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Schule der Gesellschaft: Wissensordnungen von Zürcher Unterrichtspraktiken zwischen 1771 und 1834

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ISBN: 9783034012997 Year: Pages: 384 DOI: 10.26530/OAPEN_605210 Language: German
Publisher: Chronos Verlag Grant: Swiss National Science Foundation (SNSF) - OAPEN-CH - 163544
Subject: History
Added to DOAB on : 2016-03-23 11:01:15
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“Schule der Gesellschaft” Knowledge systems in Zurich educational practices between 1771 and 1834 The great social and political revolutions of 1798 and 1831 fueled efforts at radical restructuring of education policy. There were, however, gaps between the new norms and traditional local practices. Official and intellectual setting of new standards clashed with local and regional needs and conceptions of schooling. In a process of gradual adjustment, locally varying mixtures of new prescriptions and traditional approaches emerged. Making use of voluminous source material, consisting principally of answers to school surveys from 1771 and 1779, as well as reports of school authorities from 1834, the study provides a comparative view across several hundred Zurich schools. The author conveys a nuanced portrayal of educational practices at the turn of the 19th century. The results of the study reveal similarities in schooling approaches across the region, and show the societal knowledge system underlying them. Investigating schools requires examining the surrounding society as well.

IEA International Civic and Citizenship Education Study 2016 Assessment Framework

Authors: --- --- --- --- et al.
ISBN: 9783319393568 9783319393575 Year: Pages: 97 DOI: 10.1007/978-3-319-39357-5 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-02-03 18:26:27
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The International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2016 is a continuation of a study initiated in 2009. This document outlines the framework and assessment design for the ICCS 2016.ICCS 2016 will report on student knowledge and understanding of key aspects of civics and citizenship, as well as student attitudes to, and engagement with, civic life. This survey is intended to respond to enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. New developments include the increase in the use of social media as a tool for civic engagement, growing concerns about global threats and sustainable development, as well as recognition of the role of schools in fostering peaceful ways of interaction between young people.

Opetussuunnitelmatutkimus

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ISBN: 9789520306359 Year: Language: Finnish
Publisher: Tampere University Press
Subject: Education
Added to DOAB on : 2018-01-09 11:01:56
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"Curriculum Studies (opetussuunnitelmatutkimus in Finnish) comprise an international, multidisciplinary academic approach to creating discursive spaces for restructuring of the historical, theoretical and organisational complexities and interdisciplinary intertwinements present in current education and curriculum practices. While critically registering the international trends, Curriculum Studies can provide an integrative and coordinative framework for national education policy making, curriculum reforms, teachers’ pre- and in-service education and the daily work of teachers. Curriculum Studies is an indispensable element in teacher education programs in order to expand the professional horizon of student teachers and make their tacit assumptions of education and teaching more explicit and articulate. The book consists of ten peer-reviewed articles, which are organised according to three main themes. The first theme, A history of Finnish curriculum theory, would render an effort to explicate and contextualise the historical trajectories embodied in today’s curriculum and education theories and ideals. The two traditional master narratives, the German-Scandinavian Bildung with the Anglo-American Curriculum, have provided the contested platform for Finnish education and curriculum theories and practices. The second theme – The conflicting nature of prevailing teacher education discourses and the need for their more comprehensive and contextualised articulation – serves to juxtapose the dilemma between academic expectations and the actual working conditions of teachers. The role of teacher education is considered vital to dealing with these tensions. Another purpose of the theme is an attempt to expand and complicate the intellectual horizon of the taken-for-granted conception of the curriculum. The third theme of the book, The teacher as a curriculum theorist and curriculum maker, examines how the teacher and the school are cross-pressured by the conflicting interests of school and teacher autonomy and external supervision and evaluation. In addition, the issues of educational leadership amid the ideological tensions of the curriculum and how this complex can be engaged with the role of the teacher is scrutinised to some extent. In particular, the focal point here is the 2014 Finnish basic education curriculum reform. At best, Curriculum Studies can render the institutional education more transparent, vertically by exposing its historical trajectories and horizontally by revealing its present circumstances and political affiliations. As an academic field, the intellectual ambition of Curriculum Studies is to increasingly become aware of the normative, political and knowledge/power dynamics of education under constant negotiation with all its intended and unintended consequences. "

Le politique doit-il se mêler d’éducation ?

Authors: ---
ISBN: 9782847887976 DOI: 10.4000/books.enseditions.6749 Language: French
Publisher: ENS Éditions
Subject: Education
Added to DOAB on : 2019-12-06 13:15:31
License: OpenEdition Licence for Books

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Les questions éducatives sont devenues un enjeu central de la société contemporaine, comme en attestent, entre autres indices, la place prise par l’éducation dans les programmes politiques ou les nombreux et passionnés débats sur les sujets concernant l’école. Dans le même temps, il est souvent déploré l’insuffisant étayage scientifique des réflexions sur l’éducation et des politiques qui en découlent. L’articulation entre les résultats de la recherche, les praticiens et les politiques publiques est par conséquent devenue un thème central dans le champ de l’éducation ; les institutions et les acteurs universitaires étant régulièrement sollicités pour éclairer ou conseiller les pratiques éducatives à partir de leurs travaux sur des thèmes stratégiques pour le système éducatif. La collection Entretiens Ferdinand Buisson s’inscrit dans cette problématique, en organisant un espace de débat scientifique original entre chercheurs et praticiens sur une question de société. Elle est, de ce point de vue, destinée à un public plus large que le seul lectorat académique.

Knowledge, Policy and Practice in Education and the Struggle for Social Justice

Authors: ---
ISBN: 9781782772774 Year: Pages: 300 DOI: 10.14324/111.9781782772774 Language: English
Publisher: UCL Press
Subject: Education --- Languages and Literatures
Added to DOAB on : 2020-05-06 07:12:56
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For 50 years, educator and sociologist Geoff Whitty resolutely pursued social justice through education, first as a classroom teacher and ultimately as the Director of the Institute of Education in London. The essays in this volume - written by some of the most influential authors in the sociology of education and critical policy studies - take Whitty’s work as the starting point from which to examine key contemporary issues in education and the challenges to social justice that they present. Set within three themes of knowledge, policy and practice in education, the chapters tackle the issues of defining and accessing ‘legitimate’ knowledge, the changing nature of education policy under neoliberalism and globalization, and the reshaping of teacher workplaces and professionalism – as well as attempts to realize more emancipatory practice. Whitty’s scholarship on what constitutes quality and impact in educational research is also explored. Together, the essays open a window on a life in the sociology of education, the scholarly community of which it was part, and the facets of education policy, practice and research that they continue to reveal and challenge in pursuit of social justice. They celebrate Whitty as one of the foremost sociologists of education of his generation, but also as a friend and colleague. And they highlight the continued relevance of his contribution to those seeking to promote fairer and more inclusive education systems.

Chapter 5: Historical overview of lesson study (Book chapter)

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ISBN: 9781138892514 9781138604551 9781315709116 Year: Pages: 17 Language: English
Publisher: Taylor & Francis
Subject: Education
Added to DOAB on : 2020-03-06 11:21:03
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This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" – a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices.

Chapter 1: Introduction (Book chapter)

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ISBN: 9781138892514 9781138604551 Year: Pages: 8 Language: English
Publisher: Taylor & Francis
Subject: Education --- Science (General)
Added to DOAB on : 2020-03-06 11:21:03
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This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" – a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices.&#xD;

Chapter 2 Historical overview of curriculum organisation (Book chapter)

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ISBN: 9781138892514 9781315709116 Year: Pages: 18 Language: English
Publisher: Taylor & Francis
Subject: Education --- Science (General)
Added to DOAB on : 2020-03-25 11:21:02
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This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" – a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices.

Fremdsprachenunterricht in der Grundschule in den Bundesländern Deutschlands

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ISBN: 9783631744024 9783631748459 9783631748466 Year: DOI: 10.3726/b13457 Language: German
Publisher: Peter Lang International Academic Publishing Group Grant: Knowledge Unlatched - 103689
Subject: Education
Added to DOAB on : 2019-02-26 11:21:02
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Die Studie zum Fremdsprachenunterricht in deutschen Grundschulen bietet einen Überblick über Bundesländergrenzen hinweg in eine heterogene Bildungslandschaft, die von erheblichen curricularen Unterschieden und Widersprüchen geprägt ist. Neben dieser Bestandsaufnahme zeigen die Autoren auf, welche bildungspolitischen und fachdidaktischen Ausgestaltungen Fachleute aus Hochschulen, Landesinstituten und Schulen als sinnvoll und wünschenswert erachten. Ihr Meinungsbild erlaubt es, bundesländerübergreifende Konzepte für die qualitative Weiterentwicklung des frühen Fremdsprachenunterrichts zu entwickeln, daraus resultierende Implikationen für Lehreraus- und Fortbildung zu beleuchten und so letztlich eine Basis für nationale Mindeststandards für den Fremdsprachenunterricht in der Grundschule zu bieten.

How the Computer went to School

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Book Series: Education ISBN: 9781922235169 9781925523850 Year: Language: English
Publisher: Monash University Publishing Grant: Knowledge Unlatched - 102630
Subject: Education
Added to DOAB on : 2019-03-15 11:21:02
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For more than 30 years, certain governments, individuals and organisations have actively promoted computers as learning technologies. Enormous amounts of money and time have been spent promoting specific kinds of educational computing, and policies by which these might be implemented. The view that computers can enhance student learning has gained broad acceptance. The computers should not automatically be associated with success in schools. The view that all school children will benefit equally from access to computers overlooks inequities associated with differing patterns of use. How the Computer Went to School gives an account of the origins and development of the computer industry in the United States and shows how these influenced educational computing in both the US and Australia. It explores government policy that prioritises the economic benefits of educational computing for the nation and questions the proper role of the computer in education more generally.

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