Kooperativer Bibliotheksverbund

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Format: 1 online resource (1 v.) ; , cm.

ISBN: 9781784712921 (e-book)

Series Statement: Elgar research reviews in economics

Content: Throughout the developed and developing worlds, education spending is seen as a key tool for government policy makers in the quest for economic growth. Promoting 'human capital' development is a prime objective for economic and education ministries. The seminal articles discussed in this essential research review include early classics which explain why education became central to productivity debates and more recent papers which elucidate the enormous controversies in this important field.

Note: The recommended readings are available in the print version, or may be available via the link to your library's holdings. , Recommended readings (Machine generated): Acemoglu, D. (2003), 'Technology and inequality', NBER Reporter, Winter 2003, Cambridge, MA: National Bureau of Economic Research. -- Atkinson, A.B. (2008), The Changing Distribution of Earnings in OECD Countries, Oxford: Oxford University Press. -- Becker, G.S. (1964, 1975, 1993), Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, Chicago, IL: University of Chicago Press. -- College Board (2008), Coming to our Senses: Education and the American Future, New York: College Board. -- Commission of the European Communities (2005), Common Actions for Growth and Employment: The Community Lisbon Programme, COM (2005) 330 20.7. 2005, Brussels: Commission of the European Communities. -- Finer, S.E. (1997), The History of Government, Oxford: Oxford University Press. -- Gibbons, S. and Machin, S. (2003), 'Valuing English primary schools', Journal of Urban Economics, 53, 197-219. -- Goldin, C. and Katz, L.F. (2008), The Race Between Education and Technology, Cambridge, MA: Harvard University Press. -- Goldthorpe, J. and Mills, C. (2008), 'Trends in intergenerational class mobility in modern Britain: evidence from national surveys, 1972-2005', National Institute Economic Review, 205 (1), July, 83-100. -- Green, A. (1990), Education and State Formation, London: Macmillan. -- Grubb, W.N. and Lazerson, M. (2004), The Education Gospel: The Economic Power of Schooling, Cambridge, MA: Harvard University Press. -- Keep, E., Mayhew, K. and Payne, J. (2006), 'From skills revolution to productivity miracle - not as easy as it sounds?', Oxford Review of Economic Policy, 22 (4), 539-59. -- Krueger, A. and Lindahl, M. (1999), 'Education for growth in Sweden and the World', Swedish Economic Policy Review, 6, 289-339. -- Leonhardt, D. (2009), 'The big fix', New York Times, 27 January. -- Marx, K. ([1847] 1955), The Poverty of Philosophy, London: Progress Publishers. -- Maurin, E. and McNally, S. (2008), 'Vive la revolution! Long term returns of 1968 to the angry students', Journal of Labor Economics, 26 (1), 1-33. -- McIntosh, S. (2004), The Returns to Apprenticeship Training, CEP DP 622, London: CEP/LSE. -- McIntosh, S. (2007), A Cost-Benefit Analysis of Apprenticeships and Other Vocational Qualifications, RR 834, Sheffield: DES. -- Michaels, G., Natraj, A. and Van Reenan, J. (2010), Has ICT Polarised Skill Demand? Evidence from Eleven Countries over 25 Years, CEP DP 987, London: LSE. , Middleton, J. (1989), Vocational Education and Training: A Review of World Bank Investment, Washington, DC: World Bank. -- Mincer, Jacob (1958), 'Investment in Human Capital and Personal Income Distribution', Journal of Political Economy, 66 (4), 281-302. -- Mincer, J. (1974), Schooling, Experience and Earnings, New York: National Bureau of Education Research. -- North, D. (1990), Institutions, Institutional Change and Economic Performance, Cambridge: Cambridge University Press. -- OECD (1964), The Residual Factor and Economic Growth, Study Group in the Economics of Education, Paris: Organisation for Economic Co-operation and Development. -- Psacharopoulos, G. (1995), The Profitability of Investment in Education: Concepts and Methods, Washington, DC: World Bank. -- Scott, M.F. (1998), A New View of Economic Growth, Oxford: Oxford University Press. -- Smith, A. (1776), An Inquiry into the Nature and Causes of the Wealth of Nations, available at http://www.econlib.org/library/Smith/smWN.html. -- Wolf, A. (2002), Does Education Matter? Myths About Education and Economic Growth, London: Penguin. -- Wolf, A., Jenkins, A. and Vignoles, A. (2006), 'Certifying the workforce: economic imperative or failed social policy?', Journal of Education Policy, 21 (5), 535-66. -- Zucker, L.G., Darby, M.R. and Brewer, M.B. (1998), 'Intellectual human capital and the birth of US biotechnology enterprises', American Economic Review, 88 (1), 290-306. -- Edward F. Denison (1964), 'Measuring the Contribution of Education (and the Residual) to Economic Growth', in Study Group in the Economics of Education, The Residual Factor and Economic Growth, Paris, France: Organisation for Economic Cooperation and Development, 13-55 -- Mark Blaug (1972), 'Educated Unemployment in Asia: A Contrast Between India and the Philippines', Philippine Economic Journal, 11 (1), September, 33-57 -- Barry R. Chiswick (2003), 'Jacob Mincer, Experience and the Distribution of Earnings', Review of Economics of the Household, 1 (4), 343-61 -- Robert J. Barro and Jong-Wha Lee (1993), 'International Comparisons of Educational Attainment', Journal of Monetary Economics, 32 (3), 363-94 -- Robert J. Barro and Jong-Wha Lee (1994), 'Sources of Economic Growth', Carnegie-Rochester Conference Series on Public Policy, 40, 1-46 -- Jacob Mincer (1984), 'Human Capital and Economic Growth', Economics of Education Review, 3 (3), 195-205 -- Alan B. Krueger and Mikael Lindahl (2001), 'Education for Growth: Why and for Whom?', Journal of Economic Literature, XXXIX (4), December, 1101-36 -- Alison Wolf (2004), 'Education and Economic Performance: Simplistic Theories and their Policy Consequences', Oxford Review of Economic Policy, 20 (2), 315-33 , Lant Pritchett (2001), 'Where Has All the Education Gone?', World Bank Economic Review, 15 (3), 367-91 -- Anna Vignoles, Augustin De Coulon and Oscar Marcenaro-Gutierrez (2011), 'The Value of Basic Skills in the British Labour Market', Oxford Economic Papers, 63, 27-48 -- Colm Harmon and Ian Walker (1995), 'Estimates of the Economic Return to Schooling for the United Kingdom', American Economic Review, 85 (5), December, 1278-86 -- Richard Blundell, Lorraine Dearden and Barbara Sianesi (2005), 'Measuring the Returns to Education', in Stephen Machin and Anna Vignoles (eds), What's the Good of Education? The Economics of Education in the UK, Chapter 7, Princeton, NJ: Princeton University Press, 117-45, references -- Dan A. Black and Jeffrey A. Smith (2006), 'Estimating the Returns to College Quality with Multiple Proxies for Quality', Journal of Labor Economics, 24 (3), 701-28 -- Stacy Berg Dale and Alan B. Krueger (2002), 'Estimating the Payoff to Attending a More Selective College: An Application of Selection on Observables and Unobservables', Quarterly Journal of Economics, 117 (4), November, 1491-527 -- Dirk Krueger and Krishna B. Kumar (2004), 'US-Europe Differences in Technology-driven Growth: Quantifying the Role of Education', Journal of Monetary Economics, 51 (1), January, 161-90 -- Ofer Malamud and Cristian Pop-Eleches (2010), 'General Education Versus Vocational Training: Evidence from an Economy in Transition', Review of Economics and Statistics, 92 (1), February, 43-60 -- Stephen Machin and John Van Reenen (1998), 'Technology and Changes in Skill Structure: Evidence from Seven OECD Countries', Quarterly Journal of Economics, 13 (4), November, 1215-44 -- Rachel Griffith, Stephen Redding and John Van Reenen (2004), 'Mapping the Two Faces of R&D: Productivity Growth in a Panel of OECD Industries', Review of Economics and Statistics, 86 (4), 883-95 -- Claudia Goldin and Lawrence F. Katz (2007), 'Long-run Changes in the Wage Structure: Narrowing, Widening, Polarizing', Brookings Papers on Economic Activity, 2, 135-65 -- Daron Acemoglu (1999), 'Changes in Unemployment and Wage Inequality: An Alternative Theory and Some Evidence', American Economic Review, 89 (5), December, 1259-78 -- Saul Lach and Mark Schankerman (2008), 'Incentives and Invention in Universities', RAND Journal of Economics, 39 (2), Summer, 403-33 -- Ricardo Godoy, Dean S. Karlan, Shanti Rabindran and Tomás Huanca (2005), 'Do Modern Forms of Human Capital Matter in Primitive Economies? Comparative Evidence from Bolivia', Economics of Education Review, 24 (1), February, 45-53 -- Enrico Moretti (2004), 'Workers' Education, Spillovers, and Productivity: Evidence from Plant-level Production Functions', American Economic Review, 94 (3), June, 656-90 -- Sharada Weir and John Knight (2004), 'Externality Effects of Education: Dynamics of the Adoption and Diffusion of an Innovation in Rural Ethiopia', Economic Development and Cultural Change, 53 (1), October, 93-113

Language: English

Subjects: Education

Keywords: Electronic books. ; Electronic books ; Electronic books

URL: http://www.elgaronline.com/view/Research_Reviews/9781848445772/9781848445772.xml

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Format: 1 online resource (xxviii, 871 pages) : , illustrations, maps

ISBN: 9781003141464 , 1003141463 , 9781000882148 , 1000882144 , 9781000882193 , 1000882195

Content: "This handbook offers a contemporary and comprehensive review of critical research theory and methodology. Showcasing the work of contemporary critical researchers who are harnessing and building on a variety of methodological tools, this volume extends beyond qualitative methodology to also include critical quantitative and mixed methods approaches to research. The critical scholars contributing to this volume are influenced by a diverse range of education disciplines, and represent multiple countries and methodological backgrounds, making the handbook an essential resource for anyone doing critical scholarship. The book moves from the theoretical to the specific, examining various paradigms for engaging in critical scholarship, various methodologies for doing critical research, and the political, ethical, and practical issues that arise when working as a critical scholar. In addition to mapping the field, contributions synthesize literature, offer concrete examples, and explore relevant contexts, histories, assumptions, and current practices, ultimately fostering generative thinking that contributes to future methodological and theoretical breakthroughs. New as well as seasoned critical scholars will find within these pages exciting new ideas, challenging questions, and insights that spur the continuous evolution and grow the influence of critical research methods and theories in the education and human disciplines"--

Note: Introduction / Michelle D. Young & Sarah Diem -- Critical education research : emerging perspectives on methods and methodologies / Linda Tillman -- The paradigm wars reconsidered : looking for a legacy / Robert Donmoyer -- Critical approaches to quantitative research : review, critique, and applications / Kamden K. Strunk -- Black in time : critical research practices for studying anti-Blackness in schools / Jeremy D. Horne, Terrance L. Green & Tabitha Reynolds Hoang -- Education and colonialism : three frameworks / Zeus Leonardo, Michael V. Singh & Ziza Delgado Noguera -- The white supremacist core ontological architecture of Western modernity / James Joseph Scheurich -- Queering critical educational research : methodological activism within a cultural location of the 'not yet' / Michael P. O'Malley -- Reflexivity 10.6 : the matter of reflexivity or what matter matters in postqualitative inquiry / Wanda S. Pillow -- The spatial logic of epistemic imaginaries : guided by Édouard Glissant / Elizabeth de Freitas -- Where are the black folx? : a queer critical race theory intersectional analysis / Cleveland Hayes -- Toward critical approaches to case study research / Sarah Diem, Madeline Good & Sarah W. Walters -- Critical ethnography in education research : more than a method / Teresa L. McCarty & Kyle HalleErby -- Critical auto (-/) ethnography in everyday and educational research for social justice / Bryant Keith Alexander -- Critical narrative inquiry : reaching toward understanding, moving to resistance, and acting in solidarity / Meagan Call-Cummings & Giovanni P. Dazzo -- A "good" university : community-based critical participatory action research, university-community relations, and affordable housing / Walter Heinecke, Sarah Beach, Hunter Holt, Alexis Johnson & Kristan L. McCullum , Using critical discourse analysis to challenge and change educational practice and policy / Lisa M. Dorner, Sujin Kim, Edwin N. Bonney & Isabel C. Montes -- Toward a critical history of education : the uses of the past and its possibilities for the present / Kristan L. McCullum & Derrick P. Alridge -- (Un)learning white supremacy ideologies to advance critical approaches to quantitative inquiry / Lolita A. Tabron & Amanda K. Thomas -- Applied quantitative inquiry through a critical disability studies lens / Gillian Parekh -- Critical quantitative intersectionality : maximizing integrity in expanding tools and applications / Anne-Marie Núñez, Matthew J. Mayhew, Musbah Shaheen & Eric McChesney -- Reimagining the critical quantitative research of big and large-scale data sets to advance racial equity : what is the point / Katherine S. Cho & Cecilia Rios-Aguilar -- Disrupting the binary : critical mixed-methods as academic resistance / Bryan J. Duarte -- Critical networks in critical times / Kara S. Finnigan & Huriya Jabbar -- Critical space analysis : integrating geographic information systems into critical educational research / Ee-Seul Yoon -- Multimodal inquiries inspired by post-philosophies : more-than-human relationalities that produce (critical) inquiry(ies) / Candace R. Kuby, Rebecca C. Christ, Lauren Hermann, Erin Price & Traci WilsonKleekamp -- Listening and learning through critical interviewing approaches in qualitative inquiry / Courtney M. Mauldin & Terah T. Venzant Chambers -- Oral history as critique : memories disrupting the dominant narrative / Curtis A. Brewer & Elisha A. Reynolds -- Critical and feminist cartographies of observation : procedural, personal, and political considerations in the documentation and analysis of life worlds / Melinda Lemke , Critical survey research / William Perez, Roberta Espinoza & Maria Melendrez -- Using qualitative data analysis software to help explore critical research questions : a tool, not a replacement / Carrie Sampson & Lok-Sze Wong -- Shifting policy meanings : argumentative discourse analysis and historical policy research / Sue Winton & Paulie McDermid -- The ethics and bureaucratization of data management / Karen Robson & Nicole Malette -- Advancing QuantCrit in critical race spatial research : exploring methodological possibilities by mapping Chicanx baccalaureate attainment / Verónica Nelly Vélez & Nichole Margarita Garcia -- Beyond representation : decoloniality content analysis as a methodology to de/reconstruct the sociology of expectations in curriculum / Kelly Deits Cutler & Daniel D. Liou -- Critical educational research and social movements / Lauren E.W. Stark -- "To whom are we accountable?" : exploring the tensions inherent within critical scholarship / Érica Fernández & Samantha Paredes Scribner -- Families and educators co-designing : critical education research as participatory public scholarship / Laura Hernandez, Paul Kuttner, Gerardo R. López, Jennifer Mayer-Glenn, Leticia Alvarez-Gutiérrez, Taeyeon Kim, Amadou Niang, Sonny Partola & Alma Yanagui -- Validity as democratic deliberation : the pragmatist imperative for critical inquiry / Davis Clement, Michelle D. Young & Angel Miles Nash -- Topographies of research as relational : exploring the politics and ethics of positionality & relationality in research processes / Vidya Shah -- Institutional review boards : processes and critiques / Leslie Ann Locke & Lisa Polakowski Schaumacher.

Additional Edition: Print version: Handbook of critical education research New York, NY : Routledge, 2023 ISBN 9780367688615

Language: English

Subjects: Education

DOI: 10.4324/9781003141464

URL: https://www.taylorfrancis.com/books/9781003141464

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Format: 1 Online Ressource (vi, 288 Seiten) : , Illustrationen.

ISBN: 978-1-5017-7163-7 , 9781501771620

Series Statement: Publicly engaged scholars

Content: "Documents the impact that COVID had on scholarship, community collaboration, and teaching in higher education, as well as the inequalities and exploitative working conditions that the pandemic revealed"--

Note: Introduction: What Does Engagement Mean for Scholars in Pandemic Times? -- Forming a Motherscholar Research Collaborative -- Research, Missed Meaning, and Making a Pandemic History -- Resisting Anti-Asian Racism in Public-Facing Work and Teaching -- Teaching German in the Settler Colonial University -- A Chicana Pedagogy for Digital Pen Pals -- Pandemic Community Engagement -- Promoting Equity and Inclusion through Critical Resilience Pedagogy -- Searching for Ōtium and Finding a Pedagogy of Escapism -- Performing Black Lives -- Community Engaged Migration Research -- Performing Connectedness across Public and Digital Spaces -- Negotiating and Rebuilding Civic Engagement through Loss -- Epilogue: Learning from Our Grief

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-1-5017-7160-6

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-1-5017-7161-3

Additional Edition: Erscheint auch als Online-Ausgabe, EPUB ISBN 978-1-5017-7162-0

Language: English

Subjects: Education

Keywords: Electronic books ; History ; Aufsatzsammlung

DOI: 10.1515/9781501771637

URL: Volltext  (URL des Erstveröffentlichers)

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Format: 1 Online-Ressource (xviii, 275 Seiten)

ISBN: 9781350274914 , 9781350274907 , 9781350274891

Content: "Written by leading scholars and activists from Canada, Germany, Malta, Norway, Turkey and the USA, this book offers international perspectives on critical pedagogy during the Covid-19 pandemic. It examines the social and political impact of the pandemic on education, and explores how the creation of digital communities has become indispensable in maintaining connectivity and building networks. Including contributions from Michael W. Apple, Antonia Darder, Henry A. Giroux, Peter Mayo, Peter McLaren, Wayne Ross and Ira Shor, this volume examines critical issues, controversies of education, and social and political problems that have been exacerbated by the pandemic. The chapters call for constructive critical consciousness and a commitment to social justice, addressing current issues, including Black Lives Matter, racism, poverty, social and gender inequality, women's rights and teachers' isolation during the pandemic. In part I, the authors address these issues through the lenses of neoliberalism, neo-conservatism, rightist ideology and capitalism. Parts II and III of the volume offer inclusive perspectives, personal accounts and regional outlooks on these issues, and assess their influence on society and education during the Covid-19 pandemic."--

Note: Includes bibliographical references and index , Introduction: Constructing Communities of Critical Pedagogy in the Times of the Covid-19 Pandemic / Fatma Mizikaci (Ankara University, Turkey) -- Part I: New Cultural and Social Agendas of Totalitarian Regimes and Their Influence on Education in the Time of the Covid-19 Pandemic. 1. An Interview with Henry Giroux: Cultural Studies and Pandemic Pedagogy / Henry A. Giroux (McMaster University, Canada) ; 2. Radical and Hopeful Discussions about Times of Brutal Conservatism: Paths of Fight and Transformation in the Light of Paulo Freire / Peter McLaren (Chapman University, USA) ; 3. Critical Analysis and Discussion of the Covid-19 Crisis / Michael W. Apple (University of Wisconsin, Madison, USA) ; 4. Higher Education in the Time of Corona / Peter Mayo (University of Malta, Malta) ; 5. Freire and a Revolutionary Praxis of the Body: Countering the One-Dimensionality of Banking Education / Antonia Darder (Loyola Marymount University, USA) ; 6. A Crisis within a Crisis: Teaching, Learning, and Democracy under Neoliberalism during the Pandemic / Wayne Ross (University of British Columbia, Canada) ; 7. Paulo Freire at 100, Still Inspiring: An Interview with Ira Shor / Ira Shor (College of Staten Island, City University of New York, USA) -- Part II: From Geographical Pedagogies to Universal Moments: United States, Mexico, Turkey, Germany, Norway in the Pandemic. 8. Race, Plague and Resistance / Guy Senese (Northern Arizona University, USA) ; 9. A Pedagogy of Questioning: Vocational Learning: The Art of Reflective Curiosity / Liv Mjelde (Oslo Metropolitan University, Norway) ; 10. Between Bildung and Erziehung: Mass Education during the Pandemic / Arnd-Michael Nohl (Helmut-Schmidt-Universitẗ and Universitẗ der Bundeswehr, Germany) ; 11. The Agenda of Critical Pedagogy during the Covid-19 Pandemic in Turkey / Fevziye Sayilan (Ankara University, Turkey) and Zeynep Alica (Ankara University, Turkey) -- Part III: Critical Reflections and Mobilization: Constructing Digital Communities. 12. Transformative Power of Digital Communities: A Critical Educator's Perspective / Eda Ata (Ankara University, Turkey) ; 13. Grounding Critical Educators' Lives on Solidarity, Community and Friendship / Yasemin Tezgiden Cakcak (Middle East Technical University, Turkey) and Zeynep Alica (Ankara University, Turkey) ; 14. Coming to Terms with the Covid-19 Pandemic: Perceptions of a Language Teacher / Murat Ata (Middle East Technical University, Northern Cyprus Campus, Turkey) ; 15. Rethinking Social Transformation from Informal Learning to Political Learning in the Covid-19 Pandemic / Ali Tansu Balci (Ankara University, Turkey) ; 16. Critical Pedagogy Confronts Technology: Responses to the Challenges of the New Education Reality during the Pandemic / Kemal Inal (Helmut Schmidt University, Germany) ; 17. Cultural Resistance of Critical Pedagogy in the Age of Authoritarian Populism / Gamze Gonca îzyurt (Ankara University, Turkey) ; 18. Rediscovering Teacher Voice in Higher Education in the Covid-19 Pandemic / Nurcan Saltoglu îzleyen (TOBB University of Economics and Technology, Turkey) -- References -- Index. , Barrierefreier Inhalt: Compliant with Level AA of the Web Content Accessibility Guidelines. Content is displayed as HTML full text which can easily be resized or read with assistive technology, with mark-up that allows screen readers and keyboard-only users to navigate easily

Additional Edition: ISBN 9781350274884

Additional Edition: Erscheint auch als Druck-Ausgabe Critical pedagogy and the Covid-19 pandemic London : Bloomsbury Academic, 2022 ISBN 9781350274884

Additional Edition: ISBN 9781350274877

Language: English

Subjects: Education

Keywords: Kritische Pädagogik ; COVID-19 ; Pandemie ; Beeinflussung ; Bildungspolitik ; Soziale Ungleichheit

DOI: 10.5040/9781350274914

URL: lizenzpflichtig

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Format: xii, 497 Seiten : , Illustrationen, Diagramme.

Edition: First edition

ISBN: 978-1-032-46203-5 , 978-1-032-46202-8

Content: "When the original Visible Learning published in 2008 it instantly became a publishing sensation. Interest in the book was unparalleled; it sold out in days and was described by the TES as revealing 'teaching's Holy Grail'. Now John Hattie returns to this ground-breaking work. The research underlying this book is now informed by more than 2,100 meta-analyses (more than double that of the original), drawn from more than 130,000 studies and involving more than 400 million students from all around the world. But this is more than just a new edition. This book is a sequel that highlights the major story, taking in the big picture to reflect on the implementation in schools of Visible Learning, how it has been understood - and at times misunderstood - and what future directions research should take. Visible Learning: The Sequel reiterates the author's desire to move beyond claiming "what works" to "what works best" by asking crucial questions such as: Why is the current 'grammar of schooling', so embedded in so many classrooms and can we improve it? Why is the learning curve for teachers after the first few years so flat? How can we develop teacher mind-frames to focus more on learning and listening? How can we incorporate research evidence as part of the discussions within schools? Areas covered include: - The evidence base and reactions to Visible Learning - The Visible Learning model - The intentional alignment of learning and teaching strategies - The influence of home, students, teachers, classrooms, schools, learning and curriculum on achievement - The impact of technology Building upon the success of original, this highly anticipated sequel expands Hattie's model of teaching and learning based on evidence of impact and is essential reading for anyone involved in the field of education either as a researcher, teacher, student, school leader, teacher trainer or policy maker"--

Note: Includes bibliographical references and index

Additional Edition: Erscheint auch als Online-Ausgabe ISBN 978-1-003-38054-2

Language: English

Subjects: Education , Medicine

Keywords: Lernerfolg ; Längsschnittuntersuchung ; Unterrichtserfolg ; Längsschnittuntersuchung ; Unterrichtsanalyse ; Lehr-Lern-Forschung

URL: Inhaltsverzeichnis

URL: Inhaltsverzeichnis

Author information: Hattie, John 1950-

UID:

Format: 1 Online-Ressource (301 Seiten) , Illustrationen

ISBN: 9789264300002

Series Statement: Strong Performers and Successful Reformers in Education

Content: In a world where the kind of things that are easy to teach and test have also become easy to digitise and automate, it will be our imagination, our awareness and our sense of responsibility that will enable us to harness the opportunities of the 21st century to shape the world for the better. Tomorrow’s schools will need to help students think for themselves and join others, with empathy, in work and citizenship. They will need to help students develop a strong sense of right and wrong, and sensitivity to the claims that others make. What will it take for schools to be able to do this? Andreas Schleicher, initiator of the OECD Programme for International Student Assessment (PISA) and an international authority on education policy, has accompanied education leaders in over 70 countries in their efforts to design and implement forward-looking policies and practices. While improvement in education is far easier to proclaim than achieve, in this book Schleicher examines the many successes from which we can learn. This does not mean copying and pasting solutions from other schools or countries, but rather looking seriously and dispassionately at good practice in our own countries and elsewhere to understand what works in which contexts. Trained in physics, Schleicher offers a unique perspective on education reform: he convincingly argues that it should not necessarily be less of an art, but more of a science. “No one knows more about education around the world than Andreas Schleicher. Full stop. For the first time, he's collected 20 years worth of wisdom in one place. World Class should be required reading for policy makers, education leaders and anyone who wants to know how our schools can adapt for the modern world – and help all kids learn to think for themselves.” – Amanda Ripley, author of The Smartest Kids in the World, a New York Times bestseller “[Schleicher]…grasps all the key issues, and does so through keeping his ear to the ground and by working out solutions jointly with a variety of leaders at all levels of the system, and in diverse societies” – Michael Fullan, Global Leadership Director, New Pedagogies for Deep Learning “Every visionary leader who is serious about improving student learning should add the data-driven World Class: How to Build a 21st-Century School System to the top of his or her reading list.” – Jeb Bush, 43rd Governor of Florida, and Founder and Chairman of the Foundation for Excellence in Education “…a must-read for those who wish to create a future in which economic opportunity can be shared by all.” – Klaus Schwab, Founder and Executive Chairman of the World Economic Forum "In this timely and forward-looking book, one of the most knowledgeable educators in the world draws on impressive data, keen observations, and considerable wisdom to indicate the paths to effective education for all young people." – Howard Gardner, Senior Director of Harvard Project Zero, Harvard Graduate School of Education

Additional Edition: Erscheint auch als Druck-Ausgabe Schleicher, Andreas, 1964 - World class Paris : OECD Publishing, 2018 ISBN 9789264299979

Additional Edition: Erscheint auch als Druck-Ausgabe: Schleicher, Andreas: World class

Language: English

Subjects: Education

Keywords: Schule ; Schulpolitik

DOI: 10.1787/9789264300002-en

URL: Volltext  (lizenzpflichtig)

Author information: Schleicher, Andreas 1964-

UID:

Format: XIV, 274 S. , Illustrationen , 23 cm

ISBN: 080774705X , 0807747041 , 9780807747056 , 9780807747049

Series Statement: Multicultural education series

Note: Includes bibliographical references and indexes , What should count as educational research: notes toward a new paradigm /Jean Anyon --Interrupting the right: on doing critical educational work in conservative times /Michael W. Apple --Carry it on: fighting for progressive education in neoliberal times /David Hursh --Public intellectuals and the university /Alex Molnar --Trudge toward freedom: educational research in the public interest /William Ayers --"This is America" 2005: the political economy of education reform against the public interest /Pauline Lipman --Hopes of progress and fears of the dangerous: research, cultural theses, and planning different human kinds /Thomas S. Popkewitz --Democracy, diversity, and social justice: educating citizens for the public interest in a global age /James A. Banks --Multiculturalism, race, and the public interest: hanging on the great-great-granddaddy's legacy /Carl A. Grant --Public interest and the interests of white people are not the same: assessment, education policy, and racism /David Gillborn --Curriculum and students: diverting the public interest /Catherine Cornbleth --Making educational history: qualitative inquiry, artistry, and the public interest /Tom Barone --Theart of renewing curriculum research /Donald Blumenfield-Jones --Afterword:In the public interest /William F. Tate , What should count as educational research: notes toward a new paradigm /Jean Anyon --Interrupting the right: on doing critical educational work in conservative times /Michael W. Apple --Carry it on: fighting for progressive education in neoliberal times /David Hursh --Public intellectuals and the university /Alex Molnar --Trudge toward freedom: educational research in the public interest /William Ayers --"This is America" 2005: the political economy of education reform against the public interest /Pauline Lipman --Hopes of progress and fears of the dangerous: research, cultural theses, and planning different human kinds /Thomas S. Popkewitz --Democracy, diversity, and social justice: educating citizens for the public interest in a global age /James A. Banks --Multiculturalism, race, and the public interest: hanging on the great-great-granddaddy's legacy /Carl A. Grant --Public interest and the interests of white people are not the same: assessment, education policy, and racism /David Gillborn --Curriculum and students: diverting the public interest /Catherine Cornbleth --Making educational history: qualitative inquiry, artistry, and the public interest /Tom Barone --Theart of renewing curriculum research /Donald Blumenfield-Jones --Afterword:In the public interest /William F. Tate.

Language: English

Subjects: Education

Keywords: USA ; Bildungsforschung ; USA ; Bildungspolitik ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung

URL: Inhaltsverzeichnis  (kostenfrei)

Author information: Ladson-Billings, Gloria

UID:

Format: Online-Ressource (XXXIII, 771 p. 21 illus, online resource)

ISBN: 9781461494607 , 9781461494591 , 1306692911

Series Statement: International and Cultural Psychology

Content: This book is focused on work, occupation and career development: themes that are fundamental to a wide range of human activities and relevant across all cultures.?Yet theorizing and model building about this most ubiquitous of human activities from international perspectives have not been vigorous.?An examination of the literature pertaining to career development, counseling and guidance that has developed over the last fifty years reveals theorizing and model building have been largely dominated by Western epistemologies, some of the largest workforces in the world are in the developing world

Content: As a quintessentially human activity, work transcends countries and cultures. But as economies falter and labor markets go global, the concept of career can seem unrealistic-even alien-to many in economically developing and developed nations alike. The challenge to today's career professional is providing relevant services in the face of rapid, pervasive change. The Handbook of Career Development assembles theoretical and practical innovations on a world scale. Written by professionals from diverse countries and fields, this progressive resource presents career guidance and workforce development as cross-cultural, multidisciplinary, and responsive to contemporary realities. Advanced analysis allows a deeper understanding of the long-term needs of workers as varied as indigenous peoples, older women, immigrants, international students, and the recovering mentally ill. Easy-to-apply career service strategies are outlined for each of these special groups as also for others. And the book's multicultural vision entails reinterpreting the notion of career for the economically developing world, including for those engaged in traditional, rural and craft occupations. Among the areas covered in the Handbook: Innovations in career theory. The person in contexts across the lifespan. Effective career preparation in a volatile labor market. Green careers: work, environmental sustainability, and social justice. Enabling culturally sensitive career counseling. Services for special groups. New directions for assessment, practice, counselor training, competencies, and standards. The Handbook of Career Development opens out realistic new paths for all involved in career services, including counselors, psychologists, social workers, human resource managers, educators, youth workers, and policymakers. It is a suitable resource for a range of academic fields such as developmental studies, economics, ecology, and indigenous studies, and makes an invaluable training text for aspiring career counselors

Note: Description based upon print version of record , Preface; Author Biography; Reviewers; Contents; Contributors; 1: The Manifestation of Career: Introduction and Overview; Conceptual Location; An Overview of the Handbook; New Directions in Theoretical Perspectives for Career Development and Guidance; The Person in Contexts Across the Life Span; Boom, Bust, and Suitability; Making Our Careers Green: Work, Environmental Sustainability, and Social Justice; New Directions for Practice; Services for Special Groups; New Directions for Assessment and Evaluation; New Directions for Counselor Training, Competencies, and Standards; Conclusion , Part I: New Directions in Theoretical Perspectives for Career Development and GuidanceOverview; 2: New Trends in Theory Development in Career Psychology; Introduction; Pervasive Trends in Career Psychology; Lack of Consensus with Regard to Key Terms and Their Definitions; Western Middle-Class Focus and Social Justice; Changing Society, Globalization, and Internationalization; Diversifying Research Methodologies; Disciplinary Isolation; New Trends in Theory Development in Career Psychology; Contextual Action Theory; Chaos Theory of Careers; Career Construction Theory , Systems Theory Framework of Career DevelopmentRelational Theory of Working; Relevance for Multiple Cultures: Sensitivity to the Universal and the Particular; New Concepts and Viewpoints: Charting New Directions; References; 3: Context-Resonant Systems Perspectives in Career Theory; Introduction; Introducing Systems Theory; Career Theory; Philosophical Underpinnings of Career Theory; Assumptions of Systems Theories; Constructivism and Theory Integration: The Role of Systems Theories; Developmental Systems Theory and Motivational Systems Theory; Systems Theory as a Convergence Framework , Systems Theory Framework of Career DevelopmentPractical Application of the STF; Relevance for Multiple Cultures: Sensitivity to the Universal and the Particular; New Concepts and Viewpoints: Charting New Directions; References; 4: Life Span Theory and Career Theories: Rapprochement or Estrangement?; Introduction; Life Span Theory; Overview of Key Ideas; Lifelong Processes in Development; Principal Idea; Historical Background/Impetus; Plasticity as Pivotal; Development as a Gain-Loss Dynamic; Shortcomings of the Traditional Formulation of Developmental Change; Dynamics of Gains and Losses , Life Span ViewUniversal and Particular; Development as Selection and Selective Adaptation; Selective Optimization with Compensation; Selection; Optimization; Compensation; Research Support; Development as a Process of Biocultural Co-construction; Definition of Culture; Culture as Compensation; Coevolution of Biology and Culture and Biocultural Co-construction; Incomplete Architecture of Human Development; Extent of Rapprochement Between Life Span Theory and Career Theories; Theory of Work Adjustment; Examining TWA Using a Life Span Theoretical Lens , Holland´s Theory of Vocational Personalities in Work Environments , The Manifestation of Career: Introduction and OverviewSection 1: New Directions in Theoretical Perspectives for Career Development and Guidance -- New Trends in Theory Development in Career Psychology -- Context-Resonant Systems Perspectives in Career Theory -- Life Span Theory and Career Theories: Rapprochement or Estrangement? -- Indigenous Models of Career Development and Vocational Psychology -- The Cultural Preparation Process Model and Career Development -- Mahatma Gandhi’s Ideas for Work, Career, and Life -- Section 2: The Person in Contexts across the Life Span -- Personality and Self: Multiple Frames of Reference for Career Service Professionals -- Parental Influences on Youth’s Career Construction -- The Interface between Positive Youth Development and Youth Career Development: New Avenues for Career Guidance Practice -- Mid-Career Progression and Development: The Role for Career Guidance and Counseling -- Section 3: Boom, Bust, and Suitability: Effective Career Preparation in a Volatile Labor Market -- Understanding the Labor Market: Implications for Career Counseling -- Labor Market and Career Development in the 21st Century -- Career Advice and Guidance in a World where Vocational Skills Matter -- Technical and Vocational Education and Training (TVET) and Career Guidance: The Interface -- Second Career: An Eventual Need in Today’s World -- Section 4: Making Our Careers Green: Work, Environmental Sustainability, and Social Justice -- Green Guidance -- Career Guidance for Social Justice in Neoliberal Times -- Educational Inequality and Social Justice: Challenges for Career Guidance -- Career Guidance and Counseling in the Context of Unemployment and Vulnerability: A Case Study of South Africa -- Tensions in Livelihoods: A Rural Perspective -- Traditional Occupations in a Modern World: Career Guidance, Livelihood Planning, and Crafts in the Context of Globalization -- Section 5: Career Services: New Directions for Practice -- Telling Tales: Do Narrative Approaches for Career Counseling Count? -- Mind the Twist in the Tale: The Story as a Channel for Culture-Resonant Career Counseling -- Enabling Culturally Sensitive Career Counseling through Critically Reflective Practice: The Role of Reflective Diaries in Personal and Professional Development -- Online Careers Work: Colonist or Inhabitant? -- Career Helplines: A Resource for Career Development -- Section 6: Innovations in Career Counseling: Services for Special Groups -- Special Educational Needs, Social Cognitive Environments, and Preparing for the World of Work -- “I Don’t Want to Make Candles!” Supporting the Career Development Needs of those Recovering from Mental Illnesses -- Career Counseling among Indigenous Peoples -- Older Women’s Retrospective Narratives of Their Work and Learning Pathways -- The Immigrant, Expatriate, and Repatriate Experience: How Career Professionals Can Smooth the Way? -- Should I Stay or Should I Go Home? Career Guidance with International Students -- Section 7: Career Services: New Directions for Assessment and Evaluation -- Assessment of Interest and Aptitude: A Methodologically-Integrated Approach -- Making Meaning of Quantitative Assessment in Career Counseling through a Story Telling Approach -- The Assessment of Quality of Working Life in Career Guidance and Counseling -- Evaluation of the Quality of Career Guidance Centers -- Demonstrating the Impact of Career Guidance -- Section 8: Career Services: New Directions for Counselor Training, Competencies, and Standards -- Career Counselor Competencies and Standards: Differences and Similarities across Countries -- Orienting Educators to Contemporary Ideas for Career Counseling: An Illustrative Example -- Training Career Practitioners: Opportunities and Challenges.  .

Additional Edition: ISBN 9781461494591

Additional Edition: Erscheint auch als Druck-Ausgabe Handbook of career development New York, NY [u.a.] : Springer, 2014 ISBN 9781461494591

Language: English

Subjects: Education , Psychology

Keywords: Karriereplanung ; Berufsbildung ; Berufsplanung ; Berufsberatung

DOI: 10.1007/978-1-4614-9460-7

URL: Volltext

URL: Volltext  (lizenzpflichtig)

URL: Cover

UID:

Format: 1 Online-Ressource (xxvi, 444 Seiten) , Illustrationen

ISBN: 9781461473664

Series Statement: SpringerLink

Content: Changing student profiles and the increasing availability of mainstream and specialized learning technologies are stretching the traditional face-to-face models of teaching and learning in higher education. Institutions, too, are facing far-reaching systemic changes which are placing strains on existing resources and physical infrastructure and calling into question traditional ways of teaching through lectures and tutorials. And, with an ever-increasing scrutiny on teaching and teachers’ accountability for positive educational outcomes, the call for closer attention to learning, teaching and, most especially, to the design and delivery of the curriculum is given increasing relevance and importance. Research provides strong evidence of the potential for technologies to facilitate not only cognition and learning but also to become integral components in the redesign of current curriculum models. Some Universities and individual academics have moved along this pathway, developing new and innovative curriculum, blending pedagogies and technologies to suit their circumstances. Yet, there are others, unsure of the possibilities, the opportunities and constraints in these changing times. Curriculum Models for the 21st Century gives insights into how teaching and learning can be done differently. The focus is on a whole of curriculum approach, looking at theoretical models and examples of practice which capitalize on the potential of technologies to deliver variations and alternatives to the more traditional lecture-based model of University teaching

Note: Description based upon print version of record , Theoretical Considerations of Curriculum Mapping for the 21st CenturyCase Studies: moving beyond traditional practice, theoretical underpinnings fro change, issues and implications arising from experience, future development and directions -- Technological and pedagogical innovations influencing curriculum renewal: emerging concepts and examples of best practice -- Sustainable educational practice in technology-rich environments -- Transforming new ideas and practices into curriculum models -- Finding and developing resources for curriculum transformation -- Integrating innovation into mainstream practices -- Analysis of important challenges to accomplishing sustainable curriculum change.   .

Additional Edition: ISBN 9781461473657

Language: English

Subjects: Education

Keywords: Hochschule ; Informationstechnik ; Neue Medien ; E-Learning ; Curriculum

DOI: 10.1007/9781461473664

URL: Volltext

URL: Volltext  (lizenzpflichtig)

URL: Cover

Author information: Ifenthaler, Dirk

UID:

Format: 14 Teile in Pappkarton mit Deckel

ISBN: 9780224078122 , 0224078127

Note: Hier auch später erschienene, unveränderte Nachdrucke , "14 distinctively discrete books, booklets, magazines, newspapers, and pamphlets" (Außenseite/Auflagefläche des Pappkartons) , Die 14 Teile, das sind: 2 Bücher (gebunden); 1 Faltplan (kaschiert auf Pappe); 2 kleine Hefte (Klammerheftung); 3 große Hefte, eines davon trägt den Titel "Disconnect" (Klammerheftung); 1 kleine Zeitung "The daily bee" ([4] Seiten); 1 große Zeitung ([20] Seiten); 2 Blätter (Leporellofaltung); 1 Blatt (einfach gefaltet); 1 Blatt im Zeitungsformat (zweifach gefaltet) , Portions of this work originally appeared in "The New Yorker", "The New York Times", "McSweeney's Quarterly Concern", "The Manchester Guardian", "nest" and "The Chicago Reader"

Language: English

Subjects: American Studies , Comparative Studies. Non-European Languages/Literatures , Education , Art History

Keywords: Comic ; Comic

Author information: Ware, Chris 1967-