370 Bildung und Erziehung
Refine
Year of publication
- 2016 (44) (remove)
Document Type
- Article (16)
- Part of a Book (10)
- Monograph/Edited Volume (8)
- Doctoral Thesis (4)
- Postprint (3)
- Part of Periodical (2)
- Master's Thesis (1)
Keywords
- Bildungsentscheidungen (1)
- Bildungsungleichheit (1)
- Deutschdidaktik (1)
- Deutschunterricht (1)
- Erstlese- und Schreibunterricht (1)
- Essentialismus (1)
- Fachinteresse (1)
- Früherkennung LRS (1)
- Interesse (1)
- Interventionsstudie (1)
Institute
- Department Erziehungswissenschaft (11)
- Institut für Germanistik (10)
- Sozialwissenschaften (10)
- Department für Inklusionspädagogik (3)
- Humanwissenschaftliche Fakultät (2)
- Strukturbereich Bildungswissenschaften (2)
- Zentrum für Lehrerbildung und Bildungsforschung (ZeLB) (2)
- Department Grundschulpädagogik (1)
- Department Psychologie (1)
- Institut für Künste und Medien (1)
Georg Büchner: Woyzeck
(2016)
„Was ist Migration?“
(2016)
Auch wenn die Appelle, die Bedeutung von Migration für Erwachsenenbildung deutlicher wahrzunehmen, unüberhörbar sind, bleiben sie bezüglich kategorialer Arbeit bemerkenswert wenig beachtet. Grundlagentheoretisch motivierte Arbeit am Begriff „Migration“ ist in der Erwachsenenbildung noch lange nicht hinreichend ausgeschöpft. Auch wenn sich einzelne Studien mit ihm auseinandersetzen, besteht dennoch der Eindruck, dass kategoriale Klärungsversuche singulär bleiben. Die nicht einfache Aufgabe, den Begriff Migration vor seiner kategorialen Stilllegung zu bewahren, bleibt eine ernsthafte Herausforderung für erwachsenenpädagogische Migrationsforschung, sofern sie daran interessiert ist, die Risiken eines bisher essentialistischen Kurses ernsthaft ins Visier zu nehmen.
This book examines why Japan has one of the highest enrolment rates in cram schools and private tutoring worldwide. It sheds light on the causes of this high dependence on ‘shadow education’ and its implications for social inequalities. The book provides a deep and extensive understanding of the role of this kind of education in Japan. It shows new ways to theoretically and empirically address this issue, and offers a comprehensive perspective on the impact of shadow education on social inequality formation that is based on reliable and convincing empirical analyses.
Contrary to earlier studies, the book shows that shadow education does not inevitably result in increasing or persisting inequalities, but also inherits the potential to let students overcome their status-specific disadvantages and contributes to more opportunities in education. Against the background of the continuous expansion and the convergence of shadow education systems across the globe, the findings of this book call for similar works in other national contexts, particularly Western societies without traditional large-scale shadow education markets. The book emphasizes the importance and urgency to deal with the modern excesses of educational expansion and education as an institution, in which the shadow education industry has made itself (seemingly) indispensable.
This book:
• Is the first comprehensive empirical work on the implications of shadow education for educational and social inequalities.
• Draws on quantitative and qualitative data and uses mixed-methods.
• Has major implications for sociological, international and comparative research on the topic.
• Introduces a general theoretical frame to help future research in approaching this under-theorized field.
Causes, Time, and Truth
(2016)
We need causation, time, and truth in order to know how things in the broadest sense of the term hang together in the broadest sense of the term. The essays try to say something clarifying about those three classical questions of traditional metaphysics. Not dogmatic answers are offered, but guiding perspectives and possible justifiable ways of dealing with such fundamental
Form und Inhalt
(2016)
Skipping a grade, one specific form of acceleration, is an intervention used for gifted students. Quantitative research has shown acceleration to be a highly successful intervention regarding academic achievement, but less is known about the social-emotional outcomes of grade-skipping. In the present study, the authors used the grounded theory approach to examine the experiences of seven gifted students aged 8 to 16 years who skipped a grade. The interviewees perceived their feeling of being in the wrong place before the grade-skipping as strongly influenced by their teachers, who generally did not respond adequately to their needs. We observed a close interrelationship between the gifted students' intellectual fit and their social situation in class. Findings showed that the grade-skipping in most of the cases bettered the situation in school intellectually as well as socially, but soon further interventions, for instance, a specialized and demanding class- or subject-specific acceleration were added to provide sufficiently challenging learning opportunities.