UID:
almahu_9949950475802882
Format:
1 online resource (394 pages)
Edition:
1st ed.
ISBN:
9783847416609
Note:
Frontmatter -- Cover -- International Perspectives on School Settings, Education Policy and Digital Strategies. A Transatlantic Discourse in Education Research -- Contents -- Transatlantic Encounters: Placing Education Research Interests in an International Context -- 1. Introduction -- 2. Historical pathways of the German and American school systems -- 3. School reform in a transatlantic exchange -- 4. Comparative and international education research - pathways and concepts in Germany and the USA -- 5. Introduction to this volume and its different sections -- References -- I. School Leadership and School Development -- Comparing School Leadership Practices in Germany and the United States: Contexts, Constructs and Constraints (Stefan Brauckmann-Sajkiewicz, Petros Pashiardis and Ellen Goldring) -- 1. Comparing policy contexts underlying school leadership practices in the US and Germany -- 2. The context-sensitive approach to leadership styles -- 3. Sequence of contributions in this section -- 3.1 Team 1: Leadership in challenging environments -- 3.2 Team 2: Leadership for learning -- 3.3 Team 3: Distributed/shared leadership -- 4. Concluding remarks -- References -- Successful Leadership in Schools Serving Disadvantaged Communities in Germany and the USA (Esther Dominique Klein, Michelle D. Young and Susanne Böse) -- 1. Introduction -- 2. Defining expectations towards principals in SSDCs -- 2.1 USA -- 2.2 Germany -- 3. Research about "successful" leadership in schools serving disadvantaged communities -- 3.1 Challenges for SSDCs -- 3.2 Improvement of SSDCs -- 4. Discussion - What we know, what we need to know more about -- References -- Leadership for Learning in Germany and the US: Commonalties and Differences (Pierre Tulowitzki, Marcus Pietsch and James Spillane) -- 1. Leadership for learning as an integrated model: An introduction.
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2. Assessing leadership commonalities under a common framework -- 3. Contextual Conditions for Leadership for Learning -- 3.1 Germany -- 3.2 USA -- 4. Input of and for Leadership for Learning -- 4.1 Germany -- 4.2 USA -- 5. Process of Leadership for Learning -- 5.1 Germany -- 5.2 USA -- 6. Output(s) of Leadership for Learning -- 6.1 Germany -- 6.2 USA -- 7. Discussion and Conclusion -- References -- Distributed Leadership in Schools: German and American Perspectives (Barbara Muslic, Jonathan Supovitz and Harm Kuper) -- 1. Introduction -- 2. The evolution of research on distributed leadership in the American context -- 3. State of research on distributed leadership in the German context -- 4. Discussion -- References -- II. Migration, Refugees, and Public Education -- Migration, Refugees, and Education: Challenges and Opportunities (Lisa Damaschke-Deitrick and Alexander W. Wiseman) -- 1. Introduction -- 2. Refugee and migrant students -- 3. Education as a panacea -- 4. Intersection of trauma, identity, and language (TIDAL) -- 5. Contributions in the section on migration, refugees, and public education -- References -- Language as a Predictor and an Outcome of Acculturation: A Review of Research on Refugee Children and Youth (Johanna Fleckenstein, Débora B. Maehler, Steffen Pötzschke, Howard Ramos and Paul Pritchard) -- 1. Introduction -- 2. The relevance of language skills for immigrants' acculturation into new societies -- 3. Reviewing studies on the language skills of refugees -- 4. Characteristics of research on the language skills of young refugees -- 5. Content analysis of studies on the language skills of young refugees -- 6. Conclusion -- References -- Attitudes Towards Refugees. A Case Study on the Unfolding Approach to Scale Construction (Michael Filsecker and Hermann Josef Abs) -- 1. Introduction.
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2. Why attitudes matter: migration - attitudes - integration -- 3. Challenges and limitations in the measurement of attitudes -- 4. Development of intermediate attitude items as national option in ICCS 2016 -- 4.1 Developing the item pool -- 4.2 Preliminary Results -- 5. Conclusions and future research -- References -- Refugee Experiences in Higher Education: Female Perspectives from Egypt (Ericka Galegher) -- 1. Introduction -- 2. Higher education and refugee women -- 3. Theoretical framework and methods -- 4. Syrian and Yemeni refugees in Egypt -- 5. Experiences of refugee women in universities -- 6. Challenges -- 7. Opportunities -- 8. Conclusion -- References -- III. International Large-Scale Assessments and Education Policy -- International Large-Scale Assessments - (How) Do They Influence Educational Policies and Practices? (Nina Jude and Janna Teltemann) -- 1. Introduction to the section -- 2. International large-scale assessments - (how) do they influence educational policies and practices? -- 3. Assessment and evaluation practices in Germany - evidence from PISA -- 4. International LSA and policy intentions in Germany -- 5. Evidence-informed school development and accountability in Germany -- 6. Conclusion -- References -- Lost in Translation? Local Governance and Policy Responses to International Large-Scale Assessments (Kerstin Martens and Dennis Niemann) -- 1. Introduction -- 2. The PISA effect and Germany's response -- 3. Bremen's translation of assessing education competences -- 4. Conclusion -- References -- Understanding the PISA Influence on National Education Policies: A Focus on Policy Transfer Mechanisms (Lluís Parcerisa, Clara Fontdevila and Antoni Verger) -- 1. Introduction -- 2. Research framework -- 3. Mechanisms of PISA policy influence -- 3.1 Competitive dynamics generated by PISA: Scandalizing countries by comparison.
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3.2 Learning and emulation: What PISA tells us about "what works" in education -- 4. Conclusion -- References -- An Average Is Just an Average: What Do We KnowAbout Countries' Low- and High-Performing Studentsin Mathematics? (David C. Miller and Frank T. Fonseca) -- 1. Introduction -- 2. Method -- 2.1 Data source and procedure -- 2.2 Target population -- 3. Results -- 4. Discussion -- References -- IV. The Management and Use of Digital Data in Education -- The Management and Use of Data in Education and Education Policy: Introductory Remarks (Sieglinde Jornitz and Laura C. Engel) -- 1. Datafication - trends in education and education policy: an introduction -- 2. Datafication of education: promises and potential hazards -- 2.1 The hope for individualized learning -- 2.2 The hope for greater equity and equality in learning opportunities -- 3. Approaching the research -- 4. Cross-national trends in data utilization in education -- 5. Advancing understandings of data uses in education: comparative perspectives -- References -- Digital Education Governance and the Productive Relationalities of School Monitoring Infrastructures (Sigrid Hartong) -- 1. Introduction: the rise of digital education governance and the transformation of school monitoring infrastructures -- 2. Disentangling monitoring infrastructures using a relational approach -- 3. (Re-)Building relations for monitoring: some empirical insights -- 3.1 Doing monitoring as epistemological relation-making -- 3.2 Doing monitoring as graphical relation-making -- 4. Outlook -- References -- Data, Diagnosis and Prescription: Governing Schooling through the OECD's PISA for Schools (Steven Lewis) -- 1. Introduction -- 2. PISA for Schools: the test and report -- 3. Commensuration, datafication and governing by examples -- 4. Defining "what works" through data.
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5. Conclusion: data-driven diagnoses and PISA for Schools -- References -- Big Data Analytics in Education: Big Challenges and Big Opportunities (Bernard Veldkamp, Kim Schildkamp, Merel Keijsers, Adrie Visscher and Ton de Jong) -- 1. Introduction -- 2. Method -- 3. Results -- 4. Purposes -- 5. Challenges for big data -- 6. Big data opportunities -- 7. Big data paradoxes -- 8. Conclusions -- References -- Using Digital Data to Support Teaching Practice - quop: An Effective Web-Based Approach to Monitor Student Learning Progress in Reading and Mathematics in Entire Classrooms (Elmar Souvignier, Natalie Förster, Karin Hebbecker and Birgit Schütze) -- 1. Introduction -- 2. quop - an approach for learning progress assessment (LPA) -- 3. Research on LPA with quop -- 3.1 Technical adequacy of the tests -- 3.2 Slope of students' progress -- 3.3 Effects of providing teachers with LPA -- 3.4 Using quop for differentiated reading instruction -- 4. Challenges for learning progress assessment -- References -- V. Economization of Education -- Education Gone Global: Economization, Commodification, Privatization and Standardization (Marcelo Parreira do Amaral and Paul R. Fossum) -- 1. Introduction -- 2. Education globalized -- 3. Economization, commodification, privatization, and standardization -- 4. Discussion and conclusion -- References -- Agents of Privatization: International Baccalaureate Schools as Transnational Educational Spaces in National Education Systems (Sabine Hornberg) -- 1. Introduction -- 2. Standardization and the rise and expansion of the International Baccalaureate -- 3. IB services and programs offered at state-run schools -- 4. Transnational educational spaces in national education systems -- 5. Conclusion -- References.
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Regulation in a Contested Space: Economization and Standardization in Adult and Continuing Education (Alexandra Ioannidou and Annabel Jenner).
Additional Edition:
Print version: Jornitz, Sieglinde International Perspectives on School Settings, Education Policy and Digital Strategies Leverkusen-Opladen : Verlag Barbara Budrich,c2021 ISBN 9783847422990
Language:
English
Subjects:
Education
,
Political Science
Keywords:
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