introduction
    Beschreibung / Inhaltsverzeichnis: Symbolic Group PlayTheoretical Preliminaries: Features of Symbolic Group Play; Pretence: Symbolic and Subjunctive Modalities of Thought; Play Dominated by As-If and What-If Actions; Material and Symbolic Tools of Play; Communicating About Reality and Pretence in the Play Group; Spheres of Reality; Aspects of the Institutional Tradition of Danish Day Care; Empirical Study; Method; Analysis of Play Example; Discussion; Identifying with Roles and Positions; Central and Peripheral Positions; The Director's Position; Building Relationships Through Playing; Symbolic and Factual Identity in Playing
    Beschreibung / Inhaltsverzeichnis: Playing Games with RulesTheoretical Preliminaries: Features of Games with Rules; Rules as Sociocultural Practice; Rules for Rules; Background Information; The Star Players; The Ordinary Players; The Other Players; Example; The Local Soccer Rules; Discussion; Negotiating and Creating Social Identities Through Soccer Playing; The Generic Social Hierarchy as Open System; Rules as Social Structures and Logics; Imagining Soccer; Subjunctive Thinking in Playing; Social Identification Process and Subjunctive Thinking in Playing
    Beschreibung / Inhaltsverzeichnis: Summing Up: Resemblances Between Symbolic Group Playing and Playing SoccerPlaying with Social Identities: Questing Recognition; References; Chapter 4: Pedagogical Perspectives on Play; Introduction; The Play-and-Learning Debate; The Logic of Social Fantasy Play; Characteristics of Fantasy Play; Creativity; Narrativity; Orientation and Flexibility; Meaningfulness; Reciprocity and Cooperation; Play as Source of Pedagogical Inspiration; Integration and Complexity in Pedagogical Praxis; From Children's "Traces" to Pedagogical Activities; The Witch Flying in a Spaceship
    Beschreibung / Inhaltsverzeichnis: Integration as Narrative Connections
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-6579-5
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 95
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    Online-Ressource
    Language Alternation, Language Choice and Language Encounter in International Tertiary Education (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400764767
    Sprache: Englisch
    Seiten: Online-Ressource (XXIV, 241 p. 50 illus, digital)
    Serie: Multilingual Education 5
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg.
    Paralleltitel: Online-Ausg. Language alternation, language choice and language encounter in international tertiary education
    RVK:
    ES 555
    Schlagwort(e): Applied linguistics ; Language and languages ; Education ; Education ; Applied linguistics ; Language and languages ; Hochschule ; Sprachkontakt
    Kurzfassung: Reflecting the increased use of English as lingua franca in today’s university education, this volume maps the interplay and competition between English and other tongues in a learning community that in practice is not only bilingual but multilingual. The volume includes case studies from Japan, Australia, South Africa, Germany, Catalonia, China, Denmark and Sweden, analysing a range of issues such as the conflict between the students’ native languages and English, the reality of parallel teaching in English as well as in the local language, and classrooms that are nominally English-speaking but multilingual in practice. The book assesses the factors common to successful bilingual learners, and provides university administrators, policy makers and teachers around the world with a much-needed commentary on the challenges they face in increasingly multilingual surroundings characterized by a heterogeneous student population. Patterns of language alternation and choice have become increasingly important to the development of an understanding of the internationalisation of higher education that is occurring world-wide. This volume draws on the extensive and varied literature related to the sociolinguistics of globalisation - linguistic ethnography, discourse analysis, language teaching, language and identity, and language planning - as the theoretical bases for the description of the nature of these emerging multilingual communities that are increasingly found in international education. It uses observational data from eleven studies that take into account the macro (societal), meso (university) and micro (participant) levels of language interaction to explicate the range of language encounters - highlighting both successful and problematic interactions and their related language ideologies. Although English is the common lingua franca, the studies in the volume highlight the importance of the multilingual resources available to participants in higher educational institutions that are used to negotiate and solve their language problems. The volume brings to our attention a range of important insights into language issues found in the internationalisation of higher education, and provides a resource for those wishing to understand or do research on how language hybridity and multilingual communicative practices are evolving there. Richard B. Baldauf Jr., Professor, The University of Queensland
    Beschreibung / Inhaltsverzeichnis: Contents; Notes on Contributors; Hybridity and Complexity: Language Choice and Language Ideologies; References; Part I: The Local Language as a Resource in Social, Administrative and Learning Interactions; Kitchen Talk - Exploring Linguistic Practices in Liminal Institutional Interactions in a Multilingual University Setting; 1 Introduction; 2 Data and Method; 3 Analysis; Changing Engagement Frameworks and Language Choice; Language Consistency; Language Alternation; Negotiating Language Choice and Social Identity; Enforcing English as the Norm; Language and Identity: Playing with Stereotypes
    Beschreibung / Inhaltsverzeichnis: Identity Potential and Potential Problems with Using the Local LanguageLanguage/Medium Alternation as Proficiency Practice; 4 Discussion; Appendix: Transcription Conventions; References; Japanese and English as Lingua Francas: Language Choices for International Students in Contemporary Japan; 1 Introduction; 2 The Current Study; Participants; Methods of Data Collection and Analysis; 3 Data Analysis; Insertive Use of English as a LF; Example 1; Example 2; Example 3; Preference for English as LF; Example 4; Example 5; Example 6; Example 7; Example 8; Persistent Use of Japanese as the LF
    Beschreibung / Inhaltsverzeichnis: Example 94 Beyond a Matter of LF Selection: Styling in Lingua Franca Talk; Example 10; Example 11; 5 Conclusion; References; Plurilingual Resources in Lingua Franca Talk: An Interactionist Perspective; 1 Introduction; 2 Lingua Franca Talk and Interactional Accomplishment; The Accomplishment of Lingua Franca Talk; Choosing a Lingua Franca; Fragment 1; Fragment 2; Fragment 3; Assessments of Competence; Fragment 4; Lingua Franca and the Accomplishment of Interaction; Fragment 5; 3 Plurilingual Resources in ELF Talk; Fragment 6
    Beschreibung / Inhaltsverzeichnis: Code-Switching in Lingua Franca Interactions and the Accomplishment of Socio-institutional GoalsFragment 7; Code-Switching in Lingua Franca and the Accomplishment of Teaching/Learning Goals; Fragment 8; Fragment 9; 4 Conclusions; References; Language Choice and Linguistic Variation in Classes Nominally Taught in English; 1 Introduction; 2 The Example of Sweden; 3 Earlier Studies and Theoretical Views; 4 A Study of Language Choice; 5 Patterns of Language Choice; A Multilingual Milieu?; The Functions of Other Languages; Example 1; Example 2; Attitudes to Languages and Language Choice
    Beschreibung / Inhaltsverzeichnis: 6 Characteristics of the MilieuNorms for Language Choice, What Are They Like?; International or National Context?; 7 Conclusion; References; Active Biliteracy? Students Taking Decisions About Using Languages for Academic Purposes; 1 Introduction: Moving from One Academic Language to Another; 2 The Design of the Study; 3 The Research Participants; Victor; Language Background; Language Challenges; John; Language Background; Perceived Language Challenges; Karin; Language Background; Perceived Language Problems; Francois and Yolande; Language Background; Perceived Language Problems
    Beschreibung / Inhaltsverzeichnis: 4 Learning in a New Language
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-6476-7
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 96
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    Online-Ressource
    Teacher Professional Development for Improving Quality of Teaching (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400752078
    Sprache: Englisch
    Seiten: Online-Ressource (XVIII, 262 p. 5 illus, digital)
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Creemers, Bert, 1942 - Teacher professional development for improving quality of teaching
    RVK:
    DN 7500
    RVK:
    DN 2000
    RVK:
    DP 1700
    Schlagwort(e): Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Lehrer ; Berufserfahrung ; Unterricht ; Lehrer ; Berufserfahrung ; Unterricht
    Kurzfassung: This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factors was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided
    Kurzfassung: This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued. Another significant limitation of this field of research is that the whole process of searching for teacher effectiveness factors was not able to have a significant impact upon teacher training and professional development. For this reason it is advocated that teacher training and professional development should be focused on how to address grouping of specific teacher factors associated with student learning and on how to help teachers improve their teaching skills by moving from using skills associated with direct teaching only to more advanced skills concerned with new teaching approaches and differentiation of teaching. The book refers to studies conducted in different countries illustrating how the proposed approach can be used by policy and practice in teacher education. Specifically, the book provides evidence supporting the validity of the theoretical framework upon which this approach is based. Moreover, experimental and longitudinal studies supporting the use of this approach for improvement purposes are presented and suggestions for further research utilising and expanding the Dynamic Approach for teacher training and professional development are provided.
    Beschreibung / Inhaltsverzeichnis: 〈p〉Preface -- List of Figures -- List of Tables -- PART 1: Research on Teacher Training and Professional Development.- PART 2: Main Foundations of Research on Teacher Effectiveness.- PART 3: Combining Teacher Effectiveness Research with Research on Teacher Training and Professional Development.- References. - Index.〈/p〉.
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5207-8
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 97
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    Job Satisfaction around the Academic World (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400754348 , 1283910152 , 9781283910156
    Sprache: Englisch
    Seiten: Online-Ressource (XVI, 267 p. 14 illus, digital)
    Serie: The Changing Academy – The Changing Academic Profession in International Comparative Perspective 7
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Job satisfaction around the academic world
    RVK:
    AL 31600
    Schlagwort(e): Education, Higher ; Education ; Education ; Education, Higher ; College teachers ; Job satisfaction ; Hochschullehrer ; Arbeitszufriedenheit ; Hochschullehrer ; Arbeitszufriedenheit
    Kurzfassung: Higher education systems have changed all over the world, but not all have changed in the same ways. Although system growth and so-called massification have been worldwide themes, there have been system-specific changes as well. It is these changes that have an important impact on academic work and on the opinions of the staff that work in higher education. The academic profession has a key role to play in producing the next generations of knowledge workers, and this task will be more readily achieved by a contented academic workforce working within well-resourced teaching and research institutions. This volume tells the story of academics’ opinions about the changes in their own countries. The Changing Academic Profession (CAP) survey has provided researchers and policy makers with the capacity to compare the academic profession around the world. Built around national analyses of the survey this book examines academics’ opinions on a range of issues to do with their job satisfaction. Following an introduction that considers the job satisfaction literature as it relates to higher education, country-based chapters examine aspects of job satisfaction within each country.
    Beschreibung / Inhaltsverzeichnis: Job Satisfaction around the Academic World; Contents; About the Authors; About the Editors; Chapter 1: Introduction: Satisfaction Around the World?; References; Chapter 2: Academic Work at the Periphery: Why Argentine Scholars Are Satis fi ed, Despite All; 2.1 Introduction; 2.2 Theoretical Framework; 2.3 The Academic Profession in Argentina; 2.4 About the Sample and How Satisfaction Was Measured; 2.5 Argentina's Academic Job Satisfaction at a Glance; 2.6 Going Deeper: Differences Between Academics; 2.7 So, Are They Satisfied?; 2.8 Concluding Remarks; References
    Beschreibung / Inhaltsverzeichnis: Chapter 3: Factors Associated with Job Satisfaction Amongst Australian University Academics and Future Workforce Implications3.1 Introduction; 3.2 Theoretical Framework; 3.3 Data; 3.4 Methodology; 3.4.1 Dependent Variable; 3.4.2 Independent Variables; 3.5 Results; 3.5.1 Mean Satisfaction; 3.5.2 Results for Environmental Conditions; 3.5.3 Results for Motivators and Hygienes; 3.5.4 Results for Demographics; 3.5.5 Results for Triggers; 3.6 Discussion; References; Chapter 4: Job Satisfaction in a Diverse Institutional Environment: The Brazilian Experience; 4.1 Introduction
    Beschreibung / Inhaltsverzeichnis: 4.2 Brazilian Higher Education: Sources of Institutional Diversity4.3 Differences in Conditions of Work, Commitments and Internal Governance; 4.4 Job Satisfaction in Diverse Institutional Environments; 4.5 Different Institutions, Different Sources of Satisfaction; 4.5.1 Sources of Contentment for Academics from the Public Research Universities; 4.5.2 Sources of Contentment Among Academics from Public Regional Universities; 4.5.3 Job Satisfaction Among Academics from Private Elite Institutions; 4.5.4 Job Satisfaction Inside the Private Mass-Oriented Institutions; 4.6 Conclusions; References
    Beschreibung / Inhaltsverzeichnis: Chapter 5: Canadian University Academics' Perceptions of Job Satisfaction: "…The Future Is Not What It Used to Be"5.1 Canadian Universities and the Context of Academic Work; 5.2 The Canadian CAP Survey; 5.3 Findings; 5.3.1 Overall Satisfaction with the Academic Profession; 5.3.2 Satisfaction with Institutional Infrastructure and Support; 5.3.3 Management, Leadership, and Institutional Culture; 5.4 Analysis of Demographic Variables; 5.4.1 Gender; 5.4.2 Remuneration; 5.4.3 Research Funding; 5.4.4 Rank; 5.4.5 Discipline; 5.4.6 Institutional Type; 5.5 Discussion; 5.6 Conclusions; References
    Beschreibung / Inhaltsverzeichnis: Chapter 6: Finland: Satisfaction Guaranteed! A Tale of Two Systems6.1 Background: Satisfaction? For a Good Time Call…; 6.2 History Ancient and Modern: The Old and the Not So Old; 6.3 The Changing Academic Profession: Some Demographic Considerations; 6.3.1 The CAP Survey and the Structure of Finnish Higher Education; 6.3.2 A Brief Demographic Analysis; 6.3.3 Teaching and Research: Preference and Time; 6.4 Job Satisfaction: The Physical Environment; 6.5 Job Satisfaction: Governance-Related Factors; 6.6 Job Satisfaction: Overall: I CAN Get Satisfaction!
    Beschreibung / Inhaltsverzeichnis: 6.7 I'm Satis fi ed! Some Discussion and Conclusions About Finnish University and Polytechnic Academics
    Beschreibung / Inhaltsverzeichnis: 1. Introduction: Satisfaction Around the World?; Peter James Bentley, Hamish Coates, Ian R Dobson, Leo Goedegebuure and V. Lynn Meek -- 2. Argentina: Academic Work at the Periphery - Why Argentine Scholars Are Satisfied, Despite All; Mónica Marquina and Gabriel Rebello -- 3. Australia: Factors Associated with Job Satisfaction Amongst Australian University Academics and Future Workforce Implications; Peter James Bentley, Hamish Coates, Ian R. Dobson, Leo Goedegebuure and V. Lynn Meek -- 4. Brazil: Job Satisfaction in a Diverse Institutional Environment; Elizabeth Balbachevsky and Simon Schwartzman -- 5. Canada: Canadian University Academics’ Perceptions of Job Satisfaction - “the future is not what is used to be”; Julian Weinrib, Glen A. Jones, Amy Scott Metcalfe, Donald Fisher, Yves Gingras, Kjell Rubenson and Iain Snee -- 6. Finland: Satisfaction Guaranteed! A Tale of Two Systems; Timo Aarrevaara and Ian R. Dobson -- 7. Germany: Determinants of Academic Job Satisfaction; Ester Ava Höhle and Ulrich Teichler -- 8. Japan: Factors Determining Academics’ Job Satisfaction From the Perspective of Role Diversification; Akira Arimoto and Tukasa Daizen -- 9. Malaysia: An Academic Career in Malaysia - A Wonderful Life, or Satisfaction Not Guaranteed?; Norzaini Azman, Morshidi Sirat and Mohd Ali Samsudin -- 10. Portugal: Dimensions of Academic Job Satisfaction; Diana Dias, Maria de Lourdes Machado-Taylor, Rui Santiago, Teresa Carvalho and Sofia Sousa -- 11. South Africa: Job Satisfaction for a Besieged Profession; Charl Wolhuter -- 12. United Kingdom: Satisfaction in Stages - the Academic Profession in the United Kingdom and British Commonwealth; William Locke and Alice Bennion -- 13. Conclusion: Academic Job Satisfaction from an International Comparative Perspective: Factors Associated with Satisfaction across 12 Countries; Peter James Bentley, Hamish Coates, Ian R. Dobson, Leo Goedegebuure and V. Lynn Meek -- Index. .
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-5434-8
    URL: Volltext
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    URL: Cover
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  • 98
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    Online-Ressource
    Achieving Quality Education for All : Perspectives from the Asia-Pacific Region and Beyond (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400752948
    Sprache: Englisch
    Seiten: Online-Ressource (XVI, 244 p. 4 illus, digital)
    Serie: Education in the Asia-Pacific Region: Issues, Concerns and Prospects 20
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T.
    RVK:
    DK 1040
    Schlagwort(e): Adult education ; Education ; Education ; Adult education ; Bildungswesen ; Qualitätsmanagement
    Kurzfassung: Due to the development of the international Education for All and Education for Sustainable Development movements, for which UNESCO is the lead agency, there has been an increasing emphasis on the power of education and schooling to help build more just and equitable societies. This seeks to give everyone the opportunity to develop their talents to the full, regardless of characteristics such as gender, socio-economic status, ethnicity, religious persuasion, or regional location. As enshrined in the United Nations Declaration on Human Rights over five decades ago, everyone has the right to receive a high quality and relevant education. In order to try to achieve this ideal, many countries are substantially re-engineering their education systems with an increasing emphasis on promoting equity and fairness, and on ensuring that everyone has access to a high quality and relevant education. They are also moving away from the traditional outlook of almost exclusively stressing formal education in schools as the most valuable way in which people learn, to accepting that important and valuable learning does not just occur in formal, dedicated education institutions, but also through informal and non-formal means. Thus learning is both lifelong and life-wide. This book brings together the experience and research of 40 recognised and experienced opinion leaders in education around the world. The book investigates the most effective ways of ensuring the UNESCO aim of effective education for all people in the belief that not only should education be a right for all, but also that education and schooling has the potential to transform individual lives and to contribute to the development of more just, humane and equitable societies.
    Beschreibung / Inhaltsverzeichnis: 〈p〉Introduction; 〈i〉Kelli Hughes〈/i〉 -- Introduction by the Series Editors; 〈i〉Rupert Maclean〈/i〉 -- Foreword: Let a Hundred Flowers Blossom; 〈i〉Phillip Hughes〈/i〉 -- 〈b〉SECTION 1: 〈/b〉The Public Sector in Education.-〈b〉 〈/b〉〈b〉SECTION 2: 〈/b〉Quality in Teaching -- 〈b〉SECTION 3: 〈/b〉Making Equity Work〈i〉 -- 〈/i〉〈b〉SECTION 4: 〈/b〉Looking More Widely.-〈b〉 SECTION 5: 〈/b〉Concluding Comments.-〈b〉 〈/b〉Index.〈i〉〈/p〉.
    Anmerkung: Includes bibliographical references and index
    DOI: 10.1007/978-94-007-5294-8
    URL: Volltext
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  • 99
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    Universal Grammar and the Second Language Classroom (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400763623
    Sprache: Englisch
    Seiten: Online-Ressource (X, 252 p. 43 illus, digital)
    Serie: Educational Linguistics 16
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Druckausg.
    RVK:
    ES 866
    Schlagwort(e): Language and languages ; Education ; Education ; Language and languages ; Fremdsprachenlernen ; Universalgrammatik
    Kurzfassung: This book proposes that research into generative second language acquisition (GenSLA) can be applied to the language classroom. Assuming that Universal Grammar plays a role in second language development, it explores generalisations from GenSLA research. The book aims to build bridges between the fields of generative second language acquisition, applied linguistics, and language teaching; and it shows how GenSLA is poised to engage with researchers of second language learning outside the generative paradigm. Each chapter of Universal Grammar and the Second Language Classroom showcases ways in which GenSLA research can inform language pedagogy. Some chapters include classroom research that tests the effectiveness of teaching particular linguistic phenomena. Others review existing research findings, discussing how these findings are useful for language pedagogy. All chapters show how generative linguistics can enhance teachers’ expertise in language and second language development. “This groundbreaking volume ably takes on the gap that currently exists between generative linguistic theory in second language acquisition (GenSLA) and second language pedagogy, by gathering chapters from GenSLA researchers who are interested in the relevance and potential application of their research to second/foreign language teaching. It offers a welcome and thought-provoking contribution to any discussion of the relation between linguistic theory and practice. I recommend it not only for language teachers interested in deepening their understanding of the formal properties of the languages they teach, but also for linguists interested in following up on more practical consequences of the fruits of their theoretical and empirical research.” Donna Lardiere, Georgetown University, Washington DC, USA. NNMMIMH
    Beschreibung / Inhaltsverzeichnis: Acknowledgement; Contents; Contributors; Chapter 1: Introduction: Generative Second Language Acquisition and Language Pedagogy; 1.1 Introduction; 1.2 Conceptual Foundations; 1.2.1 Generative Linguistic Theory; 1.2.2 Generative Second Language Acquisition; 1.3 Overview of the Volume; 1.3.1 Part I: GenSLA Applied to the Classroom; 1.3.2 Part II: GenSLA and Classroom Research; 1.3.3 Part III: GenSLA, the Language Classroom and Beyond; References; Part I: GenSLA Applied to the Classroom; Chapter 2: What Research Can Tell Us About Teaching: The Case of Pronouns and Clitics; 2.1 Introduction
    Beschreibung / Inhaltsverzeichnis: 2.2 Object Pronouns in Spanish2.3 Research on the Position of Clitics; 2.4 Application to Language Teaching; References; Chapter 3: L2 Acquisition of Null Subjects in Japanese: A New Generative Perspective and Its Pedagogical Implications; 3.1 Introduction; 3.2 Null Subjects in Generative Syntax; 3.2.1 Previous Literature; 3.2.2 Null Subjects in Japanese; 3.3 The L2 Data; 3.3.1 Research Questions; 3.3.2 Experiment; 3.3.3 Participants, Procedure, and Method of Analysis; 3.3.4 Results of the Experiment; 3.4 Discussion; 3.4.1 Why "Focus on Form"?; 3.4.2 Further Pedagogical Implications
    Beschreibung / Inhaltsverzeichnis: 3.5 SummaryReferences; Chapter 4: Verb Movement in Generative SLA and the Teaching of Word Order Patterns; 4.1 Introduction; 4.2 Linguistic and Theoretical Foundations; 4.2.1 The Linguistic Background; 4.2.2 Full Transfer/Full Access; 4.2.3 The Learning/Acquisition Distinction; 4.3 Input, Negative Evidence, and Grammar Restructuring; 4.3.1 Resetting the Verb-Movement Parameter; 4.3.2 Losing Verb Second; 4.3.3 The Difficulties of English Word Order; 4.4 Teaching English Word Order; 4.4.1 Grammaring Word Order; 4.4.1.1 Adverbs; 4.4.1.2 Verb Second; 4.5 Conclusions; References
    Beschreibung / Inhaltsverzeichnis: Chapter 5: Modifying the Teaching of Modifiers: A Lesson from Universal Grammar5.1 Introduction; 5.2 Hierarchies of Modifiers: Beyond the Textbook; 5.3 L2 Acquisition of P-Modifier Order; 5.3.1 Experiment I: Aladdin Preference Task; 5.3.2 Experiment II: Aladdin Grammaticality Judgment Task; 5.4 L2 Acquisition of Adjective Order; 5.5 Conclusion; 5.6 Appendix I: The Aladdin Slides; References; Chapter 6: The Syntax-Discourse Interface and the Interface Between Generative Theory and Pedagogical Approaches to SLA; 6.1 Introduction; 6.2 Interface Properties
    Beschreibung / Inhaltsverzeichnis: 6.3 Topic-Comment Structures in Spanish and English6.3.1 Learnability and Interface Properties; 6.4 Methodology; 6.4.1 Research Questions; 6.4.2 Participants; 6.4.3 Tasks; 6.4.3.1 Sentence Selection Task; 6.4.3.2 Sentence Completion Task; 6.4.4 Results; 6.4.4.1 Study 1, L2 Spanish: Sentence Selection Task; 6.4.4.2 Study 1, L2 Spanish: Sentence Completion Task; 6.4.4.3 Study 2, L2 English: Sentence Selection Task; 6.4.4.4 Study 2, L2 English: Sentence Completion Task; 6.5 Discussion and Implications for the L2 Classroom; 6.6 Conclusion; References; Part II: GenSLA and Classroom Research
    Beschreibung / Inhaltsverzeichnis: Chapter 7: Alternations and Argument Structure in Second Language English: Knowledge of Two Types of Intransitive Verbs
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-6362-3
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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    Data-based Decision Making in Education : Challenges and Opportunities (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400748163 , 1283634147 , 9781283634144
    Sprache: Englisch
    Seiten: Online-Ressource (XIV, 216 p. 15 illus, digital)
    Serie: Studies in Educational Leadership 17
    Serie: SpringerLink
    Serie: Bücher
    Paralleltitel: Buchausg. u.d.T. Data-based decision making in education
    RVK:
    DF 2500
    Schlagwort(e): Educational tests and measurements ; Education ; Education ; Educational tests and measurements ; Education ; Decision making ; Data mining ; Erziehung ; Entscheidung ; Data Mining ; Erziehung ; Entscheidung ; Data Mining
    Kurzfassung: In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students assessments, classroom observations etc.This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are best practice studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.
    Beschreibung / Inhaltsverzeichnis: Contents; About the Authors; About the Editors; Chapter 1 Introduction; 1.1 Introduction; 1.2 How Will This Book Help You?; 1.3 Organization of Chapters; References; Chapter 2 Data-based Decision Making: An Overview; 2.1 Introduction; 2.2 Broadening Our Understanding of Data; 2.3 Why Data?; 2.3.1 The Nature of Effective Teaching and School Leadership; 2.3.2 Evidence of Improvements in Student Learning and Achievement; 2.4 The Process of Using Data; 2.5 How Data Can be Used; 2.6 Reflection Questions; References
    Beschreibung / Inhaltsverzeichnis: Chapter 3 Analysis and Discussion of Classroom andAchievement Data to Raise Student Achievement3.1 Introduction: Context Description; 3.2 Why Decision-Making Using Data Requires Linking Achievement Patterns to Classroom Practices; 3.3 The Overall Intervention Model in Three Clusters; 3.4 Gains in Achievement; 3.5 Analysis and Discussion of Data; 3.5.1 General Process of Analysing and Discussing Achievement Data; 3.5.2 General Process of Analysing and Discussing Observation Data; 3.5.3 Linking Student Achievement to Classroom Observations; 3.6 Enablers and Discussion
    Beschreibung / Inhaltsverzeichnis: 3.7 Conclusions and Next Steps3.8 Reflection Questions; References; Chapter 4 From ``Intuition''- to ``Data''-based Decision Making in Dutch Secondary Schools?; 4.1 Introduction: Context Description; 4.2 Two Stories of Data-based Decision Making; 4.2.1 Data-based Decision Making in the Real World:School Level; 4.2.2 Data-based Decision Making in the Real World:Classroom Level; 4.2.3 Data-based Decision Making in a Perfect World:School Level; 4.2.4 Data-based Decision Making in a Perfect World:Classroom Level; 4.3 Supporting and Hindering Factors; 4.4 Possible Effects and Side Effects
    Beschreibung / Inhaltsverzeichnis: 4.5 Conclusion and Discussion4.6 Reflection Questions; References; Chapter 5 Professional Attitudes to the Use of Data in England; 5.1 Introduction and Background; 5.2 Research Questions and Research Base; 5.3 Selecting and Recruiting the Participating Schools; 5.4 Collection of Data; 5.5 Discussion of Findings; 5.5.1 Use of Pupil Attainment and Progress Data; 5.5.2 Teachers' Understanding of Pupil Attainment and Progress Data and Confidence in Their Skills to Access, Utilise and Interpret Data; 5.5.3 The Impact of Training and Continuing Professional Development
    Beschreibung / Inhaltsverzeichnis: 5.5.4 Management, Analysis and Interpretation of Pupil Attainment and Progress Data: Who Does Whatand Who Should Do What in Schools?5.5.5 The Rationale for Collecting Pupil Attainment and Progress Data: What Teachers Perceive It To Be and What They Consider It Should Be; 5.6 Summary and Conclusion; 5.7 Reflection Questions; References; Chapter 6 Approaches to Effective Data Use: Does One Size Fit All?; 6.1 Introduction: Context; 6.2 Data Dissemination and Data Use: How the One Influences the Other; 6.3 Research Design and Methodology; 6.3.1 The Feedback System; 6.3.2 Sample
    Beschreibung / Inhaltsverzeichnis: 6.3.3 Instruments and Data Collection
    Anmerkung: Description based upon print version of record
    DOI: 10.1007/978-94-007-4816-3
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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