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EDUCATION / General.

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Die Voraussetzungen für Schulbildung von Mädchen im ländlichen Westafrika werden hinsichtlich Sozialstatus von Frauen und Investitionsverhalten einer Subsistenzgesellschaft basierend auf qualitativen und quantitativen Daten analysiert und an einem konkreten Beispiel beleuchtet. = Basées sur des données qualitatives et quantitatives, les conditions de scolarisation des filles en Afrique de l'ouest rural sont analysées par rapport au statut social des femmes et au comportement d'investissement d'une société de subsistance et illustrées par un exemple concret.

General education. --- Education, General --- Education

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Denne boken handler om leseferdighetene til elever i 10-årsalderen. I Norge er elevene da på 4. og 5. klassetrinn, og det forventes at de i stadig større grad skal bruke lesing for å lære fag. Hvordan står det til med barnas leseferdigheter?Gjennom leseundersøkelsen PIRLS (Progress in International Reading Literacy Study) blir vi kjent med 10-åringenes lesing. I tillegg til å kartlegge hvor godt barna leser, gir PIRLS også viktig informasjon om forhold som påvirker utvikling av leseferdigheter. Hvilken betydning har alder ved skolestart, klassestørrelse, lærerens kompetanse og rektors holdninger? Hvilke forskjeller er det mellom lesekompetansen til gutter og jenter, og hvordan følger skolen opp dem som strever? Og hva skjer når elevene leser digitalt?Siden PIRLS har blitt gjennomført hvert femte år siden 2001, kan vi også studere utviklingen i leseferdigheter over tid. I denne boken presenteres resultatene fra PIRLS 2016. Oppmerksomheten er særlig rettet mot norske forhold. Fordi PIRLS gjennomføres i over 50 land, kan vi også gi et detaljert bilde av hvordan norske elever klarer seg sammenlignet med elever internasjonalt. Bokens redaktør er Egil Gabrielsen, prosjektleder for PIRLS 2016 i Norge. Øvrige bidragsytere er Ingeborg Margrete Berge, Njål Foldnes, Unni Fuglestad, Aslaug Fodstad Gourvennec, Lise Helgevold, Toril Frafjord Hoem, Johanne Hovig, Kjersti Lundetræ, Margunn Mossige, Katrin Schulz-Heidorf, Knut Schwippert, Oddny Judith Solheim, Olaug Strand, Hildegunn Støle og Åse Kari Hansen Wagner. Alle er tilknyttet Nasjonalt senter for leseopplæring og leseforskning ved Universitetet i Stavanger.

General education. --- Education, General --- Education

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This is a methods book for elementary majors and preservice/beginning elementary teachers. It takes a very practical approach to learning to teach elementary school mathematics in an emerging Age of the Common Core State Standards. The Common Core State Standards in Mathematics (CCSSM) is not meant to be “the” official mathematics curriculum; it was purposefully developed primarily to provide clear learning expectations of mathematics content that are appropriate at every grade level and to help prepare all students to be ready for college and the workplace. A quick glance at the Table of Contents in this book indicates a serious engagement with the recommended mathematics underlying the kindergarten through grade 5 portions of the CCSSM first, with issues in content-practice assessment, learning, teaching, and classroom management pursued next and in that order. In this book we explore what it means to teach to the CCSSM within an alignment mindset involving content-practice learning, teaching, and assessment. The CCSSM content standards, which pertain to mathematical knowledge, skills, and applications, have been carefully crafted so that they are teachable, learnable, coherent, fewer, clearer, and higher. The practice standards, which refer to institutionally valued mathematical actions, processes, and habits, have been conceptualized in ways that will hopefully encourage all elementary students to engage with the content standards more deeply than merely acquiring mathematical knowledge by rote and imitation. Thus, in the CCSSM, proficiency in content alone is not sufficient, and so does practice without content, which is limited. Content and practice are both equally important and, thus, must come together in teaching, learning, and assessment in order to support authentic mathematical understanding. This blended, multisourced text is a “getting smart” book. It helps elementary majors and preservice/beginning elementary teachers work within therealities of accountable pedagogy and develop a proactive disposition that is capable of supporting all elementary students in order for them to experience growth in mathematical understanding necessary for middle school and beyond, including future careers.

Teaching --- onderwijs --- Education. --- Education, general.

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Feminist Theory and Pop Culture synthesizes feminist theory with modern portrayals of gender in media culture. This comprehensive and interdisciplinary text includes an introductory chapter written by the editor as well as nine contributor chapters of original content. Included in the text: • Historical illustration of feminist theory • Application of feminist research methods for the study of gender • Feminist theoretical perspectives such as the male gaze, feminist standpoint theory, Black feminist thought, queer theory, masculinity theory, theories of feminist activism and postfeminism • Contributor chapters cover a range of topics from Western perspectives on Belly Dance classes to television shows such as GIRLS, Scandal and Orange is the New Black, as well as chapters which discuss gendered media forms like “chick lit”, comic books and Western perspectives of non-Western culture in film • Feminist theory as represented in the different waves of feminism, including a discussion of a fourth wave • Pedagogical features • Suggestions for further reading on topics covered • Discussion questions for classroom use Feminist Theory and Pop Culture was designed for classroom use and has been written with an eye toward engaging students in discussion. The book’s polished perspective on feminist theory juxtaposes popular culture with theoretical perspectives which have served as a foundation for the study of gender. This interdisciplinary text can serve as a primary or supplemental reading in undergraduate or graduate courses which focus on gender, pop culture, feminist theory or media studies. “This excellent anthology grounds feminism as articulated through four waves and features feminists responding to pop culture, while recognizing that popular culture has responded in complicated ways to feminisms. Contributors proffer lucid and engaging critiques of topics ranging from belly dancing through Fifty Shades of Grey, Scandal and Orange is the NewBlack. This book is a good read as well as an excellent text to enliven and inform in the classroom.” Dr. Jane Caputi Professor of Women, Gender and Sexuality Studies and Communication & Multimedia at Florida Atlantic University “Feminist Theory and Pop Culture is destined to be as popular as the culture it critiques. The text plays up the paradoxes of contemporary feminism and requires its readers to ask difficult questions about how and why the popular bring us pleasure. It is a contemporary collection that captures this moment in feminist time with diverse analyses of women’s representations across an impressive swath of popular culture. Feminist Theory and Pop Culture is the kind of text that makes me want to redesign my pop culture course. Again.” Dr. Ebony A. Utley, Assistant Professor of Communication at California State University-Long Beach, author of Rap and Religion Adrienne Trier-Bieniek, Ph.D. is a professor of sociology at Valencia College in Orlando, Florida. She is the author of Sing Us a Song, Piano Woman: Female Fans and the Music of Tori Amos (Scarecrow 2013) and the co-editor of Gender & Pop Culture: A Text-Reader (Sense 2014). www.adriennetrier-bieniek.com.

populaire cultuur --- gender --- Education. --- Education, general.