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  • Alice Salomon HS  (9)
  • SB Königs Wusterhausen
  • SB Perleberg
  • Wissenschaftspark Albert Einstein
  • HNE Eberswalde
  • SKB Bad Freienwalde
  • Licensed  (9)
  • 1
    UID:
    edoccha_BV023307369
    Format: 1 Online-Ressource (175 S.).
    Edition: 1. Aufl.
    ISBN: 978-3-8350-5520-9
    Series Statement: Kommunikationswissenschaft
    Note: Diplomarbeit Katholische Universität Eichstätt-Ingolstadt
    Additional Edition: Erscheint auch als Druckausgabe ISBN 978-3-8350-6090-6
    Language: German
    Subjects: Political Science , General works
    RVK:
    RVK:
    RVK:
    Keywords: The New York Times ; The Washington Post ; Golfkrieg ; Politische Berichterstattung ; Frankfurter Allgemeine ; Süddeutsche Zeitung ; Öffentliche Meinung ; Golfkrieg ; Politische Berichterstattung ; Hochschulschrift
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  • 2
    UID:
    almafu_BV023307369
    Format: 1 Online-Ressource (175 S.).
    Edition: 1. Aufl.
    ISBN: 978-3-8350-5520-9
    Series Statement: Kommunikationswissenschaft
    Note: Diplomarbeit Katholische Universität Eichstätt-Ingolstadt
    Additional Edition: Erscheint auch als Druckausgabe ISBN 978-3-8350-6090-6
    Language: German
    Subjects: Political Science , General works
    RVK:
    RVK:
    RVK:
    Keywords: The New York Times ; The Washington Post ; Golfkrieg ; Politische Berichterstattung ; Frankfurter Allgemeine ; Süddeutsche Zeitung ; Öffentliche Meinung ; Golfkrieg ; Politische Berichterstattung ; Hochschulschrift
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  • 3
    UID:
    edocfu_BV023307369
    Format: 1 Online-Ressource (175 S.).
    Edition: 1. Aufl.
    ISBN: 978-3-8350-5520-9
    Series Statement: Kommunikationswissenschaft
    Note: Diplomarbeit Katholische Universität Eichstätt-Ingolstadt
    Additional Edition: Erscheint auch als Druckausgabe ISBN 978-3-8350-6090-6
    Language: German
    Subjects: Political Science , General works
    RVK:
    RVK:
    RVK:
    Keywords: The New York Times ; The Washington Post ; Golfkrieg ; Politische Berichterstattung ; Frankfurter Allgemeine ; Süddeutsche Zeitung ; Öffentliche Meinung ; Golfkrieg ; Politische Berichterstattung ; Hochschulschrift
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  • 4
    UID:
    b3kat_BV023307369
    Format: 1 Online-Ressource (175 S.)
    Edition: 1. Aufl.
    ISBN: 9783835055209
    Series Statement: Kommunikationswissenschaft
    Note: Diplomarbeit Katholische Universität Eichstätt-Ingolstadt
    Additional Edition: Erscheint auch als Druckausgabe ISBN 978-3-8350-6090-6
    Language: German
    Subjects: Political Science , General works
    RVK:
    RVK:
    RVK:
    Keywords: The New York Times ; The Washington Post ; Golfkrieg ; Politische Berichterstattung ; Frankfurter Allgemeine ; Süddeutsche Zeitung ; USA ; Öffentliche Meinung ; Golfkrieg ; Politische Berichterstattung ; Deutschland ; Hochschulschrift
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  • 5
    UID:
    almahu_9947391755202882
    Format: XI, 217 p. 7 illus. , online resource.
    ISBN: 9781137560001
    Content: This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.
    Note: Chapter 1. Introduction -- Chapter 2. Teacher blame and corporate gain: edTPA and the takeover of teacher education -- Chapter 3. New York’s edTPA: The Perfect Solution to a Wrongly Identified Problem -- Chapter 4. Reliability and Validity of edTPA -- Chapter 5. Raising the stakes: Objectifying teaching in the edTPA and Danielson Rubrics -- Chapter 6. “We Do Everything with edTPA”: Interrupting and Disrupting Teacher Education in Troubling Times -- Chapter 7. Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call? -- Chapter 8. The edTPA: high-stakes assessment versus social justice teaching in the Pacific Northwest -- Chapter 9. A Disability Studies in Education Analysis Using Student and Faculty Perspectives of the Special Education edTPA -- Chapter 10. How do you talk to a politician about the edTPA? Advocacy through inquiry and social justice around high stakes assessment -- Chapter 11. “Run like Hell” to “Look Before you Leap”: Teacher Educators’ Responses To Preparing Teachers For Diversity and Social Justice In The Wake Of edTPA. .
    In: Springer eBooks
    Additional Edition: Printed edition: ISBN 9781137559999
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 6
    UID:
    almahu_9947375902702882
    Format: XI, 210 p. , online resource.
    ISBN: 9781137535405
    Series Statement: Marxism and Education
    Content: This book considers new developments in Critical Race Theory (CRT) in times of austerity and assesses both the impact of British CRT or ‘BritCrit’, and CRT’s continuing growth in the US. Following transatlantic impact of the first and only book-length response from a Marxist perspective—Critical Race Theory and Education: A Marxist Response—Cole includes a retrospective critique and development of certain arguments in that volume; an evaluation of the influential ‘Race Traitor’ movement, including observations on the (changing) political perspectives of Ignatiev and Garvey; and reflections on racialized neoliberal capitalism in the era of austerity and immiseration. While acknowledging CRT’s strengths, this book stresses the need for (neo-) Marxist analysis to fully understand and challenge racism in the UK and the US. .
    Note: Introduction -- 1. Critical Race Theory and Education: a Marxist Response – summary, critique and retrospective -- 2. Critical Race Theory, ‘Race Traitor’ and Marxism -- 3. Transatlantic Theoretical Developments: the Case of ‘BritCrit’ -- 4. Transatlantic Theoretical Developments: CRT in the USA -- 5. Racialized Neoliberal Capitalism and Imperialism in the Era of Austerity and Immiseration -- 6. CRT and Marxist Visions of the Future -- Conclusion. .
    In: Springer eBooks
    Additional Edition: Printed edition: ISBN 9781137535399
    Language: English
    Subjects: Education
    RVK:
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  • 7
    UID:
    almahu_9947375896002882
    Format: XXIV, 160 p. , online resource.
    ISBN: 9789463004886
    Series Statement: IBE on Curriculum, Learning, and Assessment
    Content: The authors draw on their 30 years of action-research activities helping educators provide a meaningful education to at-risk/excluded students. They explain how teacher well-being is a precondition for building the sorts of relationships that enable excluded students to learn. They present in detail four concrete skills (non-abandonment, reframing, connecting conversation, and emphatic limit-setting) for reaching children and at the same time strengthening educators’ emotional resilience and professional pride. They address how schools can rethink and reshape the way they relate to parents of excluded children, so as to allow both sides to trust and empower each other. If you are a teacher, this book will help you make sense of the difficulties you face daily and provide you with reliable methods for working more effectively. If you are a principal or policymaker, it will show how the road to excellence begins with inclusion, and with providing teachers the kind of support that enables them to succeed. I am not an education expert, but you don’t have to be to want to implement the conclusions that Michal Razer and Victor J. Friedman make about schools to societies as a whole. To produce a successful school serving the needs of all of its students, you need to focus—before passing out any curriculum or teaching any classes—on building that elusive thing called “trust”, or what the authors call “inclusion”. When there is trust in the classroom, when every student believes that they and their aspirations matter to a teacher, everything is possible and everything is easier—the most difficult students become more educable and inspired and take more ownership over their success—and the best students soar even higher. This book should be read by teachers, parents and politicians alike, because its incisive recommendations for building more successful schools apply just as much to families and parliaments. – Thomas L. Friedman, New York Times columnist".
    Note: "Foreword -- Acknowledgments -- Introduction -- The Cycle of Exclusion -- Excluded Students and Excluded Teachers -- Frames of Exclusion -- The “Helplessness” Frame -- The “False Identity” Frame -- The Emotional World of Teachers of Excluded Children -- Building Restorative Relationships -- The Caregiving Role of Inclusive Educators -- Redefining Success -- Emotional Work with Students -- Emotional Work with Teachers -- Introduction to Four Skills for Building Restorative Relationships in Schools -- Supporting Inclusive Practice at the Organizational Level -- Non-Abandonment: The First Step in Reversing the Cycle of Exclusion -- Abandonment and Non-Abandonment -- Non-Abandonment as a Conscious Choice -- Supporting Teachers in Practicing Non-Abandonment -- Assimilating Non-Abandonment into School Practice -- Conclusions -- Reframing: Expanding the Realm of the Possible -- Frames, Framing, and Reframing -- The Reframing Process -- Reframing Helplessness -- Reframing False Identity -- Putting the Reframing into Practice -- Conclusions -- Connecting Conversations -- Instrumental versus Connecting Conversation -- Barriers to Connecting Conversations -- From an Instrumental to a Connecting Conversation -- Features of Connecting Conversation -- From False Inquiry to Connecting Conversation -- Connecting Conversation Fits with Caregiving Role -- Conclusions -- Beyond Discipline: Benevolent Authority and Empathic Limit-Setting -- Limit-Setting as a Power Struggle -- Challenges to Teachers’ Authority -- Benevolent Authority -- Empathic Limit-Setting -- Online Empathic Limit-Setting -- Off-Line Empathic Limit-Setting -- Invitation to Connect, Planning Alternate Behaviors, Apologizing -- Conclusions -- The Troubled Relationship between Schools and Parents of Excluded Children -- Schools as Gateways or Gatekeepers for Excluded Children -- Case Study: Dealing with a Student’s Chronic Lateness -- The Underlying Power Struggle -- Framing the Problem as the Need to Mobilize the Parents -- Typical Action Strategies Inside the Mobilizing Parents Framing -- The Power Struggle That Results from Trying to Mobilize Parents -- Conclusions -- Building Restorative Relationships with Parents -- Reframing: “Parental Authorization” Instead of “Mobilizing Parents” -- Case Study: A School’s Initiative with a Child at Risk -- Assumptions that Underlie the Parental Authorization Framing -- Putting Parental Authorization into Practice -- Restoring Relationships: Actions that Build Trust -- Conclusions -- Role of the Principal -- How Principals Get Trapped in the Cycle of Exclusion -- Steps in Creating Conditions Favorable to Restorative Relationships -- Conclusions -- From Exclusion to Excellence -- References -- About the Authors.
    In: Springer eBooks
    Language: English
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  • 8
    Online Resource
    Online Resource
    Rotterdam :SensePublishers :
    UID:
    almahu_9947392912102882
    Format: C, 16 p. , online resource.
    ISBN: 9789463511254
    Series Statement: Social Fictions Series
    Content: What does it feel like to get a PhD? Doctorate programs can be simultaneously exhilarating and demoralizing. However, day-to-day, there is more psychological warfare raging in one’s mind than most people may realize. These stories are written for graduate students. They follow the trials of Myron Oygold, a chain-smoking, Xanax-popping PhD student trying desperately to finish his doctorate, find lost love, and make something out of his life. Myron’s heart and mind were broken by Ilana Berkowitz as their lives exploded in a mushroom cloud of love and pain. Still reeling from the fallout, Myron begins his PhD in Applied General Studies at Rensselaer Polytechnic Institute. He’s not sure why he’s there or what he’s doing, but he knows Ilana has moved nearby in Albany, and he thinks he can make some meaning out of his life and find again what he lost in the War of D.C. However, finishing a PhD is hard for an anxious, neurotic guy like Myron. He encounters many obstacles: His dissertation adviser, who takes research money from the Department of Defense and Starbucks, a mysterious programmer who works in the Department of Secret Computer Science, the surreal iBaby with whom Myron falls in love, a brilliant, talking chipmunk, a Wikipedia conspiracy, and even a therapist named Carl—sent from God in Myron’s time of need. Can Myron ever let go of the past? Can he learn to say what he needs to say? Will he finish his PhD? These linked stories can be read for pleasure. However, first-year PhD students will find in them a way to reflect upon their own experience. Cutting across fields, the collection can be used in a wide variety of welcome-to-grad-school seminars, from communication studies, literature, and philosophy to engineering and the social sciences. “Myron Oygold: A Graduate Student Struggles is simultaneously quirky and funny, yet achingly sad. … Myron Oygold is a memorable character, ensconced by despair yet existing in technologically mediated moments of joy and hope.” – Shira Chess, Assistant Professor of Entertainment and Media Studies, University of Georgia “I went to school with Jason Zalinger. … Often dark, at times scary, humorous, and scathing, but always thoughtful, Zalinger’s prose flies off the page. Reading his stories brought back memories of school but also memories of fear.” – Paul Booth, Associate Professor of Media and Cinema Studies/Communication Technology, DePaul University Jason Matthew Zalinger received his BA in English from the University of Connecticut, his MA in Media Ecology from New York University, and his PhD in Communication and Rhetoric from Rensselaer Polytechnic Institute.
    In: Springer eBooks
    Language: English
    URL: Volltext  (URL des Erstveröffentlichers)
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  • 9
    UID:
    b3kat_BV043933072
    Format: 1 Online-Ressource (xix, 281 Seiten) , Illustrationen, Diagramme, Karten
    ISBN: 9781137488688
    Series Statement: Latin American political economy
    Note: Dissertation University of Victoria-Canada (UVic)
    Additional Edition: Erscheint auch als Druckausgabe ISBN 978-1-137-48867-1
    Language: English
    Keywords: Hochschulschrift
    URL: Volltext  (URL des Erstveröffentlichers)
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