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Science news. --- Geschiedenis van opvoeding en onderwijs --- handboeken en inleidingen --- handboeken en inleidingen. --- Handboeken en inleidingen. --- Science news --- News, Science --- Popularization of science --- Science --- Communication in science --- Journalism --- Technical writing --- Popularization
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This collection of fresh analyses aims to map the links between educational theory and research, and the geographical and physical spaces in which teaching is practiced and discussed. The authors combine historical and philosophical perspectives in examining the differing institutional loci of education research, and also assess the potential and the limitations of each. The contributors trace the effects of 'space' on educational practice in the classroom, in the broader institutions, and in the academic discipline of education-doing so for a range of international contexts. The chapters address various topics relating to the physical and geographical environment. How, for example, does geographical space shape researchers' mental frameworks? How did the learning environments in which young children are taught today evolve? To what extent did parochialism shape America's higher education system? How can our understanding of classroom practice be enhanced by concepts of space? The book acknowledges that texts themselves, as well as the research 'arena', are 'spaces' too, and notes the fascinating debate on the concept of space in the field of mathematics education. Indeed, as more and more students move online, the book analyses the rising importance of virtual spaces such as Web 2.0, which have major educational implications for researchers and students joining the innovative 'virtual' universities of the future. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
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Der Band ist hervorgegangen aus den Arbeiten und Tagungen des Groupe International de travail sur les universités européennes. Zu dieser internationalen Forschergruppe haben sich Historiker und Soziologen zusammengefunden, die an Untersuchungen zur Sozialgeschichte der Hochschullehrer und wissenschaftlichen Disziplinen in Europa arbeiten. Diese Untersuchungen zeichnen sich insbesondere durch eine komparative Analyseperspektive sowie die Nutzung empirisch-quantitativer und kollektivbiographischer Verfahren aus.L'ouvrage est le résultat de travaux réalisés par le Groupe international de travail sur les universités européennes ainsi que de colloques organisés par celui-ci. Ce groupe de chercheurs est composé d'historiens et de sociologues dont le but commun est d'analyser l'histoire sociale des professeurs de l'enseignement supérieur et des disciplines universitaires en Europe. Les travaux se distinguent tout particulièrement par une perspective comparative ainsi que par le recours à des procédés d'analyse quantitative et prosopographique.
Education, Higher --- Universities and colleges --- College teachers --- College students --- Enseignement supérieur --- Universités --- Professeurs (Enseignement supérieur) --- Etudiants --- History --- Curricula --- Social conditions --- Histoire --- Programmes d'études --- Conditions sociales --- 378.4 <4> --- -Universities and colleges --- -Colleges --- Degree-granting institutions --- Higher education institutions --- Higher education providers --- Institutions of higher education --- Postsecondary institutions --- Public institutions --- Schools --- Universiteiten--Europa --- -History --- Historische en vergelijkende pedagogiek --- -Universiteiten--Europa --- Historische en vergelijkende pedagogiek. --- 378.4 <4> Universiteiten--Europa --- -378.4 <4> --- -Education, Higher --- Enseignement supérieur --- Universités --- Professeurs (Enseignement supérieur) --- Programmes d'études --- Colleges
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This collection of fresh analyses aims to map the links between educational theory and research, and the geographical and physical spaces in which teaching is practiced and discussed. The authors combine historical and philosophical perspectives in examining the differing institutional loci of education research, and also assess the potential and the limitations of each. The contributors trace the effects of ‘space’ on educational practice in the classroom, in the broader institutions, and in the academic discipline of education—doing so for a range of international contexts. The chapters address various topics relating to the physical and geographical environment. How, for example, does geographical space shape researchers’ mental frameworks? How did the learning environments in which young children are taught today evolve? To what extent did parochialism shape America’s higher education system? How can our understanding of classroom practice be enhanced by concepts of space? The book acknowledges that texts themselves, as well as the research ‘arena’, are ‘spaces’ too, and notes the fascinating debate on the concept of space in the field of mathematics education. Indeed, as more and more students move online, the book analyses the rising importance of virtual spaces such as Web 2.0, which have major educational implications for researchers and students joining the innovative ‘virtual’ universities of the future. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
Education -- Research. --- Education --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- School environment. --- Research. --- Environment, School --- Educational research --- Education. --- Philosophy and social sciences. --- Educational sociology. --- Education and sociology. --- Sociology, Educational. --- Educational Philosophy. --- Philosophy of Education. --- Sociology of Education. --- Philosophy. --- Educational sociology --- Education—Philosophy. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Social sciences and philosophy --- Social sciences --- Aims and objectives
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This collection of fresh analyses aims to map the links between educational theory and research, and the geographical and physical spaces in which teaching is practiced and discussed. The authors combine historical and philosophical perspectives in examining the differing institutional loci of education research, and also assess the potential and the limitations of each. The contributors trace the effects of ‘space’ on educational practice in the classroom, in the broader institutions, and in the academic discipline of education—doing so for a range of international contexts. The chapters address various topics relating to the physical and geographical environment. How, for example, does geographical space shape researchers’ mental frameworks? How did the learning environments in which young children are taught today evolve? To what extent did parochialism shape America’s higher education system? How can our understanding of classroom practice be enhanced by concepts of space? The book acknowledges that texts themselves, as well as the research ‘arena’, are ‘spaces’ too, and notes the fascinating debate on the concept of space in the field of mathematics education. Indeed, as more and more students move online, the book analyses the rising importance of virtual spaces such as Web 2.0, which have major educational implications for researchers and students joining the innovative ‘virtual’ universities of the future. This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.
Philosophy --- Sociology of education --- Teaching --- Educational sciences --- onderwijsfilosofie --- onderwijs --- onderwijssociologie
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Universitäten und Hochschulen durchlaufen gegenwärtig weitreichende Prozesse der Transformation, deren strukturelle, politische und ideelle Folgen noch nicht abzusehen sind. Stichworte wie Bologna-Prozess, Exzellenz-Wettbewerb und spätmoderne Wissensgesellschaft markieren diese Veränderungen. Im Streit darum, was an und in den Universitäten passiert, stellt sich die Frage, was (die) Universität eigentlich ist: Die Idee der Universität steht zur Disposition. Welcher Logik die Transformationsprozesse folgen und welche Idee der Universität sie implizieren, thematisieren die Autorinnen und Autoren dieses Bandes. Der Inhalt Vergewisserungen und Perspektiven: Brauchen wir die Universität? Zu Lage und Idee der deutschen Universitäten. Studium und Lehre im Bologna-Prozess: Was passiert mit den Universitäten? Studium zwischen Qualifikation und Bildung. Muster der Subjektivierung: Zu wem werden „wir“? Die akademische Formierung universitärer Subjekte. Erziehungswissenschaftliche Perspektiven: Wohin geht die Erziehungswissenschaft? Grenzen, Überschneidungen und Neuformatierungen einer Disziplin. Die Zielgruppe Studierende und Dozierende der Erziehungswissenschaft, Soziologie und Psychologie Die Herausgeber Prof. Dr. Norbert Ricken ist Hochschullehrer für Allgemeine Erziehungswissenschaft an der Universität Bremen. Prof. Dr. Hans-Christoph Koller ist Hochschullehrer für Allgemeine Erziehungswissenschaft an der Universität Hamburg. Prof. Dr. Edwin Keiner ist Hochschullehrer für Allgemeine Pädagogik an der Friedrich-Alexander-Universität Erlangen-Nürnberg.
Education. --- Educational sociology. --- Education—Philosophy. --- Education, general. --- Sociology of Education. --- Educational Philosophy.
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