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Summary:"Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling. The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching. This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy"-- Provided by publisher

PISA --- education

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Vor rund einem Jahrzehnt wurde in Österreich die domänenspezifische Kompetenzorientierung im Fach Geschichte und Sozialkunde/Politische Bildung curricular verordnet. Dies war ein Paradigmenwechsel, der den fachdidaktischen theoretischen Diskurs seither stark befruchtet. Doch wie ist die Kompetenzorientierung in der Praxis des Unterrichts und in den Überzeugungen von Lehrpersonen angekommen? Dieser Frage wurde im Rahmen zweier vom Autor an den Universitäten Salzburg und Oxford durchgeführten Forschungsprojekte empirisch nachgegangen. Der Autor hat 50 qualitative Interviews mit in der Praxis stehenden Lehrpersonen zahlreicher verschiedener Schulen durchgeführt und ausgewertet. Auf diese Weise konnte das Kompetenzverständnis der Lehrpersonen und deren Überzeugungen und Vorbehalte zum Thema Kompetenzorientierung umfassend rekonstruiert werden.

Open Access --- PISA --- Unterrichtsforschung --- Empirie --- Geschichtsunterricht --- Kompetenzen --- Professionsforschung --- Kompetenzorientierung --- Geschichtsdidaktik --- Lehrbildung --- Qualitative Interviews --- professional research, history education, educational research, teacher education, didactics of history, empiricism, qualitative interviews, competence orientation, competence, PISA --- ÖFOS 2012, Subject didactics of humanities --- ÖFOS 2012, Political education --- ÖFOS 2012, Educational research --- Professionsforschung, Geschichtsunterricht, Unterrichtsforschung, Lehrerbildung, Geschichtsdidaktik, Empirie, Qualitative Interviews, Kompetenzorientierung, Kompetenzen, PISA --- ÖFOS 2012, Fachdidaktik Geisteswissenschaften --- ÖFOS 2012, Politische Bildung --- ÖFOS 2012, Bildungsforschung

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This open access book evaluates research quality, quality of teaching and the relationship between the two through sound statistical methods, and in a comparative perspective with other European countries. In so doing, it covers an increasingly important topic for universities that affects university funding. It discusses whether university evaluation should be limited to a single factor or consider multiple dimensions of research, since academic careers, teaching and awarding degrees are intertwined. The chapters included in the book evaluate teaching and research, also taking the gender dimension into account, in order to understand where and when gender discrimination occurs in assessment. Divided into five sections, the book analyses the administrative data on the determinants of career completion of university students; increasing precariousness of academic careers, especially of young researchers; methods designed to assess research productivity when co-authorship and team production are becoming the standard practice; and interrelations between students’ achievements and teachers’ careers driven by research assessment. It brings together contributions from a large group of economists, statisticians and social scientists working under a project sponsored by ANVUR, the Italian agency for the evaluation of teaching and research of academic institutions. From an international perspective, the findings in this book are particularly interesting because despite low tuition costs, tertiary education in Italy has relatively low enrolment rates and even lower completion rates compared to those in other European and American countries. This book is of interest to researchers of the sociology of education, education policy, public administration, economics and statistics of education, and to administrators and policy makers working in the area of higher education.

Education --- Higher & further education, tertiary education --- Economics --- Central government policies --- student careers --- student dropouts --- research evaluation --- Research collaborations --- teaching evaluation --- career completion of university students --- precariousness of academic careers --- PISA --- VQR --- academic funding --- academic careers and fertility decisions --- gender and academic careers

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Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.

International education . --- Comparative education. --- Assessment. --- Learning. --- Instruction. --- Educational psychology. --- Education—Psychology. --- Social structure. --- Social inequality. --- International and Comparative Education. --- Assessment, Testing and Evaluation. --- Learning & Instruction. --- Educational Psychology. --- Social Structure, Social Inequality. --- Egalitarianism --- Inequality --- Social equality --- Social inequality --- Political science --- Sociology --- Democracy --- Liberty --- Organization, Social --- Social organization --- Anthropology --- Social institutions --- Education --- Psychology --- Learning process --- Comprehension --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History --- International and Comparative Education --- Assessment, Testing and Evaluation --- Learning & Instruction --- Educational Psychology --- Social Structure, Social Inequality --- Social Structure --- Equity Equality Diversity --- Nordic education model --- International large-scale assessment --- PISA --- TIMSS --- PIRLS --- TALIS --- ICILS --- Mathematics achievement --- Science achievement --- Reading achievement --- Teacher competence --- Teacher satisfaction --- Instructional quality --- Student outcomes --- Student motivation and beliefs --- Immigrant students --- SES and gender in education --- Quantitative methods --- Open Access --- Education: examinations & assessment --- Teaching skills & techniques --- Cognition & cognitive psychology --- Social & ethical issues --- Equality.