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Aus einer sozialökologischen Perspektive nähert sich diese Studie der Frage, mit welchen Ausgrenzungsrisiken junge Aussiedler und Aussiedlerinnen beim Übergang von der allgemeinbildenden Schule in die berufliche Ausbildung/Lehre konfrontiert sind und mit welchen Bearbeitungsmodi sie hierauf reagieren. Die Analyse, die sowohl Sequenzmusteranalysen nach der Optimal Matching-Methode, Regressionsanalysen im Mehrebenendesign und rekonstruktive  Analysen anhand der Dokumentarischen Methode verwendetet, führte zu dem Schluss, dass herkömmliche Erklärungsmodelle zu kurz greifen. Vielmehr zeigte sich, das für künftige Forschung im Bereich migrationsbezogener Disparitäten in den Übergängen, figurationssoziologische Analysen angezeigt sind.     Der Inhalt Einleitung.- Gegenstandsbestimmung.- Erklärungsansätze für migrationsbezogene Disparitäten in den Ausbildungsmarktbeteiligungen.- Theoretische und methodische Konzeption der Studie.- Empirischer Teil I: Verlaufsanalyse.- Empirischer Teil II: Multivariate Analyse.- Empirischer Teil III: Qualitative Analyse.- Zusammenfassung und Schlussbetrachtung.   Die Zielgruppen Dozierende und Studierende der Erziehungswissenschaft, Bildungswissenschaften und Soziologie.- Bildungsverantwortliche und Verantwortliche für Migrations- und Integrationsfragen in Bund und Ländern.   Der Autor Dr. Jörg Eulenberger ist Wissenschaftlicher Mitarbeiter am Institut für Soziologie der Martin-Luther-Universität Halle-Wittenberg.

Education. --- Education --- Education and state. --- Curriculum Studies. --- Educational Policy and Politics. --- Curricula. --- Adult education --- Education, Higher --- Social isolation. --- Social aspects.

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This book emanated primarily from concerns that the mathematical capabilities of young children continue to receive inadequate attention in both the research and instructional arenas. Research over many years has revealed that young children have sophisticated mathematical minds and a natural eagerness to engage in a range of mathematical activities.  As the chapters in this book attest, current research is showing that young children are developing complex mathematical knowledge and abstract reasoning a good deal earlier than previously thought.  A range of studies in prior to school and early school settings indicate that young learners do possess cognitive capacities which, with appropriately designed and implemented learning experiences, can enable forms of reasoning not typically seen in the early years.  Although there is a large and coherent body of research on individual content domains such as counting and arithmetic, there have been remarkably few studies that have attempted to describe characteristics of structural development in young students’ mathematics.  Collectively, the chapters highlight the importance of providing more exciting, relevant, and challenging 21st century mathematics learning for our young students.  The chapters provide a broad scope in their topics and approaches to advancing young children’s mathematical learning. They incorporate studies that highlight the importance of pattern and structure across the curriculum, studies that target particular content such as statistics, early algebra, and beginning number, and studies that consider how technology and other tools can facilitate early mathematical development. Reconceptualizing the professional learning of teachers in promoting young children’s mathematics, including a consideration of the role of play, is also addressed.

Early childhood education. --- Mathematics -- Study and teaching (Early childhood). --- Mathematics education. --- Education --- Social Sciences --- Education, Special Topics --- Mathematics --- Study and teaching (Primary) --- Audio-visual aids. --- Mathematics. --- Science --- Curriculum planning. --- Mathematics Education. --- Early Childhood Education. --- Science Education. --- Curriculum Studies. --- Study and teaching. --- Math --- Curriculum development --- Instructional systems --- Planning --- Science education --- Scientific education --- Curricula --- Design --- Mathematics—Study and teaching . --- Child development. --- Science education. --- Curriculums (Courses of study). --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Child study --- Children --- Development, Child --- Developmental biology --- Development

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Identity and diversity permeate teaching and learning. Technology-mediated learning environment designs are infused with cultural values, norms, and assumptions. In addition, age-related diversity mediates interactions, learning, perceptions of instruction, self-regulation, and experience with technology. Individual instructors and/or instructional designers are both cultural insiders and cultural outsiders to diverse groups of online learners. Learning difficulties are likely to arise when underlying pedagogical values, norms, and epistemologies in an online learning setting are culturally inappropriate or ineffective for a learner group. Instructors and learners are usually unaware of how identity and diversity manifest in teaching and learning, and hence experiencing challenges in negotiating academic norms. With limited empirical research available about online teaching and learning across culture and age, this book presents the findings of a two-year study in exploring an inclusive (i.e., multicultural and intergenerational) instructional design approach for online learning. The book provides readers an overall understanding of epistemological and pragmatic differences in how students from different cultures and generation groups learning online. Data-driven suggestions on the cultural analysis, design, and facilitation of an inclusive online learning environment are provided. Any professional in the area of online teaching and learning, researchers and educators alike, will benefit from the insights into cross-cultural and intergenerational teaching and learning provided.

Web-based instruction --- Education --- Learning --- Social Sciences --- Education, Special Topics --- Web-based instruction. --- Learning. --- Learning process --- Online instruction, Web-based --- Online teaching --- Web-based online instruction --- Education. --- Curriculums (Courses of study). --- Educational technology. --- Cognitive psychology. --- Educational Technology. --- Cognitive Psychology. --- Curriculum Studies. --- Learning & Instruction. --- Curricula. --- Computer-assisted instruction --- Comprehension --- Consciousness. --- Curriculum planning. --- Apperception --- Mind and body --- Perception --- Philosophy --- Psychology --- Spirit --- Self --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- Education—Curricula. --- Instruction. --- Psychology, Cognitive --- Cognitive science --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Study, Courses of --- Aids and devices

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This volume provides a multi-faceted and critical analysis of the Singapore curriculum in relation to globalization. First, it details reform initiatives established by the Singapore government to meet the challenges posed by globalization. Next, Globalization and the Singapore Curriculum presents how these reforms have been translated into programs, school subjects and operational frameworks and then examines, in turn, how well these have been implemented in schools and classrooms across the country. Through this examination, the book reveals how the initiatives, together with their curricular translation and classroom enactment, reflect on the one hand global features and tendencies and, on the other, distinct national traditions, concerns and practices. It brings to light a set of issues, problems and challenges that not only concern policymakers, educators and reformers in Singapore but also those in other countries as well. Written by curriculum scholars, policy analysts, researchers and teacher educators, Globalization and the Singapore Curriculum offers an up-to-date reference for postgraduate students, scholars and researchers in the areas of curriculum and instruction, comparative education, educational sociology, educational policy and leadership in Singapore, the Asia Pacific region and beyond. It also offers a vital contribution to the story of modern education around the globe: providing international students, scholars and researchers valuable insights into curriculum and curriculum reform for the 21st century.

Curriculum planning. --- Education -- Curricula. --- Education. --- Education --- Social Sciences --- Theory & Practice of Education --- Curriculum change --- Education and globalization --- Social aspects --- History. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Globalization and education --- Curriculum reform --- Instructional change --- Reform, Curriculum --- International education. --- Comparative education. --- Curriculums (Courses of study). --- Educational policy. --- ducation and state. --- Curriculum Studies. --- International and Comparative Education. --- Educational Policy and Politics. --- Curricula. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Government policy --- Curricula --- History --- Globalization --- Curriculum planning --- Curriculum development --- Planning --- Design --- Education—Curricula. --- International education . --- Education and state.

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This edited book not only makes a much-needed contribution to research in arts education but also provides a strong grounding of evidential support for Singapore arts education, in contrast to the current state of affairs in arts education in many parts of the world where severe cuts in funding, lackluster support for the arts and imperialist agendas are pervasive. The case of and for Singapore – presented in this edited book through rich descriptions of the dedicated, contextualized practices of arts educators, artists and researchers – offers readers many valuable lessons and reflections on the continued survival and advancement of arts education.

Art in education -- Social aspects. --- Arts -- Study and teaching -- Singapore. --- Arts -- Study and teaching. --- Arts --- Art, Architecture & Applied Arts --- Fine Arts - General --- Study and teaching --- Arts, Fine --- Arts, Occidental --- Arts, Western --- Fine arts --- Education. --- Art education. --- International education. --- Comparative education. --- Curriculums (Courses of study). --- Education --- Arts Education. --- Curriculum Studies. --- International and Comparative Education. --- Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Art --- Art education --- Education, Art --- Art schools --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Curricula --- History --- Analysis, interpretation, appreciation --- Humanities --- Curriculum planning. --- Creativity and Arts Education. --- Curriculum development --- Planning --- Design --- Education—Curricula. --- International education .