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  • 1
    Online-Ressource
    Online-Ressource
    Mesurer l’innovation dans l’éducation 2019 (Version abrégée) : Quels changements dans les pratiques scolaires ? (2019)
    Paris :OECD Publishing,
    Details
    UID:
    almahu_9948177893002882
    Umfang: 164 p. ; , 21 x 28cm.
    ISBN: 9789264926493 , 9789264581647 , 9789264323919
    Serie: La recherche et l'innovation dans l'enseignement,
    Inhalt: Pour améliorer l'éducation, il est capital de comprendre et de mesurer l'innovation. La base de connaissances internationales en matière d'éducation serait sensiblement élargie en assurant un suivi systématique de l'évolution des pratiques au sein des classes et dans les établissements d'éducation, du développement professionnel des enseignants, de l'utilisation des ressources pédagogiques, et des pratiques de communication des établissements d'enseignement avec leur communauté. On pourrait aussi comprendre comment sont associées les évolutions et l'innovation d'un côté et de meilleurs résultats en matière d'éducation de l'autre. Les décideurs politiques seraient ainsi à même de mieux cibler les interventions et les ressources, et d'obtenir rapidement un retour d'informations permettant de déterminer si les réformes ont modifié les pratiques éducatives conformément aux attentes. Par ailleurs, cela permettrait de mieux comprendre les conditions propices à l'innovation dans l'éducation ainsi que ses répercussions. Cette nouvelle édition de Mesurer l'innovation dans l'éducation examine ce qui a changé (ou pas) pour les étudiants pendant la dernière decénnie dans les systèmes éducatifs de l'OCDE et couvre environ 150 pratiques éducatives dans sa version originale (et un peu moins dans cette version française abrégée). Elle met en lumière l'innovation systémique dans l'enseignement primaire et secondaire, en mettant l'accent sur l'innovation pédagogique. L'utilisation de la technologie s'est-elle propagée? Les évaluations sont-elles devenues plus fréquentes? Les élèves ont-ils plus d'autonomie dans leur apprentissage? Est-ce qu'on leur demande de plus en plus de mémoriser des faits et des procédures? Est-ce que plus d’élèves ont des enseignants qui participent eux-même à des activités d’apprentissage? Voici quelques-unes des questions auxquelles répond ce livre. Des premiers pas vers l’établissement d’un lien entre l’innovation et les performances éducatives sont également réalisés. Ce livre intéressera toutes les parties prenantes désireuses de comprendre l'évolution des pratiques éducatives. Cette version abrégée ne contient, outre le résumé, que les chapitres où la majorité des indicateurs comprennent les systèmes éducatifs francophones. La version intégrale du rapport est disponible en anglais sur le site de l’OCDE.
    Weitere Ausg.: Measuring Innovation in Education 2019: What Has Changed in the Classroom?
    Sprache: Französisch
    URL: https://doi.org/10.1787/6d211378-fr
    URL: Volltext  (URL des Erstveroeffentlichers)
    URL: Volltext  (URL des Erstveroeffentlichers)
    URL: lizenzpflichtig
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    Online-Ressource
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    Stabi Berlin
    HU Berlin
    FU Berlin
    UB Potsdam
    EUV Frankfurt
  • 2
    Online-Ressource
    Online-Ressource
    How Learning Continued during the COVID-19 Pandemic : Global Lessons from Initiatives to Support Learners and Teachers (2022)
    Paris : OECD Publishing
    Details
    UID:
    b3kat_BV047927929
    Umfang: 1 Online-Ressource (384 Seiten) , 21 x 28cm
    ISBN: 9789264819092
    Inhalt: This report brings together 45 of the education continuity stories that were jointly documented by the OECD, the World Bank, Harvard's Global Education Innovation Initiative and HundrED during the first wave of school closures related to the COVID-19 pandemic. It covers a variety of different examples on how governments and non-governmental organisations quickly responded to school closures to implement a strategy for learners around the world to continue to study. While often based on the use of digital solutions, those solutions target specific solutions aimed at academic learning, socio-emotional support, teacher professional development, etc. The book covers examples from low, middle and high income countries on all continents and draws some lessons of these fast-paced responses to reimagine a post-pandemic education across the world
    Sprache: Englisch
    Schlagwort(e): Amtsdruckschrift
    DOI: 10.1787/bbeca162-en
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: lizenzpflichtig
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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    Online-Ressource
    Online Zugang
    Open Access Wunsch
    Stabi Berlin
    FU Berlin
    UB Potsdam
    EUV Frankfurt
  • 3
    Online-Ressource
    Online-Ressource
    ¿El arte por el arte? : La influencia de la educacíon artística (2014)
    México : Instituto Politécnico Nacional
    Details
    UID:
    b3kat_BV047929628
    Umfang: 1 Online-Ressource (248 Seiten) , 16 x 23cm
    ISBN: 9789264224902
    Sprache: Spanisch
    DOI: 10.1787/9789264224902-es
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext
    URL: lizenzpflichtig
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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    Online-Ressource
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    Stabi Berlin
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  • 4
    Online-Ressource
    Online-Ressource
    Art for Art's Sake? : The Impact of Arts Education (2013)
    Paris :OECD Publishing,
    Details
    UID:
    almahu_9948178474202882
    Umfang: 304 p. ; , 16 x 23cm.
    ISBN: 9789264180789
    Serie: Educational Research and Innovation,
    Inhalt: Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students’ academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as “skills for innovation”: subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills. This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.
    Anmerkung: Foreword -- Creativity outcomes of arts education -- Acknowledgements -- Motivational outcomes of arts education -- Social skills outcomes of arts education -- The impact of arts education -- Executive summary -- Brain outcomes of arts education -- Why arts education? Summary and conclusions -- Cognitive outcomes of multi-arts education -- Cognitive outcomes of music education -- Cognitive outcomes of theatre education -- Cognitive outcomes of visual arts education -- Cognitive outcomes of dance education.
    Weitere Ausg.: L'art pour l'art ? : L'impact de l'éducation artistique
    Weitere Ausg.: ¿El arte por el arte? : La influencia de la educacíon artística
    Sprache: Englisch
    URL: https://doi.org/10.1787/9789264180789-en
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
    Bibliothek Standort Signatur Band/Heft/Jahr Verfügbarkeit
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    Online-Ressource
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    HU Berlin
    FU Berlin
    EUV Frankfurt
  • 5
    Online-Ressource
    Online-Ressource
    Schooling During a Pandemic : The Experience and Outcomes of Schoolchildren During the First Round of COVID-19 Lockdowns (2021)
    Paris :OECD Publishing,
    Details
    UID:
    almahu_9949204700802882
    Umfang: 110 p. ; , 21 x 28cm.
    ISBN: 9789264579019 , 9789264366824 , 9789264955110
    Inhalt: This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020. Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples. Information is presented on three interrelated topics: the nature of the educational experience during the period of lockdowns and school closures; the home environment in which education took place for the vast majority of schoolchildren; the effects on the mental health and learning outcomes for children during this period. The data come primarily from 5 countries (France, Germany, Ireland, the United Kingdom and the United States) with additional information on some aspects for 6 additional countries (Australia, Belgium (Flanders), Canada, Finland, Italy and the Netherlands). This report will be of interest to policy makers, academics, education stakeholders and anyone interested in a first international empirical analysis of the effects of the pandemic on the lives and education of schoolchildren.
    Anmerkung: Lockdown measures in selected countries: February-June 2020 -- Foreword -- School children's psychological well-being and academic progress -- Aspects of schooling during lockdowns -- Summary and conclusions -- Main survey data sources -- Lockdowns and the home environment -- Executive summary -- Introduction.
    Sprache: Englisch
    Fachgebiete: Wirtschaftswissenschaften
    RVK:
    QX 800
    URL: https://doi.org/10.1787/1c78681e-en
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    Online-Ressource
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    HU Berlin
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  • 6
    Online-Ressource
    Online-Ressource
    Fostering Students' Creativity and Critical Thinking : What it Means in School (2019)
    Paris :OECD Publishing,
    Details
    UID:
    almahu_9948178161702882
    Umfang: 350 p. ; , 16 x 23cm.
    ISBN: 9789264684003
    Serie: Educational Research and Innovation,
    Inhalt: Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these skills in a school setting. To make it more visible and tangible to practitioners, the OECD worked with networks of schools and teachers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education. Through a portfolio of rubrics and examples of lesson plans, teachers in the field gave feedback, implemented the proposed teaching strategies and documented their work. Instruments to monitor the effectiveness of the intervention in a validation study were also developed and tested, supplementing the insights on the effects of the intervention in the field provided by the team co-ordinators. What are the key elements of creativity and critical thinking? What pedagogical strategies and approaches can teachers adopt to foster them? How can school leaders support teachers' professional learning? To what extent did teachers participating in the project change their teaching methods? How can we know whether it works and for whom? These are some of the questions addressed in this book, which reports on the outputs and lessons of this international project.
    Sprache: Englisch
    URL: https://doi.org/10.1787/62212c37-en
    URL: Volltext  (URL des Erstveroeffentlichers)
    URL: Volltext  (URL des Erstveroeffentlichers)
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    HU Berlin
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  • 7
    Buch
    Buch
    Art for art's sake? : the impact of arts education (2013)
    Paris : OECD
    Details
    UID:
    b3kat_BV041222441
    Umfang: 266 S. , graph. Darst.
    ISBN: 9789264180772
    Serie: Educational research and innovation
    Weitere Ausg.: Erscheint auch als Online-Ausgabe, PDF ISBN 978-92-64-18078-9
    Sprache: Englisch
    Fachgebiete: Pädagogik
    RVK:
    DP 6600
    Schlagwort(e): Kunsterziehung ; Kreativität ; Innovation ; Graue Literatur
    URL: Inhaltsverzeichnis
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  • 8
    Online-Ressource
    Online-Ressource
    Le commerce international de services d'éducation : Est-il bon ? Est-il méchant ? (2002)
    Paris : OECD Publishing
    Dazugehörige Titel
    Details
    UID:
    gbv_729974863
    Umfang: 45 p
    ISSN: 1684-3592
    Inhalt: Le commerce international de services d’éducation au niveau post-secondaire a connu une forte croissance durant la dernière décennie. Il prend la forme traditionnelle de la mobilité internationale des étudiants et des enseignants, mais aussi, de plus en plus souvent, celles de l’investissement à l’étranger d’établissements d’enseignement ou de la fourniture électronique de services d’éducation. Mis en évidence par l’inclusion des services d’éducation dans les négociations de l’Accord général sur le commerce des services au sein de l’Organisation mondiale du commerce, ces développements du commerce international de services d’éducation de niveau post-secondaire suscite beaucoup d’inquiétudes au sein des communautés enseignante et étudiante. Cet article analyse les défis et les opportunités que le commerce international de services d’éducation représente pour les systèmes d’enseignement supérieur des pays industrialisés et des pays en développement et montre la place centrale de la question de la certification internationale de la qualité de l’enseignement. En rupture avec les analyses considérant le marché international de l’éducation comme homogène, l’article défend l’idée que le secteur traditionnel d’enseignement supérieur sera moins touché par ces développements que le secteur de l’apprentissage tout au long de la vie, et qu’il se développera davantage dans les pays en développement que dans les pays industrialisés.
    In: Politiques et gestion de l'enseignement supérieur, Paris : OCDE, 1998, Vol. 14, no. 3, p. 9-50, 1684-3592
    Weitere Ausg.: Parallelausg. International Trade in Educational Services: Good or Bad?
    Sprache: Französisch
    DOI: 10.1787/hemp-v14-art18-fr
    URL: Volltext
    URL: lizenzpflichtig
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  • 9
    Online-Ressource
    Online-Ressource
    International Trade in Educational Services : Good or Bad? (2002)
    Paris : OECD Publishing
    Dazugehörige Titel
    Details
    UID:
    gbv_729988937
    Umfang: 40 p
    ISSN: 1726-9822
    Inhalt: International trade in post-secondary educational services has grown substantially over the past decade. Traditionally it takes the form of international student/teacher mobility but also, and increasingly, foreign investment by educational institutions or e-learning services. These developments in international trade in post-secondary educational services, which have come to the fore with the inclusion of educational services in the World Trade Organisation’s negotiations on the General Agreement on Trade in Services, are causing great concern in the teaching and student community. This paper analyses the challenges and opportunities that international trade in educational services represents for higher education systems in industrialised and developing countries, and shows the importance of international quality assurance in education. Breaking with studies that view the international education market as homogeneous, the paper argues that traditional higher education will be less affected by these developments than the lifelonglearning sector, and that trade in such services will expand more in the developing countries than in the industrialised world.
    In: Higher education management and policy, Paris : OECD, 2002, Vol. 14, no. 3, p. 9-45, 1726-9822
    Weitere Ausg.: Parallelausg. Le commerce international de services d'éducation : Est-il bon ? Est-il méchant ?
    Sprache: Englisch
    DOI: 10.1787/hemp-v14-art18-en
    URL: Volltext
    URL: lizenzpflichtig
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    Stabi Berlin
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  • 10
    Online-Ressource
    Online-Ressource
    Ensuring Quality in Cross-Border Higher Education : Implementing the UNESCO/OECD Guidelines (2015)
    Paris : OECD Publishing
    Details
    UID:
    b3kat_BV047929561
    Umfang: 1 Online-Ressource (132 Seiten) , 16 x 23cm
    ISBN: 9789264243538 , 9789264248465
    Inhalt: In the past decade, many countries have designed explicit internationalisation policies for their higher education systems, acknowledging the benefits of international exposure to prepare students for a globalising economy as well as the many opportunities of cross-border mobility for innovation, improvement and capacity development in higher education and in the economy. Cases of fraud and opportunistic behaviour have shown that these promises come with risks for students and other tertiary education stakeholders though. It is precisely to help all stakeholders to minimise these risks and strengthen the dynamics of openness, collaboration and transparency across countries that UNESCO and OECD jointly developed the Guidelines for Quality Provision in Cross-Border Higher Education. This book monitors the extent to which tertiary education stakeholders complied with the Guidelines in 2014. It will be of interest to policy makers, leaders of tertiary education institutions and quality assurance agencies, as well as to academics and other parties interested in higher education and its internationalisation
    Sprache: Englisch
    DOI: 10.1787/9789264243538-en
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (URL des Erstveröffentlichers)
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    FU Berlin
    EUV Frankfurt
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