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  • BVB  (21)
  • Cambridge : Cambridge University Press
  • Education  (21)
Datasource
Material
Language
Years
Author, Corporation
Publisher
Keywords
Subjects(RVK)
  • 1
    Book
    Book
    The anthropology of childhood : cherubs, chattel, changelings (2022)
    Cambridge : Cambridge University Press
    Details
    ISBN: 9781108837781 , 9781108931991
    Language: English
    Pages: xxi, 563 Seiten , Illustrationen
    Edition: Third edition
    Parallel Title: Erscheint auch als
    DDC: 305.23
    RVK:
    DF 4500
    RVK:
    LB 43800
    Keywords: Sozialanthropologie ; Kind ; Kulturvergleich ; Children ; Child development ; Anthropology ; Child Development ; Anthropology ; Enfants / Développement ; Anthropologie ; anthropology ; Anthropology ; Child development ; Children ; Anthologie ; Anthologie ; Anthologie ; Kind ; Kulturvergleich ; Sozialanthropologie
    Library Location Call Number Volume/Issue/Year Availability
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    Book
    BSZ
    GBV
    KOBV
    BVB
    MPI Ethno. Forsch.
  • 2
    Book
    Book
    The Cambridge Handbook of intercultural training (2020)
    Cambridge : Cambridge University Press
    Details
    ISBN: 9781108490566 , 9781108795906
    Language: English
    Pages: xxxvi, 757 Seiten
    Edition: Fourth Edition
    Series Statement: Cambridge handbooks in psychology
    Parallel Title: Erscheint auch als Handbook of intercultural training
    DDC: 303.48/2
    RVK:
    QV 578
    RVK:
    QP 342
    RVK:
    CV 7500
    RVK:
    DO 9000
    RVK:
    DW 1500
    RVK:
    MR 7100
    Keywords: Intercultural communication ; Culture conflict ; Adjustment (Psychology) ; Multicultural education ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
    Abstract: "With the number of international migrants globally reaching an estimated 272 million (United Nations report, September 2019), the need for intercultural training is stronger than ever. Since its first edition, this handbook has evaluated methodologies and suggested best practice for the development of effective programs aimed at facilitating cross-cultural dialogue and boosting the economic development of countries most affected by migration. This handbook builds and expands on the previous editions by presenting the rational and scientific foundations of intercultural training and focuses on unique approaches, theories, and areas of the world. In doing so, it gives students, managers, and other professionals undertaking international assignments a theoretical foundation and practical suggestions for improving intercultural training programs"--
    Note: Includes bibliographical references and index
    URL: Inhaltsverzeichnis
    Library Location Call Number Volume/Issue/Year Availability
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    Book
    HU Berlin
    München UB
    BSZ
    GBV
    KOBV
    BVB
    HBZ
  • 3
    Online Resource
    Online Resource
    The Cambridge handbook of intercultural training (2020)
    Cambridge : Cambridge University Press
    Details
    ISBN: 9781108854184
    Language: English
    Pages: 1 Online-Ressource (xxxvi, 757 Seiten)
    Edition: Fourth edition
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 303.48/2
    RVK:
    QV 578
    RVK:
    QP 342
    RVK:
    CV 7500
    RVK:
    DO 9000
    RVK:
    DW 1500
    RVK:
    MR 7100
    Keywords: Intercultural communication ; Culture conflict ; Adjustment (Psychology) ; Multicultural education ; Völkerverständigung ; Interkulturelles Lernen ; Interkulturelle Erziehung ; Ethnopsychologie ; Aufsatzsammlung ; Aufsatzsammlung ; Ethnopsychologie ; Völkerverständigung ; Interkulturelle Erziehung ; Interkulturelles Lernen
    Abstract: With the number of international migrants globally reaching an estimated 272 million (United Nations report, September 2019), the need for intercultural training is stronger than ever. Since its first edition, this handbook has evaluated the methodologies and suggested the best practice to develop effective programs aimed at facilitating cross-cultural dialogue and boosting the economic developments of the countries mostly affected by migration. This handbook builds and expands on the previous editions by presenting the rational and scientific foundations of intercultural training and focuses on unique approaches, theories, and areas of the world. In doing so, it gives students, managers, and other professionals undertaking international assignments a theoretical foundation and practical suggestions for improving intercultural training programs
    DOI: 10.1017/9781108854184
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: lizenzpflichtig
    URL: lizenzpflichtig
    URL: Volltext  (URL des Erstveröffentlichers)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    München BSB
    Würzburg UB
    BSZ
    GBV
    KOBV
    BVB
  • 4
    Online Resource
    Online Resource
    Exploratory social network analysis with Pajek (2018)
    Cambridge : Cambridge University Press
    Details
    ISBN: 9781108565691
    Language: English
    Pages: 1 Online-Ressource (xxx, 455 Seiten)
    Edition: Third edition
    Series Statement: Structural analysis in the social sciences 46
    Parallel Title: Erscheint auch als
    DDC: 302.30285
    RVK:
    DS 5000
    RVK:
    ST 650
    RVK:
    MR 5900
    RVK:
    MS 5920
    RVK:
    MR 5600
    RVK:
    QH 444
    Keywords: Pajek (Electronic resource) ; Social networks / Mathematical models ; Social networks / Computer simulation ; Soziales Netzwerk ; Netzwerkanalyse ; Pajek ; Computersimulation ; Mathematisches Modell ; Netzwerkanalyse ; Computersimulation ; Pajek ; Soziales Netzwerk ; Mathematisches Modell
    Abstract: An extensively revised and expanded third edition of the successful textbook on analysis and visualization of social networks integrating theory, applications, and professional software for performing network analysis (Pajek). The main structural concepts and their applications in social research are introduced with exercises. Pajek software and datasets are available, so readers can learn network analysis through application and case studies. In the end readers will have the knowledge, skills, and tools to apply social network analysis across different disciplines. A fundamental redesign of the menu structure and the capability to analyze much larger networks required a new edition. This edition presents several new operations including community detection, generalized main paths searches, new network indices, advanced visualization approaches, and instructions for installing Pajek under MacOSX. This third edition is up-to-date with Pajek version 5 and it introduces PajekXXL for very large networks and Pajek3XL for huge networks
    Note: Title from publisher's bibliographic system (viewed on 25 Jul 2018)
    DOI: 10.1017/9781108565691
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: https://doi.org/10.1017/9781108565691
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    München BSB
    HeBIS
    BVB
  • 5
    Online Resource
    Online Resource
    The Cambridge handbook of instructional feedback (2018)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9781316832134
    Language: English
    Pages: 1 Online-Ressource (xxvii, 622 pages)
    DDC: 302.2
    RVK:
    DP 1760
    Keywords: Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
    Abstract: This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.
    Note: Title from publisher's bibliographic system (viewed on 15 Nov 2018)
    URL: https://doi.org/10.1017/9781316832134
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: lizenzpflichtig
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: lizenzpflichtig
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HU Berlin
    München BSB
    Würzburg UB
    BSZ
    GBV
    KOBV
    HeBIS
    BVB
  • 6
    Online Resource
    Online Resource
    Learning identities, education and community : young lives in the cosmopolitan city (2016)
    Cambridge : Cambridge University Press
    Details
    ISBN: 9781107110908
    Language: English
    Pages: 1 online resource (x, 262 pages)
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 306.43/2094821
    RVK:
    DW 1509
    Keywords: Erziehung ; Gesellschaft ; Education / Social aspects / Norway / Groruddalen / Case studies ; Learning / Social aspects / Norway / Groruddalen / Case studies ; Community and school / Norway / Groruddalen / Case studies ; Multicultural education / Norway / Groruddalen / Case studies ; Norwegen ; Fallstudiensammlung ; Fallstudiensammlung
    Abstract: This book offers a case study of children and young people in Groruddalen, Norway, as they live, study and work within the contexts of their families, educational institutions and informal activities. Examining learning as a life-wide concept, the study reveals how 'learning identities' are forged through complex interplays between young people and their communities, and how these identities translate and transfer across different locations and learning contexts. The authors also explore how diverse immigrant populations integrate and conceptualize their education as a key route to personal meaning and future productivity. In highlighting the relationships between education, literacy and identity within a sociocultural context, this book is at the cutting edge of discussions about what matters as children learn
    Description / Table of Contents: Machine generated contents note: List of tables; Acknowledgements; 1. Introduction: the learning lives of Groruddalen; 2. Groruddalen: Norway goes global; 3. From studying young people to creating narratives of learning lives; 4. Negotiating cultural identities: outdoor play, classroom discussions, and future orientation; 5. Learning identities: on the boundaries between work and play; 6. Forming learning identities through narrative; 7. Making choices to make a 'future': how community, the valley and the nation frame possibilities; 8. Schooling for tolerance: dealing with conflict and controversy; 9. Conclusion: the learning lives of new Norwegians; Appendices: 1. The education system in Norway: schools, levels, and transitions; 2. A map of Groruddalen; References
    Note: Title from publisher's bibliographic system (viewed on 04 Jul 2016)
    DOI: 10.1017/CBO9781107110908
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: https://doi.org/10.1017/CBO9781107110908
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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    Online Resource
    München BSB
    BSZ
    GBV
    KOBV
    HeBIS
    BVB
  • 7
    Book
    Book
    Peace education in a conflict-affected society : an ethnographic journey (2016)
    Cambridge : Cambridge University Press
    Details
    ISBN: 9781107057456
    Language: English
    Pages: x, 274 Seiten
    DDC: 303.6607105693
    RVK:
    DP 6210
    Keywords: Konflikt ; Friedenserziehung ; Zypern
    Note: Literaturverzeichnis: Seiten 247-265
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    URL: Inhaltsverzeichnis
    Library Location Call Number Volume/Issue/Year Availability
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    Book
    GBV
    HeBIS
    BVB
    Bayreuth UB
    MPI-MMG
  • 8
    Online Resource
    Online Resource
    Disability and the good human life (2014)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9781139225632
    Language: English
    Pages: 1 Online-Ressource (ix, 330 pages)
    Series Statement: Cambridge disability law and policy series
    DDC: 305.9/08
    RVK:
    MS 6270
    RVK:
    DT 1500
    Keywords: Behinderung ; Psychosoziale Situation ; Lebensqualität ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
    Abstract: This collection of original essays, from both established scholars and newcomers, takes up a recent debate in philosophy, sociology, and disability studies on whether disability is intrinsically a harm that lowers a person's quality of life. While this is a new question in disability scholarship, it also touches on one of the oldest philosophical questions: what is the good human life? Historically, philosophers have not been interested in the topic of disability, and when they are it is usually only in relation to questions such as euthanasia, abortion, or the moral status of disabled people. Consequently disability has been either ignored by moral and political philosophers or simply equated with a bad human life, a life not worth living. This collection takes up the challenge that disability poses to basic questions of political philosophy and bioethics, among others, by focusing on fundamental issues and practical implications of the relationship between disability and the good human life.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: https://doi.org/10.1017/CBO9781139225632
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    Online Resource
    München BSB
    HeBIS
    BVB
  • 9
    Online Resource
    Online Resource
    Voices of modernity : language ideologies and the politics of inequality (2009)
    Cambridge : Cambridge University Press
    Details
    ISBN: 9780511486647
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Studies in the social and cultural foundations of language 21
    Series Statement: Studies in the social and cultural foundations of language
    Parallel Title: Erscheint auch als
    DDC: 306.44
    RVK:
    MS 8050
    RVK:
    DU 5000
    RVK:
    ES 100
    RVK:
    LC 60000
    RVK:
    LB 26000
    Keywords: Geschichte ; Geschichte ; Language and culture / History ; Kultur ; Ideologie ; Geschichte ; Sprache ; Soziale Ungleichheit ; Soziale Ungleichheit ; Sprache ; Kultur ; Geschichte ; Sprache ; Ideologie ; Soziale Ungleichheit ; Geschichte
    DOI: 10.1017/CBO9780511486647
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (URL des Erstveröffentlichers)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    HU Berlin
    München BSB
    KOBV
    BVB
  • 10
    Online Resource
    Online Resource
    Learning identity : the joint emergence of social identification and academic learning (2006)
    Cambridge : Cambridge University Press
    Details
    ISBN: 0511167636 , 0521845882 , 0521608333 , 9780521845885 , 9780521608336
    Language: English
    Pages: Online-Ressource (ix, 305 p) , ill
    Edition: Online-Ausg. 2009 Electronic reproduction; Available via World Wide Web
    Parallel Title: Print version Learning Identity : The Joint Emergence of Social Identification and Academic Learning
    DDC: 306.43
    RVK:
    DU 2000
    Keywords: Social psychology ; Educational sociology ; Identity (Psychology)
    Abstract: This book describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom
    Description / Table of Contents: Cover; Half-title; Title; Copyright; Contents; Acknowledgments; 1 Self/Knowledge; 2 Social Identification and Local Metapragmatic Models; 3 Academic Learning and Local Cognitive Models; 4 Tyisha Becoming an Outcast; 5 Maurice in the Middle; 6 Denaturalizing Identity, Learning and Schooling; Appendix A; Appendix B; References; Index
    Note: Includes bibliographical references (p. 293-301) and index , Electronic reproduction; Available via World Wide Web
    URL: Volltext
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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    Online Resource
    München BSB
    BSZ
    GBV
    KOBV
    BVB
  • 11
    Online Resource
    Online Resource
    Beyond communities of practice : language, power, and social context (2005)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9780511610554
    Language: English
    Pages: 1 Online-Ressource (xi, 243 pages)
    Series Statement: Learning in doing : social, cognitive and computational perspectives
    DDC: 302
    RVK:
    DP 2220
    RVK:
    ES 100
    Keywords: Sprache ; Soziales Lernen ; Aufsatzsammlung ; Aufsatzsammlung
    Abstract: The concept of 'communities of practice' (Lave and Wenger 1991, Wenger 1998) has become an influential one in education, management, and social sciences in recent years. This book consists of a series of studies by linguists and educational researchers, examining and developing aspects of the concept which have remained relatively unexplored. Framings provided by theories of language-in-use, literacy practices, and discourse extend the concept, bringing to light issues around conflict, power, and the significance of the broader social context which have been overlooked. Chapters assess the relationship between communities of practice and other theories including literacy studies, critical language studies, the ethnography of communication, socio-cultural activity theory, and sociological theories of risk. Domains of empirical research reported include schools, police stations, adult basic education, higher education, and multilingual settings. The book highlights the need to incorporate thinking around language-in-use, power and conflict, and social context into communities of practice.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: https://doi.org/10.1017/CBO9780511610554
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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    Online Resource
    München BSB
    BSZ
    GBV
    KOBV
    HeBIS
    BVB
  • 12
    Online Resource
    Online Resource
    Pragmatics in language teaching (2001)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9781139524797
    Language: English
    Pages: 1 Online-Ressource (xi, 368 pages)
    Series Statement: Cambridge applied linguistics
    DDC: 306.44
    RVK:
    DP 1600
    RVK:
    ES 760
    RVK:
    ES 885
    Keywords: Aufsatzsammlung ; Aufsatzsammlung
    Abstract: Pragmatics in Language Teaching examines the acquisition of language use in social contexts in second and foreign language classrooms. Included are 2 state-of-the-art survey chapters, and 11 chapters reporting the results of empirical research. The empirical studies cover three areas: incidental acquisition of pragmatics in instructed contexts, the effects of instruction in pragmatics, and the assessment of pragmatics ability. The studies address a number of areas in pragmatics, from speech acts and discourse markers to conversational routines and address terms, and represent a range of target languages and contexts in the United States, Asia, and Europe.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: https://doi.org/10.1017/CBO9781139524797
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
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    Online Resource
    München BSB
    BSZ
    GBV
    KOBV
    HeBIS
    BVB
  • 13
    Online Resource
    Online Resource
    Japanese frames of mind : cultural perspectives on human development (2001)
    Cambridge : Cambridge University Press
    Details
    ISBN: 9780511509582
    Language: English
    Pages: 1 online resource (xxii, 277 pages)
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 155.8/952
    RVK:
    CV 7500
    RVK:
    DV 2365
    RVK:
    LB 40450
    RVK:
    MS 9200
    Keywords: Psychology / Japan ; Psychologie ; Japaner ; Aufsatzsammlung ; Japaner ; Psychologie
    Abstract: Japanese Frames of Mind addresses two main questions in light of a collection of research conducted by both Japanese and American researchers at Harvard University: What challenge does Japanese psychology offer to Western psychology? Will the presumed universals of human nature discovered by Western psychology be reduced to a set of 'local psychology' among many in a world of unpredicted variations? The chapters provide a wealth of new data and perspectives related to aspects of Japanese child development, moral reasoning and narratives, schooling and family socialization, and adolescent experiences. By placing the Japanese evidence within the context of Western psychological theory and research, the book calls for a systematic reexamination of Western psychology as one psychology among many other ethnopsychologies. Written in mostly non-technical language, this book will appeal to developmental and cultural psychologists, anthropologists interested in psychological anthropology, educators, and anyone interested in Japanese and Asian studies
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    DOI: 10.1017/CBO9780511509582
    URL: Volltext  (URL des Erstveröffentlichers)
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    Online Resource
    BVB
  • 14
    Online Resource
    Online Resource
    De-facing power (2000)
    Cambridge : Cambridge University Press
    Details
    ISBN: 0511016948 , 0511490259 , 0521780799 , 0521785642 , 9780511016943 , 9780511490255 , 9780521780797 , 9780521785648
    Language: English
    Pages: 1 Online-Ressource (ix, 214 pages)
    Series Statement: Contemporary political theory
    DDC: 303.3
    RVK:
    DK 1012
    Keywords: Pouvoir (Sciences sociales) / États-Unis / Cas, Études de ; Pédagogie critique / Cas, Études de ; Politique et éducation / Cas, Études de ; SOCIAL SCIENCE / General ; Critical pedagogy ; Education / Political aspects ; Power (Social sciences) ; Machtsverhoudingen ; Scholen ; Sociale netwerken ; Pouvoir (sciences sociales) / États-Unis ; Pédagogie critique ; Politique et éducation / États-Unis ; Schulpädagogik ; Macht ; Soziales Netzwerk ; Erziehung ; Politik ; Power (Social sciences) Case studies ; Critical pedagogy Case studies ; Education Case studies Political aspects ; Soziales Netzwerk ; Macht ; Schulpädagogik ; USA ; USA ; Fallstudiensammlung ; Fallstudiensammlung ; Fallstudiensammlung ; USA ; Schulpädagogik ; Macht ; Soziales Netzwerk
    Note: Includes bibliographical references (pages 199-211) and index , 1 - Introduction -- - 2 - De-facing power -- - 3 - Power and pedagogy -- - 4 - "The environment" and the North End Community School -- - 5 - The "world" of Fair View -- - 6 - Power and freedom , "Clarissa Rile Hayward challenges the prevailing view which treats power as something powerful people have and use. Rather than seeing it as having a "face," she considers power as a complex network of social boundaries - norms, identities, institutions - which define both the field of action and the individual's freedom within it, for the "powerful" and "powerless" alike. Hayward suggests that the critical analysis of power relations should focus on the ways in which these relationships affect people's capacities to help shape the institutions and practices that govern their lives. Using a detailed comparative analysis of the relationships within two ethnically diverse educational settings - one in a low-income, predominantly African-American, urban school, the other in an affluent, predominantly white, suburban school - this book develops a compelling account of the concept of power in terms of networks of practices and relations."--Jacket
    URL: Volltext
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: https://doi.org/10.1017/CBO9780511490255
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext
    URL: Volltext
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    URL: Volltext  (lizenzpflichtig)
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    Online Resource
    München BSB
    BSZ
    GBV
    KOBV
    HeBIS
    BVB
  • 15
    Online Resource
    Online Resource
    From education to work : cross-national perspectives (1999)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9780511527876
    Language: English
    Pages: 1 Online-Ressource (x, 352 pages)
    DDC: 305.235
    RVK:
    QV 221
    RVK:
    DU 3000
    RVK:
    MS 2250
    Keywords: Internationaler Vergleich ; Berufsanfang ; Jugend ; Konferenzschrift ; Konferenzschrift
    Abstract: Structural transformations in the international economy and the restructuring of work have made the transition from education to employment increasingly problematic. School-to-work pathways have become more socially segmented and the risk of under-employment and joblessness has increased for both vocationally and academically educated youth. Continuous passages have become less common and have given way to multiple entries and exits between schooling and working, under-employment, unemployment and domestic work. This edited volume of empirical studies is based on a series of comparable longitudinal research projects which draw on survey and biographical data from important players in the international economy, the USA, Great Britain, Canada and Germany. The studies document that social and gender inequality is a persistent structural feature that restricts the possibilities to take advantage of educational opportunities and career options. Furthermore, different institutional arrangements are shown to play a crucial role in distributing transition opportunities in a more equal way.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: https://doi.org/10.1017/CBO9780511527876
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (lizenzpflichtig)
    URL: Volltext  (lizenzpflichtig)
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    Online Resource
    München BSB
    BSZ
    GBV
    KOBV
    HeBIS
    BVB
  • 16
    Online Resource
    Online Resource
    Cultural and language diversity and the deaf experience (1996)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9781139163804
    Language: English
    Pages: 1 Online-Ressource (xiv, 306 pages)
    DDC: 305.9/08162/0973
    RVK:
    DT 1550
    Keywords: Gehörlosigkeit ; Spracherwerb ; Sprachkontakt ; Kulturkontakt ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung
    Abstract: The perspective that deaf people should be regarded as a cultural and language minority group rather than individuals with an audiological disability is gathering support among educators, linguists, and researchers involved in the education of deaf people across America. This book explores the notion that deaf people are members of a bilingual-bicultural minority group, whose experiences often overlap with the those of hearing minority group members, but at other times are unique. Contributors to this book include prominent deaf and hearing researchers, educators, and deaf community members. The three sections review research on bilingualism and biculturalism, the impact of cultural and language diversity on the deaf experience, and offer rich experiential evidence from deaf community members which highlights the emotional impact of living in the deaf and hearing worlds.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: https://doi.org/10.1017/CBO9781139163804
    URL: Volltext
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    URL: Inhaltsverzeichnis
    URL: Volltext  (lizenzpflichtig)
    URL: Inhaltsverzeichnis
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  • 17
    Online Resource
    Online Resource
    Child care and culture : lessons from Africa (1994)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9780511720321
    Language: English
    Pages: 1 Online-Ressource (xx, 346 pages)
    DDC: 305.23/1/096762
    RVK:
    CQ 6000
    RVK:
    DV 2410
    Keywords: Aufsatzsammlung ; Aufsatzsammlung
    Abstract: Child Care and Culture examines parenthood, infancy, and early childhood in an African community, revealing patterns unanticipated by current theories of child development and raising provocative questions about 'normal' child care in the human species. Comparing the Gusii people of Kenya, whose practices were intensively observed from the combined perspectives of social anthropology, pediatrics, and developmental psychology, with the American white middle class, the authors show how divergent cultural priorities create differing conditions for early childhood development.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: https://doi.org/10.1017/CBO9780511720321
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    URL: Volltext  (lizenzpflichtig)
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  • 18
    Online Resource
    Online Resource
    Literacy, culture, and development : becoming literate in Morocco (1993)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9780511527791
    Language: English
    Pages: 1 Online-Ressource (xiv, 367 pages)
    DDC: 302.2/244
    RVK:
    DV 2525
    RVK:
    MS 7100
    Keywords: Entwicklung ; Schriftlichkeit ; Marokko
    Abstract: Literacy is thought to be one of the primary cultural transmitters of information and beliefs within any society where it exists. Yet, when considered as a social phenomenon, literacy is remarkably difficult to define, because its functions, meanings, and methods of learning vary from one cultural group to the next. This book compares and contrasts our understanding of literacy and its acquisition and retention. It addresses major debates in education policy today, such as the importance of 'mother-tongue' literacy programs, the notion of literacy 'relapse', and the concept of educational poverty. The author focuses on Moroccan children whose parents are unschooled, whose language is often different from that used in the classroom, and whose first instruction often involves rote religious teaching.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: https://doi.org/10.1017/CBO9780511527791
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 19
    Online Resource
    Online Resource
    The Uses of literacy in early mediaeval Europe (1990)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9780511584008
    Language: English
    Pages: 1 Online-Ressource (xvi, 345 pages)
    DDC: 302.2/244
    RVK:
    DD 3000
    RVK:
    NM 5870
    RVK:
    NM 1400
    Keywords: Sozialgeschichte 400-1500 ; Geschichte ; Bildung ; Schriftlichkeit ; Kultur ; Literatur ; Europa ; Aufsatzsammlung ; Aufsatzsammlung
    Abstract: This book investigates the ways in which literacy was important in early mediaeval Europe, and examines the context of literacy, its uses, levels, and distribution, in a number of different early mediaeval societies between c. 400 and c. 1000. The studies, by leading scholars in the field, set out to provide the factual basis from which assessments of the significance of literacy in the early mediaeval world can be made, as well as analysing the significance of literacy, its implications, and its consequences for the societies in which we observe it. In all cases, the studies represent recent research and bring evidence such as the recent archaeological discoveries at San Vincenzo al Volturno to the subject. They provide fascinating insight into the attitudes of early mediaeval societies towards the written word and the degree to which these attitudes were formed. This period is shown as fundamental for the subsequent uses of literacy in mediaeval and modern Europe.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: https://doi.org/10.1017/CBO9780511584008
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    URL: Volltext  (lizenzpflichtig)
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  • 20
    Online Resource
    Online Resource
    Childhood in nineteenth-century France : work, health, and education among the 'classes populaires' (1988)
    Cambridge : Cambridge University Press | Cambridge, UK : Cambridge University Press
    Details
    ISBN: 9780511523359
    Language: English
    Pages: 1 Online-Ressource (xii, 350 pages)
    DDC: 305.2/3/0944
    RVK:
    DV 2260
    RVK:
    NW 8150
    Keywords: Sozialgeschichte 1800-1900 ; Geschichte ; Gesetzgebung ; Kind ; Kinderarbeit ; Frankreich
    Abstract: The central theme of this book is the changing experience of childhood among the peasants and working classes of nineteenth-century France. Manual work and informal methods of education in the local community became less prominent at this stage of life, whilst the primary school loomed increasingly large. The first section of the book considers childhood in rural society; the second examines the impact of industrial development on the lives of working-class children; and the third traces the child labour legislation of 1841 and 1874. The purposes of the work are to understand why the practice of child labour, considered entirely acceptable in the early nineteenth century, became an issue for reform from the 1830s, and also to assess the strategies adopted by the French State for curbing abuses. Its significance lies in its original synthesis of material on child labour, apprenticeship and education, drawing on a broad range of primary sources as well as the existing literature in related fields of study.
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    URL: https://doi.org/10.1017/CBO9780511523359
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    URL: Volltext  (lizenzpflichtig)
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  • 21
    Online Resource
    Online Resource
    Scottish literacy and the Scottish identity : illiteracy and society in Scotland and Northern England, 1600-1800 (1985)
    Cambridge : Cambridge University Press
    Details
    ISBN: 9780511522598
    Language: English
    Pages: 1 online resource (x, 325 pages)
    Series Statement: Cambridge studies in population, economy, and society in past time 4
    Parallel Title: Erscheint auch als
    Parallel Title: Erscheint auch als
    DDC: 302.2/0941
    RVK:
    DV 2685
    RVK:
    HG 280
    Keywords: Geschichte 1700-1800 ; Geschichte 1600-1700 ; Geschichte 1600-1800 ; Geschichte ; Literacy / Scotland / History / 17th century ; Literacy / Scotland / History / 18th century ; Literacy / Cross-cultural studies ; National characteristics, Scottish ; Comparative education ; Literacy / England, Northern / History ; Bildung ; Alphabetisierung ; Geschichte ; Schottland ; England ; Großbritannien ; Schottland ; Hochschulschrift ; Hochschulschrift ; England Nord ; Alphabetisierung ; Geschichte 1600-1800 ; Schottland ; Bildung ; Geschichte ; Großbritannien ; Alphabetisierung ; Geschichte 1600-1800 ; Schottland ; Alphabetisierung ; Geschichte 1600-1800
    Abstract: Scottish education and literacy have achieved a legendary status. A campaign promoted by church and state between 1560 and 1696 is said to have produced the most literate population in the early modern world. This book sets out to test this belief by comparing the ability to read and write in Scotland with northern England in particular and with Europe and North America in general. It combines extensive statistical analysis with qualitative and theoretical discussion to produce an important argument about the significance of literacy and education for the individual and society of relevance not just to the Scottish experience but to a far broader social and geographical area
    Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015)
    DOI: 10.1017/CBO9780511522598
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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