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Sonja Kröger erforscht, inwiefern Onlinewerbung die Lebenswelt von Kindern bestimmt und welche Faktoren dazu beitragen, dass Heranwachsende einen souveränen Umgang mit Onlinewerbung erlernen. Aus medienpädagogischer Sicht erweitert die empirische Studie die Befundlage zu drei Aspekten im Forschungsfeld Kinder und Werbung; Beschreibung struktureller und inhaltlicher Besonderheiten von Onlinewerbung auf den Lieblingsinternetseiten von Kindern; Erfassung der Werbekompetenz von Heranwachsenden im Kontext von Onlinewerbung; Ganzheitliche Beschreibung der kindlichen Werberezeption unter Berücksichtigung der Herausforderungen, die Onlinewerbung an Kinder stellt. Der Inhalt Sozialökologie als übergeordnetes Forschungsparadigma Quantitative und qualitative Inhaltsanalyse von 49 Webseiten Standardisierte Eltern-/Kindbefragung sowie Leitfadeninterviews mit Kindern zur Werberezeption von Onlinewerbung Triangulation quantitativer und qualitativer Methoden Die Zielgruppen Dozierende und Studierende aus den Fachrichtungen Erziehungs- und Kommunikationswissenschaft sowie Medienpädagogik Mitarbeitende von Marktforschungsinstituten mit Zielgruppe Kinder Die Autorin Sonja Kröger vertritt die Juniorprofessur „Erziehungswissenschaftliche Medienforschung“ an der Universität zu Köln. Ihre Arbeitsschwerpunkte sind Medien- und Werbesozialisation von Kindern, Medienkompetenz sowie empirische Medienforschung mit Schwerpunkt auf triangulativen Verfahren.
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Nils Bernhardsson-Laros zeigt in seiner qualitativ-rekonstruktiven Studie, dass eine betriebliche Rekonstruktion des Employability-Konzeptes nur gelingen kann, wenn die Beschäftigten einbezogen und dabei unterstützt werden, es mit ihrem je spezifischen Konzept des „guten Lebens“ zu verbinden. Um Betriebsangehörige in diesen Prozessen zu unterstützen, bedarf es einer pädagogischen Erweiterung des Employability-Konzeptes. Die Studie begründet eine Methode, die in der Organisationsforschung und -beratung eingesetzt werden kann, um auf Employability bezogene Wertehorizonte sichtbar, kommunizierbar und überprüfbar zu machen. Der Inhalt Werte, Normen und Wertehorizonte – Theoretische Vorannahmen Wertehorizont Employability in Politik, Unternehmen und Pädagogik Methodologie – Empirische Werteforschung Forschungsmethoden im betrieblichen Kontext Ergänzung des Employability-Konzeptes Die Zielgruppe Dozierende und Studierende der Erziehungswissenschaft, Erwachsenenbildung, Organisationspädagogik, der pädagogischen Ethik und Wirtschaftsethik Praktiker und Praktikerinnen in der Erwachsenenbildung, Organisationsentwicklung und -beratung Der Autor Nils Bernhardsson-Laros ist wissenschaftlicher Mitarbeiter in den Berufspraktischen Studien der Institute Sekundarstufe I & II und Primarstufe an der Pädagogischen Hochschule der Fachhochschule Nordwestschweiz. .
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Christine Schmalenbach examines the use and potential of cooperation among students at high-risk schools in El Salvador with the objective of facilitating a culture- and context-sensitive use of cooperative learning in this setting and in similar ones in other countries. At the core is an ethnography of a marginalized neighborhood in the metropolitan area of San Salvador. The author collected data throughout a school year, mostly through participant observation and interviews with teachers, students, parents, and co-workers of a local NGO. To provide context, she conducted a literature review on the history of cooperation among students in El Salvador and implemented an exploratory survey among teachers in the same municipality. Contents Learning Cooperatively The Transformative Paradigm Ethnography as an Approach Historical and Social Background in El Salvador A Survey of Cooperation in Schools Ethnographic Study and Findings Target Groups Researchers and students in the fields of education and Latin American studies Teachers, teacher educators The Author Christine Schmalenbach is a lecturer at the Department for Social and Emotional Development in Rehabilitation and Education at the Faculty of Rehabilitation Sciences of the TU Dortmund University.
Children with social disabilities --- Education --- Education. --- International education. --- Comparative education. --- Learning & Instruction. --- International and Comparative Education. --- Research Methods in Education. --- Education—Research. --- Learning. --- Instruction. --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- Learning process --- Comprehension --- History
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In an era of curricular changes and experiments and high-stakes testing, educational measurement and evaluation is more important than ever. In addition to expected entries covering the basics of traditional theories and methods, other entries discuss important sociopolitical issues and trends influencing the future of that research and practice. Textbooks, handbooks, monographs and other publications focus on various aspects of educational research, measurement and evaluation, but to date, there exists no major reference guide for students new to the field. This comprehensive work fills that gap, covering traditional areas while pointing the way to future developments. Features: Nearly 700 signed entries are contained in an authoritative work spanning four volumes and available in choice of electronic and/or print formats. Although organized A-to-Z, front matter includes a Reader's Guide grouping entries thematically to help students interested in a specific aspect of education research, measurement, and evaluation to more easily locate directly related entries. (For instance, sample themes include Data, Evaluation, Measurement Concepts & Issues, Research, Sociopolitical Issues, Standards.) Back matter includes a Chronology of the development of the field; a Resource Guide to classic books, journals, and associations; and a detailed Index. Entries conclude with References/Further Readings and Cross References to related entries. The Index, Reader's Guide themes, and Cross References will combine to provide robust search-and-browse in the e-version.
Education --- Research --- Methodology. --- Methodology --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Students --- Teaching --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Youth --- Education - Research - Methodology
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Education, Nursing. --- Nursing Education Research. --- Nursing Methodology Research. --- Infirmières --- Infirmières --- Diplôme d'État d'infirmière. --- Recherche en enseignement des soins infirmiers. --- Recherche en méthodologie des soins infirmiers. --- Formation. --- Formation --- Méthodologie.
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This book reports the results of a research project that investigated assessment methods aimed at supporting and improving inquiry-based approaches in European science, technology and mathematics (STM) education. The findings were used to influence policy makers with guidelines for ensuring that assessment enhances learning. The book provides insights about: - The concept of competence within the STM domains and its relevance for education - The conceptualisation and teaching of four key competences: scientific inquiry, mathematical problem-solving, design processes, and innovation. - Fundamental aspects of the two main purposes of assessment, formative and summative, the relations between the two purposes and ways of linking them. - The main challenges related to the uptake of formative assessment in daily teaching-learning practices in STM and specifically, the usability of formative on-the-fly dialogue, structured assessment dialogue, peer assessment and written teacher feedback. - The systemic support measures and tools teachers need in order to integrate formative assessment of student learning into their classroom practices and how it can conflict with summative assessment practices. - How research-based strategies for the formative use of assessment can be adapted to various European educational traditions to ensure their effective use and avoid undesirable consequences. - How relevant stakeholders can be invited to take co-ownership of research results and how a productive partnership between researchers, policy makers, and teachers can be established. - Concrete research vistas that are still needed in international assessment research.
Education. --- Mathematics --- Science education. --- Assessment. --- Science Education. --- Assessment, Testing and Evaluation. --- Learning & Instruction. --- Research Methods in Education. --- Mathematics Education. --- Study and teaching. --- Education --- Teaching --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Science --- Educational tests and measuremen. --- Education—Research. --- Mathematics. --- Math --- Science education --- Scientific education --- Learning. --- Instruction. --- Mathematics—Study and teaching . --- Learning process --- Comprehension
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This book examines the relevant roles, skills and knowledge needed to build the institutional research capacity across the higher education sector globally. The information contained herein will inform IR practitioners, senior level institution officials, and higher education scholars. With a focus on building the capacity of the IR profession, this book’s primary audiences include senior leaders who wish to introduce or strengthen their understanding for effective decision support and staff members who are currently in decision support units and those who wish to serve in this capacity. However, this book also offers detail on the decision support function to higher education scholars who seek to better address how data can inform policy and planning in higher education. Through a broad discussion about the roles and skills of the practitioners, this book will also enumerate the ways in which decision support practitioners can be valued contributors in shaping the future decisions and direction of specific institutions and higher education broadly.
Education, Higher --- Research. --- Education. --- Educational policy. --- ducation and state. --- Higher education. --- Higher Education. --- Educational Policy and Politics. --- Research Methods in Education. --- Institutional research (Education) --- Research in higher education --- Education, Higher. --- Education—Research. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy
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This volume examines research productivity within schools in Latin America and the Caribbean (LAC) and presents examples of various successful LAC North-South programs which have propelled university research in the region. Much of the scholarly work on North-South research to date has concentrated principally on joint publications and co-authorship bibliometrics. In this book, cases are explored within the context of study on international research collaborations to highlight the motivations, mechanics, limitations, and success factors involved in the North-South relationships and their resulting research output.
Education. --- International education. --- Comparative education. --- Higher education. --- International and Comparative Education. --- Higher Education. --- Research Methods in Education. --- University cooperation. --- Education, Higher --- Research --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- College cooperation --- Inter-college cooperation --- Institutional cooperation --- Education --- Cooperation --- Administration --- Education, Higher. --- Education—Research. --- International education . --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History
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This exciting new state-of-the art book reviews, explores and advocates ways in which collaborative research endeavours can, through a transdisciplinary lens, enhance student, academic and social experiences. Drawing from a wide range of knowledges, contexts, geographical locations and internationally renowned expertise, the book provides a unique look into the world of transdisciplinary thinking, collaborative learning and action. In doing so, the book is action orientated, reflective, theoretical and intriguing and provides a place for all of these to meet and mingle in the spirit of curiosity and imagination. ‘Interested in transdisciplinarity? Want to improve your teaching and research? This book is packed with useful lessons. Whether you want a stronger theoretical grounding, insights into how peers approach teaching of transdisciplinarity, or transdisciplinary research case studies, this book offers a range of imaginative approaches. Dena Fam, Linda Neuhauser and Paul Gibbs have done a superb job of pulling together contributions from 46 authors presenting diverse teaching and research examples from around the world. They lift the lid on this important topic—one that will only grow in significance as research and education organizations embrace the challenges of supporting researchers and preparing students to deal with the myriad complex social and environmental problems the world is confronting’ - Gabriele Bammer, Professor of Integration and Implementation Sciences, The Australian National University ‘With their new book, The art of collaborative research and collective learning: transdisciplinary theory, practice and education, Fam, Neuhauser, and Gibbs supply a valuable resource for all those interested in transdisciplinary research. Adopting an international perspective, the editors recognize the importance of thinking about transdisciplinarity broadly. This emphasis on breadth is reflected in the book's helpful structure, which combines the perspectives of theorists, educational experts, and transdisciplinary practitioners from around the world’ - Professor Michael O’Rourke, Department of Philosophy Faculty, Michigan State University ‘The book offers a broad theoretical discussion which brings together diverse discourses that have not always spoken to one another or taken advantage of parallel trains of intellectual development in diverse fields such as collaborative learning, design theory, innovation approaches, and systems theory, to name but a few. Different case studies also include a variety of concrete methods and ways of working together that promote different examples of boundary breaking collaboration, such as communities of practice, design competitions, field trips, and living labs’ - Dr Merritt Polk, School of Global Studies, University of Gothenburg.
Interdisciplinary research. --- IDR (Research) --- Research, Interdisciplinary --- Transdisciplinary research --- Research --- Education—Research. --- Education, Higher. --- Research Methods in Education. --- Professional & Vocational Education. --- Higher Education. --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Education --- Professional education. --- Vocational education. --- Higher education. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Career education --- Education, Higher
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This book is a Festschrift for Emeritus Professor Stephen Kemmis, who has a long and eminent career as an educational researcher and academic spanning over 40 years. His work in curriculum, evaluation, critical practice, action research and practice theory has been influential across all continents of the world. The book examines critical perspectives on educational practice and the participatory nature of action research, including practitioner research particularly as undertaken by teachers in schools. Including vignettes from Kemmis’ colleagues and mentors, it draws on contributions from a range of academics whose scholarship has been inspired, influenced and initiated by his work. The chapters stem from a range of countries, including Australia, Canada, Finland, weden, the United Kingdom, United States of America, and Trinidad and Tobago - a testimony to the enduring and global legacy of Kemmis’ scholarship. Contributing authors include leading educational research scholars, indigenous elders from Australia, and community leaders concerned with environmental sustainability. The concluding focus of this book turns towards practice theory. Kemmis’ later work led to the development of the theory of practice architectures and gave rise to the development of the theory of ecologies of practices in education. Research drawing on the theory of practice architectures and ecologies of practices resulted in the leading text “Changing practices, changing education” (Kemmis, Wilkinson, Edwards-Groves, Hardy, Grootenboer & Bristol, 2014, Springer) that reports on an Australian investigation of the ecological relationship between student learning, teaching, professional learning, leading and researching practices.This theory is now being applied to study practices across a wide range of international contexts, sites and disciplines including early childhood, school education, university education, vocational education and training, community environment, indigenous cultural sustainability and health.
Education --- Educational research --- Research. --- Education—Research. --- Schools. --- Curriculum planning. --- Research Methods in Education. --- Learning & Instruction. --- Schools and Schooling. --- Curriculum Studies. --- Curriculum development --- Instructional systems --- Planning --- Public institutions --- Public schools --- Curricula --- Design --- Learning. --- Instruction. --- Curriculums (Courses of study). --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Learning process --- Comprehension
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