Kooperativer Bibliotheksverbund

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Format: 424 S. : , zahlr. Ill.

Edition: 1. Aufl.

Content: A collection of children's literature from the DDR with proletarian, socialistic or communistic points of view. Introductory essay by Kunze surveys the field.

Language: German

Subjects: Education , German Studies

Keywords: Deutsch ; Jugendliteratur ; Sozialismus ; Deutsch ; Kinderliteratur ; Sozialismus ; Anthologie ; Anthologie ; Jugendbuch ; Kinderbuch ; Anthologie ; Jugendbuch ; Kinderbuch ; Anthologie ; Anthologie ; Anthologie ; Anthologie

URL: http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=000591490&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA

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Author information: Kunze, Horst 1909-2000

Author information: Wegehaupt, Heinz 1928-

UID:

Format: 1 Online-Ressource (viii, 241 Seiten) , Illustrationen , 24 cm

Edition: Online_Ausgabe Boulder, Colo NetLibrary 2003 E-Books von NetLibrary Sonstige Standardnummer des Gesamttitels: 22382847

ISBN: 1400814685

Note: Includes bibliographical references (p. [211]-232) and index , Seduced and enslaved: sexual violence in antebellum American literature and contemporary feminist discourse. "Rape crisis" or "Crisis in sexual identity"? The feminist rhetoric of rape -- "Guilty passions" and "Foul words": the powers of seduction and the racialization of sexual violence -- The deployment of sexual violence and the "cult of secrecy": historicizing the feminist rhetoric of rape. The rise of the (Black) rapist and the reconstruction of difference; or, "realist" rape. "Black claws into soft white throat" and other bestialities: rapist rhetoric, rivalry, and homosocial desire in Thomas Nelson Page's Red rock, Thomas Dixon's The clansman, and Frank Norris's McTeague -- "A tender lamb snatched from the jaws of a hungry wolf": inversions of rapist rhetoric in Frances E.W. Harper's Iola Leroy -- "The one crime" and "the real 'one crime'": rape, lynching, and mimicry in Sutton E. Griggs's The Hindered hand -- "A thing not to be faced": rape as robbery in Upton Sinclair's The

Additional Edition: Reproduktion von Sielke, Sabine, 1959- Reading rape 2002

Language: English

Subjects: American Studies

Keywords: USA ; Literatur ; Vergewaltigung ; Geschichte 1790-1990 ; USA ; Feminismus ; Rhetorik ; Vergewaltigung ; USA ; Roman ; Vergewaltigung ; Geschichte 1790-1990 ; Hochschulschrift ; Electronic books. ; Electronic books. ; Electronic books. ; Hochschulschrift

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Author information: Sielke, Sabine 1959-

UID:

Format: 1 online resource (298 p.) : , 28 illustrations

ISBN: 9781478092018

Content: Bring on the Books for Everybody is an engaging assessment of the robust popular literary culture that has developed in the United States during the past two decades. Jim Collins describes how a once solitary and print-based experience has become an exuberantly social activity, enjoyed as much on the screen as on the page. Fueled by Oprah's Book Club, Miramax film adaptations, superstore bookshops, and new technologies such as the Kindle digital reader, literary fiction has been transformed into best-selling, high-concept entertainment. Collins highlights the infrastructural and cultural changes that have given rise to a flourishing reading public at a time when the future of the book has been called into question. Book reading, he claims, has not become obsolete; it has become integrated into popular visual media.Collins explores how digital technologies and the convergence of literary, visual, and consumer cultures have changed what counts as a "literary experience" in phenomena ranging from lush film adaptations such as The English Patient and Shakespeare in Love to the customer communities at Amazon. Central to Collins's analysis and, he argues, to contemporary literary culture, is the notion that refined taste is now easily acquired; it is just a matter of knowing where to access it and whose advice to trust. Using recent novels, he shows that the redefined literary landscape has affected not just how books are being read, but also what sort of novels are being written for these passionate readers. Collins connects literary bestsellers from The Jane Austen Book Club and Literacy and Longing in L.A. to Saturday and The Line of Beauty, highlighting their depictions of fictional worlds filled with avid readers and their equations of reading with cultivated consumer taste.

Note: Frontmatter -- , Contents -- , Acknowledgments -- , Introduction: Digital Books, Beach Chairs, and Popular Literary Culture -- , Part I. The New Infrastructure of Reading: Sites, Delivery Systems, Authorities -- , 1. The End of Civilization (or at Least Civilized Reading) as You Know It: Barnes & Noble, Amazon.com, and Self-Cultivation -- , 2. Book Clubs, Book Lust, and National Librarians: Literary Connoisseurship as Popular Entertainment -- , Part II. The Literary Experience in Visual Cultures -- , 3. The Movie Was Better: The Rise of the Cine-Literary -- , 4. "Miramaxing": Beyond Mere Adaptation -- , Part III. Popular Literary Fiction -- , 5. Sex and the Post-Literary City -- , 6. The Devoutly Literary Bestseller -- , Bibliography -- , INDEX , In English.

Language: English

Subjects: American Studies

DOI: 10.1515/9781478092018

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Format: 1 online resource (213 pages)

Edition: 1st ed.

ISBN: 9789811389382

Note: Intro -- Foreword -- Prologue -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- About the Author -- Chapter 1: Understanding Frailty: The Science and Beyond -- 1.1 Active Ageing and Life Course -- 1.2 Managing Frailty: A Holistic Approach -- 1.3 Preparation for the Penultimate Phase of Life -- 1.4 Primary/Secondary Frailty and Family Distress -- 1.5 A Wake-Up Call for Older Adults and the Society -- References -- Chapter 2: Living with Failing Memory: A Caregiver's Perspective -- 2.1 Lack of Acceptance in Early Stage of Dementia -- 2.2 Multimodal Diagnosis of Cognitive Impairment -- 2.3 Handling Caregiver Stress with Additional Complications -- 2.4 Downhill Course and Discussion About Advance Directive -- 2.5 Lonely Couple and Their Fight Against Dementia -- 2.6 Abuse of an Older Adult with Cognitive Impairment -- 2.7 Situation of Poor Older Indian -- References -- Chapter 3: Panorama of Cancer -- 3.1 Cancer: An Unpredictable Melody -- 3.2 Non-specific Symptoms in Elderly May Be Signs of Cancer -- 3.3 The Varied Prognosis of Ca Prostate -- 3.4 Bias in Professional Opinion and Management of the Disease -- 3.5 Rapidly Spreading Tumour and Its Consequences -- 3.6 The Life Course Perspective and the Penultimate Phase -- 3.7 Alarm Signs of Early Cancer -- 3.8 Comprehensive Geriatric Assessment: The Best Tool to Assess Octogenarian Preoperatively -- 3.9 Functionality Matters More than the Calendar Age -- 3.10 Routine Screening in Late Life -- 3.10.1 In One of Our Conversations -- 3.11 The Care Provider on Decision-Making Process -- 3.12 The Big Decision -- References -- Chapter 4: Meaningful Engagement: An Option or Not -- 4.1 Difficulties in Visiting Tertiary Care Public Hospital -- 4.2 Evolution of First Geriatric Clinic in North India -- 4.3 Challenges of Multimorbidity and Polypharmacy in Older Adults. , 4.4 Intergenerational Solidarity: A Fantastic Way of Meaningful Engagement -- 4.5 Situation of Primary Care Physician in Metropolitan Cities -- 4.6 Staring Second Innings -- 4.7 Situational Challenges in Late Life -- 4.8 Ill Effects of Space and Time Restriction -- References -- Chapter 5: Constipation: More than Just "A Symptom" -- 5.1 The Uncomfortable Conversation -- 5.2 A Syndrome with Multifactorial Risk Factors -- 5.3 The Emotion of Motion -- 5.4 Dismissive Attitude Towards Constipation of Physicians -- 5.5 A Comprehensive Approach to Constipation -- 5.6 Frailty, Immobility and Constipation in a Long-Term Care Facility -- 5.7 Dealing with Constipation as an End-of-Life Issue -- References -- Chapter 6: Fall: A Geriatric Syndrome with Endless Agony -- 6.1 Falling: A Casual Approach and Its Consequences -- 6.2 Managing Consequences Without Knowing the Cause -- 6.3 Fall Prevention Clinics for Older Adults -- 6.4 Fall-Related Complications and Treatment Expenses -- 6.5 Fall: A Preventable Agony for Individual -- 6.6 Syncope and Its Implications -- 6.7 Deleterious Effects of Fall -- 6.8 Post-Hip Surgery vs Conservative Management -- 6.9 The Divine Relationship of a Daughter and Father -- References -- Chapter 7: Stroke, Premorbid Status and Resilience -- 7.1 Delirium: Family Support, Love and Care -- 7.2 Stroke and Risk Factors -- 7.3 Importance of Family Support -- 7.4 The Virtue of Joint Family -- 7.5 The Gravity of Problems Alter with Changing Support System -- 7.6 Stroke in a Healthy Octogenarian, from Rural India -- 7.7 The Pivotal Role of Rehabilitation -- References -- Chapter 8: Discussion About Sexual Health: Is It Age Inappropriate? -- 8.1 Sexual Health of Older Adults -- 8.2 Importance of Detailed History of Both the Partners -- 8.3 Scarcity of Data -- 8.4 Anxiety and Depression: A Spoiler Vitality -- 8.5 Lack of Awareness About Safe Sex. , 8.6 Love Is Beyond Age -- 8.7 Sexuality Among Cognitively Impaired Gentlemen -- 8.7.1 Andropause: Judicious Management -- 8.8 Necessity to Discuss Sexual Health -- References -- Chapter 9: To Treat or Not to Treat -- 9.1 Managing Terminally Ill Patients with Situational Challenges -- 9.1.1 Discussing DNR: Need and Importance -- 9.2 Creating Awareness About DNR and Passive Euthanasia -- 9.3 Sentiment Versus Science -- 9.4 Scenario for DNR: Public Versus Private Hospitals -- 9.4.1 Can Doctors Be Wrong? -- 9.4.2 Continuing Discussion About DNR in Society -- References -- Chapter 10: Successful Ageing: An Opportunity and Responsibility for All -- 10.1 Individualistic Way of Achieving Successful Ageing -- 10.1.1 Aspiration Index and Active Ageing -- 10.1.2 Conscientiousness and New Possibilities -- 10.1.3 Blue Zone of the Earth: The Life Lessons -- 10.2 Spirituality and Successful Ageing -- 10.3 Adopting with Random Events -- 10.4 Preparation Is Not Similar for Rural Elderly -- 10.5 Regular Physical Activity and Healthy Diet: Needs Behavioural Motivation (Fig. 10.2) -- 10.6 Lifelong Learning for Subjective Wellbeing -- 10.7 To My Doctor and Paramedic Friends -- 10.8 To My Beloved Senior Citizens and Their Family Members -- References.

Additional Edition: Print version: Chatterjee, Prasun Health and Wellbeing in Late Life Singapore : Springer Singapore Pte. Limited,c2019 ISBN 9789811389375

Language: English

Subjects: Education , Psychology

Keywords: Electronic books.

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UID:

Format: 1 Online-Ressource (xiv, 253 Seiten) , 23 cm

Edition: Online_Ausgabe Boulder, Colo NetLibrary 2004 E-Books von NetLibrary Sonstige Standardnummer des Gesamttitels: 22382847

ISBN: 1410611647

Note: Includes bibliographical references and indexes

Additional Edition: Reproduktion von Schools or markets? 2005

Language: English

Subjects: Education

Keywords: USA ; Bildungswesen ; Kommerzialisierung ; USA ; Schule ; Kommerzialisierung ; USA ; Bildungswesen ; Wirtschaft ; USA ; Schule ; Privatisierung ; Aufsatzsammlung

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UID:

Format: 223 S. , zahlr. Ill. , 25 cm, 850 gr.

ISBN: 9783473552283

Content: A history and biography of the Bundesrepublik or Germany (West).

Language: German

Subjects: Education

Keywords: Deutschland ; Geschichte ; Biografie ; Jugendsachbuch ; Jugendsachbuch ; Jugendsachbuch ; Jugendsachbuch

URL: Inhaltstext

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URL: Cover

URL: Inhaltsverzeichnis

URL: Inhaltstext

URL: http://d-nb.info/990951308/04

URL: http://deposit.dnb.de/cgi-bin/dokserv?id=3168775&prov=M&dok_var=1&dok_ext=htm

Author information: Vinke, Hermann 1940-

UID:

Format: 1 online resource (224 pages)

Edition: 1st ed.

ISBN: 9783030210298

Series Statement: Landscapes: the Arts, Aesthetics, and Education Series ; v.26

Note: Visions for Intercultural Music Teacher Education -- Acknowledgments -- Contents -- Contributors -- Introduction -- 1 Structure of the Book -- References -- Policy, Interculturality and the Potential of Core Practices in Music Teacher Education -- 1 Introduction -- 2 Policy(ing), Core Practices and Interculturality -- 3 Reconsidering Policy and Political Membership -- 4 Policy Participation and Framing Skills -- 5 Rationale for Practice-Based Teacher Education -- 6 The Potentials and Limitations of Core Practices -- 7 Core Practices of Intercultural Music Teaching -- 7.1 Core Practice 1: Represent Diversity in Music and Curricula -- 7.2 Core Practice 2: Reflect on Practice in Reference to Diversity and Equity -- 7.3 Core Practice 3: Invite Students to Engage in Praxis -- 8 Conclusion -- References -- Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching -- 1 Introduction: Exposing Cultural Assumptions Through Interreligious Dialogue -- 1.1 Context -- 1.2 Israeli Norms of Socio-religious Segregation -- 1.3 Opening the Classroom Door -- 1.4 (How) Can Segregation Promote Inter-culturalism? -- 2 Structures and Policy of Israeli (Music) Education -- 2.1 Segregation That Facilitates Social Cohesion -- 2.2 Common Core in Music as Hegemony -- 2.3 Israeli Music Education Caught in a Double Bind -- 3 Experiences in Current Institutional Interventions -- 3.1 Segregation That Enables Inclusion -- 3.2 Constraining Musical Knowledge -- 4 Translation Instead of Transformation -- 4.1 The Mystery of the Missing High-School Music Programs -- 4.2 Policy and Music Teacher Education: Who's the Chicken and Who's the Egg? -- 4.3 "How Can I Teach What I Don't Know?" -- 5 Re-imaging Change -- 5.1 Segregation as Opportunity -- 6 Conclusions -- References. , The Discomfort of Intercultural Learning in Music Teacher Education -- 1 Introduction -- 2 Research Context: Multicultural Arts University -- 3 Methodological Approach -- 4 Disrupting the Visions of Good Music Teaching: Student-Teachers' Journeys from Discomfort to Reflexivity -- 4.1 A Crisis of Certainty: Different Agents, Different Fields -- 4.2 Disrupting the Musico-pedagogical Script -- 4.3 Reflexive Becomings and the Transformation of Habitus -- 5 Discomforting Visions of Intercultural Competence -- References -- Intercultural Game in Music Teacher Education: Exploring El Sistema in Sweden -- 1 Introduction -- 2 Intercultural Pedagogic Competence -- 3 El Sistema as a Glocal Phenomenon -- 4 Emerging Antagonistic Justifications -- 5 Paradigm Shift -- 6 Critical Practitioners -- 7 Balancing in Tension Fields of El Sistema -- 7.1 Fieldwork in El Sistema Malmö -- 7.1.1 The Social Worker Versus the Teacher -- 7.1.2 The Resource in the School -- 7.1.3 Exotification and Creativity -- 7.1.4 Habitus Crises in the Orchestra -- 8 Discussion and Conclusion -- References -- Expanding Learning Frames in Music Teacher Education: Student Placement in a Palestinian Refugee Camp in Lebanon -- 1 Introduction -- 2 The Lebanon Project: Context and Content -- 3 Sociocultural Activity Theory -- 4 Expansive Learning: The Student Perspective -- 4.1 A Typical Working Day in Rashedieh Camp -- 4.2 Cultural Differences -- 4.3 Pedagogical Complexity -- 4.4 The Need for Reflection -- 4.5 Questioning as a Starting Point -- 4.6 The Value of Encountering the Unforeseen -- 5 Expansive Learning: The Institutional Perspective -- 5.1 Expansive Learning Among Higher Education Staff -- 5.2 Educating Music Teachers to Meet Societal Needs -- 5.3 Obstacles and Challenges -- 6 Towards Expansive Music Teacher Education -- References. , The Reinvented Music Teacher-Researcher in the Making: Conducting Educational Development Through Intercultural Collaboration -- 1 Introduction -- 2 Political and Educational Background -- 3 Programme Development in Two Intercultural Cases -- 4 Moments of Affective Action -- 5 Intercultural Twists -- 6 Micropolitics and Trust -- 7 Breaking the Familiar -- 8 Discussion and Conclusion -- References -- Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth -- 1 Introduction -- 2 Institutional Context -- 3 Constructing Intercultural Music Teacher Education -- 4 The Bridging Musical Worlds Project -- 5 Understanding Participatory Music Making -- 6 Understanding Music in the Lives of South Sudanese Australians: Pedagogical Implications -- 7 Music as Lived Experience: The Interpersonal/Relational Dimension -- 8 Conclusion -- References -- To Honor and Inform: Addressing Cultural Humility in Intercultural Music Teacher Education in Canada -- 1 A Brief History of Residential Schooling -- 2 The Truth and Reconciliation Commission (TRC) -- 3 Reconciliation and Education -- 4 Becoming Engaged as a Learner -- 5 The Colonial Curriculum: A Canonic Fantasy -- 6 Indigenizing or Decolonializing Music Education? -- 7 Moving from Cultural Competence to Cultural Humility -- 8 Teaching for Cultural Humility -- 9 Conclusions -- References -- Structure and Fragmentation: The Current Tensions and Possible Transformation of Intercultural Music Teacher Education in South Africa -- 1 Introduction -- 2 The South African Context -- 3 Three Common Practices in Music Teacher Education -- 3.1 Immersion -- 3.2 Interaction -- 3.3 Documentation -- 3.4 Critical Framing -- 4 The Wider Context -- 4.1 The Structure of the University -- 4.2 The Fragmentation of Society -- 5 Conclusion: Visions for the Future -- References. , Assessing Intercultural Competence in Teacher Education: A Missing Link -- 1 Introduction -- 2 Impacts of Mandated Assessments on Teacher Education and the Development of ICC -- 3 Culture: Definitions and Care Theory as a Basis for Intercultural Sensitivity -- 4 Infusing Diversity Across the Curriculum: Approaches in Developing ICC and a 'Caring Pedagogy' -- 4.1 Individuality and Competitiveness -- 4.2 Heritage and Family: Pride and Power -- 4.3 Privilege of Whiteness and Socio-economy: Opportunity and Entitlement -- 4.4 Faith and Religion -- 4.5 Afterthoughts -- 5 Conclusion: Visions and the Step Forward -- References -- Narrating Change, Voicing Values, and Co-constructing Visions for Intercultural Music Teacher Education -- 1 Introduction -- 2 Theoretical Lenses: Visions for Organizational Change -- 3 Research Contexts -- 4 Facilitating Institutional Space for Conversational Co-creation: The Research Design of the Study -- 4.1 The Research Approach: Appreciative Inquiry -- 4.2 Limitations of the Second-Stage Inquiry -- 5 Research Question and Data Analysis -- 6 Living in 'Epistemological Pandemonium' -- 6.1 Problematizing Endless Diversity -- 6.2 Addressing Flexibility and Openness as Desired Qualities for Music Teachers -- 7 Co-construction of Knowledge as an Institutional Mindset -- 7.1 Envisioning Music Teacher Education as a Space for Pedagogical Co-construction of Knowledge -- 7.2 Initiating Change Through Collegial Dialogue and Sharing -- 8 Concluding Thoughts -- References -- Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal -- 1 Imagination and the Capacity to Aspire -- 2 Co-constructing Visions for Music Education in Nepal -- 2.1 Appreciative Inquiry -- 2.2 Building a Network -- 2.3 Co-constructing with Nepali Musician-Teachers -- 2.4 Developing the Capacity to Aspire Through the 4D Cycle. , 2.4.1 Discovering the Potential for Learning from and with Each Other -- 2.4.2 Navigating the Capacity to Aspire -- 2.4.3 Design and Destiny -- 3 The Co-constructed Visions -- 3.1 The Visions -- 3.2 Imagining Continued Collaboration -- 3.3 Fuel for Action -- 4 Intercultural Learnings -- References -- Epilogue: Music Teacher Education Engaging with the Politics of Diversity -- References -- Correction to: Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal.

Additional Edition: Print version: Westerlund, Heidi Visions for Intercultural Music Teacher Education Cham : Springer International Publishing AG,c2019 ISBN 9783030210281

Language: English

Subjects: Education

Keywords: Electronic books. ; Electronic books ; Electronic books

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UID:

Format: 1 online resource (394 pages)

ISBN: 9783030184803

Series Statement: Methodology of Educational Measurement and Assessment Ser.

Note: Intro -- Preface -- Introduction -- Contents -- Improving Test Quality -- 1 The Validity of Technology Enhanced Assessments-Threats and Opportunities -- 1.1 Introduction -- 1.2 Innovations in Technology-Enhanced Assessments -- 1.2.1 Innovations in Items and Tasks -- 1.2.2 Innovations in Test Construction, Assembly and Delivery -- 1.2.3 Innovations Regarding Personal Needs and Preferences -- 1.3 Validity and Validation -- 1.4 Validity of Innovative Technology-Enhanced Assessments -- 1.4.1 Inferences Within the IUA -- 1.4.2 Validity Argument of Technology-Enhanced Assessments -- 1.5 Concluding Remarks -- References -- 2 A Framework for Improving the Accessibility of Assessment Tasks -- 2.1 Accessibility of Assessments -- 2.2 Principles that Underlie Accessible Assessment Design -- 2.2.1 Principles from Universal Design -- 2.2.2 Principles from Cognitive Load Theory -- 2.3 Evaluating and Improving Accessibility of Assessment Tasks from a Test Takers' Perspective -- 2.3.1 Supporting Orientation by a Clear Assignment -- 2.3.2 Supporting Information Processing and Devising Solutions -- 2.3.3 Facilitating Responding -- 2.3.4 Facilitating Monitoring and Adjusting -- 2.4 An Application of the Test Accessibility Framework: The Dutch Driving Theory Exam -- 2.4.1 Innovations in the Dutch Traffic Theory Exam for Car Drivers -- 2.4.2 Applied Modifications in the Response Mode of Theory Items -- 2.4.3 Psychometric Indications of Accessibility Improvement? -- 2.4.4 Item Selection -- 2.4.5 Data Collection -- 2.4.6 Data Analyses -- 2.4.7 Results -- 2.5 Discussion -- References -- 3 The Design and Validation of the Renewed Systems-Oriented Talent Management Model -- 3.1 Introduction -- 3.1.1 Problem Situation and Purpose of the Study -- 3.2 Theoretical Framework -- 3.2.1 The Management Building Blocks Framework -- 3.2.2 Systems Theory. , 3.2.3 Evidence-Based Systems-Oriented Talent Management -- 3.3 Renewed STM Diagrams -- 3.3.1 Renewed STM Diagram 1: Aligning Organisational Structure and Human Talent -- 3.3.2 Renewed STM Diagram 2: Aligning Organisational Culture and Human Talent -- 3.3.3 Renewed STM Diagram 3: Aligning Business Strategy and Human Talent -- 3.4 Implications of the STM for Educational Measurement -- 3.5 Conclusion, Limitations, and Recommendations -- 3.5.1 Conclusion -- 3.5.2 Application to Educational Measurement -- 3.5.3 Limitations -- 3.5.4 Recommendations and Implications -- References -- 4 Assessing Computer-Based Assessments -- 4.1 Introduction -- 4.2 The RCEC Review System for the Evaluation of Computer-Based Tests -- 4.2.1 Purpose and Use of the Educational Test or Exam -- 4.2.2 Quality of Test Material -- 4.2.3 Representativeness -- 4.2.4 Reliability -- 4.2.5 Standard Setting and Standard Maintenance -- 4.2.6 Test Administration and Security -- 4.3 Reviewing a Computer Based Test -- 4.3.1 Purpose and Use of the Test -- 4.3.2 Quality of Test Material -- 4.3.3 Representativeness -- 4.3.4 Reliability (Measurement Precision) -- 4.3.5 Standard Setting and Standard Maintenance -- 4.3.6 Test Administration and Security -- 4.3.7 Review Conclusion -- 4.4 Discussion -- References -- Psychometrics -- 5 Network Psychometrics in Educational Practice -- 5.1 Introduction -- 5.2 The Curie-Weiss Model -- 5.2.1 Some Statistical Properties of the Curie-Weiss Model -- 5.2.2 The Curie-Weiss to Rasch Connection -- 5.3 Maximum Likelihood Estimation of the Curie-Weiss Model -- 5.3.1 Maximum Likelihood in the Complete Data Case -- 5.3.2 Maximum Likelihood Estimation in the Incomplete Data Case -- 5.3.3 The M-Step -- 5.4 Numerical Illustrations -- 5.4.1 Simulated Example -- 5.4.2 The Cito Eindtoets 2012 -- 5.5 Discussion -- References. , 6 On the Number of Items in Testing Mastery of Learning Objectives -- 6.1 Introduction -- 6.2 Method -- 6.2.1 Simulation Study with Homogeneous Item Characteristics -- 6.2.2 Empirical Example -- 6.2.3 Simulation Study Based on Empirical Data and Heterogeneous Item Characteristics -- 6.2.4 Estimating and Validating a Predictive Model for Bayes Factors -- 6.3 Results -- 6.3.1 Simulation Study with Homogeneous Item Characteristics -- 6.3.2 Empirical Example -- 6.3.3 Simulation Based on the Empirical Data and with Heterogeneous Item Characteristics -- 6.3.4 Prediction Model -- 6.4 Discussion and Conclusions -- References -- 7 Exponential Family Models for Continuous Responses -- 7.1 Introduction -- 7.2 A Rasch Model for Continuous Responses -- 7.2.1 The Model -- 7.2.2 Parameter Estimation -- 7.3 An Extension of the Müller Model -- 7.3.1 The Model -- 7.3.2 Parameter Estimation -- 7.4 Comparison of Information Functions Across Models -- 7.4.1 The Unit of the Latent Variable -- 7.4.2 An Example -- 7.5 Discussion -- Appendix -- References -- 8 Tracking Ability: Defining Trackers for Measuring Educational Progress -- 8.1 Introduction -- 8.2 Methods -- 8.2.1 Formalizing a Tracker -- 8.2.2 Example of a Tracker -- 8.2.3 Convergence in Kullback-Leibler Divergence -- 8.2.4 Simulating Surveys -- 8.3 Discussion -- References -- 9 Finding Equivalent Standards in Small Samples -- 9.1 Introduction -- 9.2 Method -- 9.3 Results -- 9.4 Conclusion and Discussion -- References -- Large Scale Assessments -- 10 Clustering Behavioral Patterns Using Process Data in PIAAC Problem-Solving Items -- 10.1 Introduction -- 10.1.1 Problem-Solving Items in PIAAC -- 10.1.2 Employability and PSTRE Skills -- 10.2 Method -- 10.2.1 Sample -- 10.2.2 Instrumentation -- 10.2.3 Features Extracted from Process Data -- 10.2.4 Clustering Sequence Data -- 10.2.5 K-Means Clustering -- 10.3 Results. , 10.3.1 Cluster Determination -- 10.3.2 Cluster Membership and Proficiency Level -- 10.3.3 Cluster Membership and Employment-Based Background Variables -- 10.4 Discussion -- References -- 11 Reliability Issues in High-Stakes Educational Tests -- 11.1 Outline of the Problem -- 11.2 Preliminaries -- 11.3 MAP Proficiency Estimates Based on Number-Correct Scores -- 11.4 Equating Error -- 11.5 Simulation Study of Equating Errors -- 11.6 Conclusion -- References -- 12 Differential Item Functioning in PISA Due to Mode Effects -- 12.1 Introduction -- 12.2 Changes in PISA 2015 -- 12.3 Data -- 12.4 Differential Item Functioning -- 12.5 Results -- 12.5.1 DIF Between Modes -- 12.5.2 Trend Effects in the Netherlands -- 12.6 Conclusions and Discussion -- References -- 13 Investigating Rater Effects in International Large-Scale Assessments -- 13.1 Introduction -- 13.2 Scoring Human-Coded Items in PISA 2015 -- 13.2.1 Categorization of Items by Item Formats -- 13.2.2 Coding Design and Procedures -- 13.3 Construct Equivalence of Different Scoring Types in PISA -- 13.3.1 Methods -- 13.3.2 Findings -- 13.4 Rater Effects that Are Comparable Across Countries -- 13.4.1 Methods -- 13.4.2 Findings -- 13.5 Conclusion -- References -- Computerized Adaptive Testing in Educational Measurement -- 14 Multidimensional Computerized Adaptive Testing for Classifying Examinees -- 14.1 Introduction -- 14.2 Multidimensional Item Response Theory -- 14.3 Classification Methods -- 14.3.1 The SPRT for Between-Item Multidimensionality -- 14.3.2 The Confidence Interval Method for Between-Item Multidimensionality -- 14.3.3 The SPRT for Within-Item Multidimensionality -- 14.3.4 The Confidence Interval Method for Within-Item Multidimensionality -- 14.4 Item Selection Methods -- 14.4.1 Item Selection Methods for Between-Item Multidimensionality. , 14.4.2 Item Selection Methods for Within-Item Multidimensionality -- 14.5 Examples -- 14.5.1 Example 1: Between-Item Multidimensionality -- 14.5.2 Example 2: Within-Item Multidimensionality -- 14.6 Conclusions and Discussion -- References -- 15 Robust Computerized Adaptive Testing -- 15.1 Introduction -- 15.2 Robust Test Assembly -- 15.3 Robust CAT Assembly -- 15.3.1 Constructing a Robust Item Pool -- 15.3.2 Numerical Example to Illustrate the Concept of Robust Item Pools -- 15.3.3 Towards an Algorithm for Robust CAT -- 15.4 Simulation Studies -- 15.4.1 Study 1 -- 15.4.2 Study 2 -- 15.4.3 Study 3 -- 15.4.4 Study Setup -- 15.5 Results -- 15.6 Conclusion -- References -- 16 On-the-Fly Calibration in Computerized Adaptive Testing -- 16.1 Introduction -- 16.1.1 Replenishment Strategies and On-the-Fly Calibration -- 16.1.2 On-the-Fly Calibration Methods -- 16.1.3 The Use of Reference Items in Modelling Bias -- 16.1.4 The Need for Underexposure Control -- 16.1.5 A Combination of Calibration Methods -- 16.2 Research Questions -- 16.3 Simulation Studies -- 16.3.1 Use of Reference Items in Elimination of Bias -- 16.3.2 Comparison of the Methods -- 16.4 Discussion -- References -- 17 Reinforcement Learning Applied to Adaptive Classification Testing -- 17.1 Introduction -- 17.2 Method -- 17.3 Framework -- 17.3.1 General Idea -- 17.3.2 Sequential Classification -- 17.3.3 Item Selection -- 17.3.4 Algorithm -- 17.4 Experiments -- 17.5 Discussion -- References -- Technological Developments in Educational Measurement -- 18 Feasibility and Value of Using a GoPro Camera and iPad to Study Teacher-Student Assessment Feedback Interactions -- 18.1 Introduction -- 18.1.1 The Value of Video Feedback -- 18.2 Method -- 18.2.1 Participants and Context -- 18.2.2 Data Collection Instruments and Procedures -- 18.2.3 Analysis -- 18.3 Results -- 18.3.1 Technical Results. , 18.3.2 Teacher and Student Experiences.

Additional Edition: Print version: Veldkamp, Bernard P. Theoretical and Practical Advances in Computer-Based Educational Measurement Cham : Springer International Publishing AG,c2019 ISBN 9783030184797

Language: English

Subjects: Education

Keywords: Electronic books. ; Electronic books. ; Electronic books. ; Examinations.

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Format: 1 online resource (270 pages)

Edition: 1st ed.

ISBN: 9783030149314

Series Statement: ICME-13 Monographs

Note: Intro -- Preface -- Contents -- 1 State of the Art on Modelling in Mathematics Education-Lines of Inquiry -- 1.1 What Is Mathematical Modelling? -- 1.1.1 An Example from Teacher Education -- 1.2 Real-World Applications and Mathematical Modelling in Curricula -- 1.3 What Do We Know? -- 1.3.1 Theoretical Focuses-Lines of Inquiry -- 1.3.2 Empirical Lines of Inquiry -- 1.4 Future Directions -- 1.5 Final Considerations -- References -- 2 Toward a Framework for a Dialectical Relationship Between Pedagogical Practice and Research -- 2.1 Introduction: Setting the Scene and Presenting the Objective -- 2.2 Pedagogical Practice|Research -- 2.2.1 An Example -- 2.3 Teacher|Researcher -- 2.3.1 Aspect 1: From Researcher to Teacher -- 2.3.2 Aspect 2: Research Participants Are Students, so the Researcher Is the Teacher -- 2.3.3 Aspect 3: The Teacher Acts on Her Own Initiative -- 2.3.4 Aspect 4: The Teacher's Reflections Favouring the Performance of the Researcher -- 2.4 Students|Participants -- 2.5 Final Remarks -- References -- 3 Towards Integration of Modelling in Secondary Mathematics Teaching -- 3.1 Introduction -- 3.2 Learning Mathematics Through Modelling in Practice -- 3.3 Modelling Dynamical Phenomena -- 3.3.1 The Morning Shower -- 3.3.2 The 100 m Sprint -- 3.4 Conclusion -- References -- 4 Real-World Task Context: Meanings and Roles -- 4.1 Introduction -- 4.2 Method -- 4.2.1 Journal Selection -- 4.2.2 Initial Analysis -- 4.2.3 Detailed and In-Depth Analyses -- 4.3 Content Analysis: ESM -- 4.3.1 Initial Analysis and Sample Selection -- 4.3.2 Detailed Analysis -- 4.3.3 In-Depth Analysis of the ESM Sample -- 4.4 Content Analysis: JRME -- 4.4.1 Initial Analysis and Sample Selection -- 4.4.2 Detailed Analysis -- 4.4.3 In-Depth Analysis of JRME Sample -- 4.5 Content Analysis: MTL -- 4.5.1 Initial Analysis and Sample Selection -- 4.5.2 Detailed Analysis. , 4.5.3 In-Depth Analysis of MTL Sample -- 4.6 Content Analysis: JMB -- 4.6.1 Initial Analysis and Sample Selection -- 4.6.2 Detailed Analysis -- 4.6.3 In-Depth Analysis of the JMB Sample -- 4.7 Discussion: Looking Across the Samples -- 4.8 Concluding Remarks -- Appendix/Online Supplementary Material -- References -- 5 Approaches to Investigating Complex Dynamical Systems -- 5.1 Introduction -- 5.2 The Experiment -- 5.3 Habits of Mind at Play -- 5.4 Modelling Complex Systems -- 5.4.1 Functions and Differential Equations -- 5.4.2 System Dynamics Software -- 5.4.3 Cellular Automata -- 5.4.4 Agent-Based Models -- 5.5 Discussion -- 5.5.1 Epistemological Issues -- 5.5.2 Interdisciplinary Collaborations -- 5.5.3 Technology and Computational Thinking -- 5.5.4 Curriculum and Mathematical Content -- 5.6 Conclusion -- References -- 6 Precision, Priority, and Proxies in Mathematical Modelling -- 6.1 Introduction -- 6.2 Empirical and Theoretical Background -- 6.3 Methods -- 6.3.1 Data Collection -- 6.3.2 Data Analysis -- 6.4 Results -- 6.5 Interpretation and Discussion -- 6.6 Limitations, Future Directions and Recommendations -- References -- 7 Teachers as Learners: Engaging Communities of Learners in Mathematical Modelling Through Professional Development -- 7.1 Introduction -- 7.2 Perspectives and Stance on Modelling Professional Development -- 7.2.1 Preparing Teachers as Modellers -- 7.2.2 Preparing Teachers to Teach Modelling -- 7.3 Theoretical Framework: Mathematical Modelling as a Community of Practice -- 7.4 Setting and Method -- 7.4.1 Data Collection -- 7.4.2 Data Analysis -- 7.5 Results -- 7.5.1 The Lunch Planning Task -- 7.5.2 The Pizza Party Task -- 7.5.3 City Park Ice Rink Design Task -- 7.5.4 Looking Across Tasks -- 7.6 Discussion and Implications -- 7.7 Conclusion -- References. , 8 Assessing Sub-competencies of  Mathematical Modelling-Development of a New Test Instrument -- 8.1 Theoretical Background -- 8.1.1 Mathematical Modelling Competency -- 8.1.2 Assessment of Modelling Competencies -- 8.2 Methods -- 8.2.1 Item Construction -- 8.2.2 Testing of Items -- 8.2.3 Combining Items into a Test -- 8.2.4 Methods of Data Collection -- 8.2.5 Statistical Analyses to Answer the Research Questions -- 8.3 Results -- 8.4 Summary and Discussion -- References -- 9 The Influence of Technology on the Mathematical Modelling of Physical Phenomena -- 9.1 Introduction -- 9.2 Theoretical Framework -- 9.3 The Research Study -- 9.3.1 Participants and Teaching Methodology -- 9.3.2 Data Analysis and Research Method -- 9.4 Design of the Teaching Experiments -- 9.5 Implementation of Teaching Experiments -- 9.6 Results -- 9.6.1 Choosing References in Video Physics® -- 9.6.2 Interpretation of the Models -- 9.7 Discussion and Conclusions -- References -- 10 Adopting the Modelling Cycle for Representing Prospective and Practising Teachers' Interpretations of Students' Modelling Activities -- 10.1 Introduction -- 10.2 Theoretical Background -- 10.2.1 Modelling -- 10.2.2 Teachers' Knowledge About Modelling -- 10.3 Method -- 10.3.1 Participants and Procedure -- 10.3.2 Modelling Activities During the Intervention -- 10.3.3 Sneaker Activity -- 10.3.4 Analyses of Students' Modelling Activity -- 10.3.5 Data Analysis of the First and Second Reports -- 10.4 Findings -- 10.4.1 Participants' Descriptions of Students' Modelling Process in R1 and R2 -- 10.5 Discussion and Conclusion -- References -- 11 Heuristic Strategies as a Toolbox in Complex Modelling Problems -- 11.1 Theoretical Framework -- 11.1.1 Teacher Activities to Promote Independent Student Action -- 11.1.2 Heuristic Strategies -- 11.2 The Study -- 11.2.1 Modelling Days. , 11.2.2 Modelling: Roundabout Versus Traffic Light -- 11.2.3 Empirical Survey -- 11.3 Results -- 11.3.1 Using Heuristic Strategies in Modelling Problems -- 11.3.2 Results Referring to the Modelling Cycle and Observations in the Empirical Research -- 11.4 Summary and Conclusions -- References -- 12 Modelling Tasks and Students with Mathematical Difficulties -- 12.1 Theoretical Background -- 12.2 Method -- 12.3 Findings -- 12.3.1 Sami's Pre-test in Modelling Competencies -- 12.3.2 Sami's Performance and Role During the Task Sequence -- 12.3.3 Sami's Progress in Mathematical Knowledge -- 12.4 Discussion -- 12.5 Conclusion -- Appendix 1 -- Appendix 2 -- References -- 13 Conclusions and Future Lines of Inquiry in Mathematical Modelling Research in Education -- 13.1 Mathematical Modelling: What Lines of Inquiry? -- 13.1.1 Goal, or Purpose, of Mathematical Modelling -- 13.2 Theoretical Lines of Inquiry -- 13.2.1 Prescriptive Modelling -- 13.2.2 Modelling Frameworks and Modelling Cycles -- 13.2.3 Modelling Competence and Competencies -- 13.3 Empirical Lines of Inquiry -- 13.3.1 Focus on the Modeller -- 13.3.2 Focus on Teachers of Modelling -- 13.3.3 Focus on Modelling Task -- 13.3.4 Affordances of Technology-Rich Teaching and Learning Environments -- 13.3.5 Verification and Validation -- 13.4 Future Lines of Inquiry -- 13.5 Conclusion -- References -- Refereeing Process -- Index -- Blank Page -- Blank Page -- Blank Page -- Blank Page -- Blank Page -- Blank Page.

Additional Edition: Print version: Stillman, Gloria Ann Lines of Inquiry in Mathematical Modelling Research in Education Cham : Springer International Publishing AG,c2019 ISBN 9783030149307

Language: English

Subjects: Education , Mathematics

Keywords: Electronic books. ; Aufsatzsammlung ; Konferenzschrift ; Aufsatzsammlung ; Konferenzschrift

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Format: 1 Online-Ressource (214 Seiten)

ISBN: 9783839452530

Series Statement: American culture studies volume 31

Content: In the late 18th and early 19th centuries, the American theater emerged as a crucial cultural space for debates around gender stereotypes, gendered conduct, sexual desire, the politics of intimacy and domesticity, female authorship, as well as the complex intersections of gender and other markers of cultural difference, such as race, ethnicity, socioeconomic class, age, or nation. This collection explores the role of gender in the formation of American theatrical culture in this period. It features essays on well-known early American dramatists such as Susanna Rowson or Judith Sargent Murray, but also sheds light on anonymous authors and more obscure theatrical practices

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-8376-5253-6

Language: English

Subjects: American Studies

Keywords: USA ; Drama ; Geschlechterverhältnis ; Geschichte 1770-1860 ; Aufsatzsammlung ; History ; Aufsatzsammlung ; Aufsatzsammlung

DOI: 10.1515/9783839452530

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Author information: Lippert, Leopold

Author information: Poole, Ralph J. 1964-