Suchergebnisse

Zusammenfassung .1 1 Einleitung .7 2 Grundlagen früher Lern- und Anregungsprozesse .10 2.1 Bedeutung der frühkindlichen Phase und der spezifischen Anregung in Mathematik .10 2.2 Ökosystemische Sicht auf frühe Lern- und Anregungsprozesse .11 2.3 Entwicklungsrelevante Merkmale der Familien .12 3 Frühkindliche Einrichtungen als Bildungsinstitutionen der Mathematik.14 3.1 Entstehungsgeschichte frühkindlicher mathematischer Bildung.14 3.2 Politische Verankerung durch Bildungs- und Rahmenlehrpläne .15 3.3 Erwartungen an die mathematische Bildungsarbeit in der FIBB .16 3.4 Die hierarchische Struktur der FIBB und ihre Bedeutung .17 3.5 Debatte um universelle vs. zielgruppenspezifische Bildungsangebote in Europa und den USA .18 4 Wissenschaftliche Auseinandersetzung mit mathematischer Bildung in der FIBB .20 4.1 Fachdidaktische Auseinandersetzung mit mathematischer Bildung .20 4.2 Forschungsstrang zu mathematischen Förderprogrammen .21 4.3 Forschungsstrang zu mathematischen Bildungsoffensiven bzw. –initiativen.22 4.4 Forschungsstrang zur mathematischen Bildung in der FIBB-Regelversorgung .25 5 Komponenten der Qualität mathematischer Bildung .28 5.1 Komponenten etablierter Qualitätsmodelle .28 5.2 Bildungseffektivität als Ergänzung für etablierte Qualitätsmodelle .32 5.3 Ausdifferenzierung fachkraftbezogener Qualitätskomponenten in Mathematik .34 6 Evidenz zu Qualitätskomponenten und Auswirkungen in der FIBB .37 6.1 Befundlage zur Prozessqualität und ihrer Auswirkungen auf Bildungsergebnisse .37 6.2 Evidenz zur mathematischen Bildungseffektivität frühkindlicher Einrichtungen .40 6.3 Evidenz zu fachkraftbezogenen Qualitätskomponenten .41 7 Anliegen des Promotionsvorhabens .43 7.1 Die zugrundeliegenden Desiderata .43 7.2 Die Ziele des Dissertationsvorhabens und der Teilprojekte (TP) .45 8 Auswirkungen der Prozessqualität FIBB auf Bildungsergebnisse in Mathematik und Sprache/Literacy – Eine Metaanalyse europäischer Längsschnittstudien (TP1) .50 8.1 Erkenntnisse und Limitierungen bisherhiger Forschungssynthesen .50 8.2 ...

This article focuses on the changing role of knowledge in education policy making within the knowledge society. Through an examination of key policy texts, the Scottish case of Integrated Children Services provision is used to exemplify this new trend. We discuss the ways in which knowledge is being used in order to re-configure education as part of a range of public services designed to meet individuals' needs. This, we argue, has led to a 'scientization' of education governance where it is only knowledge, closely intertwined with action (expressed as 'measures') that can reveal problems and shape solutions. The article concludes by highlighting the key role of knowledge policy and governance in orienting education policy making through a re-invention of the public role of education.

Although a remarkably large number of organizations exist which are devoted to research in polar regions and/or to the collection and dissemination of knowledge about them, very few of them are "polar" institutions, or even "arctic" institutions in the sense of being interested in everything polar, or arctic. . The major exceptions are the Arctic Institute of North America, the Scott Polar Research Institute in England and, to some extent, the Arctic and Antarctic Scientific Research Institute of Leningrad, with their large diversified libraries. Many of the existing polar and arctic institutions . perform their teaching roles, if any, principally through the involvement of their staffs in the academic departments of the universities with which they are most closely associated. As institutions, they appear to stimulate teaching rather than act as centres of it. This situation is illustrated in the case of Canada where a report by Kupsch and Caillol shows that virtually all teaching about the Arctic is being carried on within specialist academic departments - of history, anthropology, biology, geography, geology, etc. . Some polar institutions seem to have stimulated more teaching than have others over the years. In Canada, again, the relatively recent upsurge of courses dealing with aspects of the Arctic at the Universities of Saskatchewan and Alberta, including very successful extension courses conducted at locations in the Arctic, are a reflection of the efforts of the Institute for Northern Studies, Saskatoon, and the Boreal Institute, Edmonton, respectively. Similarly, it would appear that the Centre d'Etudes Nordiques has greatly stimulated teaching about the Arctic at Université Laval, Québec. In the United States, Dartmouth College at Hanover, New Hampshire, with its Steffansson Collection has been a focus for teaching about the Arctic; and the Institute of Arctic and Alpine Research of the University of Colorado, Boulder, and the Ohio State Institute of Polar Studies are other centres which are currently active in the field. The development of universities at high latitudes has, of course, provided a fine opportunity for students to pursue their studies within normal academic disciplines while gaining real experience of the Arctic. Developments in the U.S.S.R. (Syktyvkar and Yakutsk), Sweden (Luleå), Norway (Tromsø) and Finland (Oulu) are clearly of great significance in this regard. In the English-speaking world, the University of Alaska is still the only institution of university status located in the Arctic. . It would appear, . that the first formal programme leading to a postgraduate qualification in polar studies - outside the U.S.S.R. at least - will be inaugurated in October 1975 by the Scott Polar Research Institute (SPRI) of Cambridge, England. . A new development will be the commencement in October 1975 of a one-year postgraduate course, for graduates of any discipline, leading to a Diploma in Polar Studies of the University of Cambridge. The objects of this course are to provide a broad background of polar knowledge and to offer to each candidate a topic of his or her choice to investigate in depth. Lectures and seminars will cover the following subjects in their relation to both the Arctic and Antarctic: natural environment, peoples, history, resources and problems of development, government and social relations. As no such course is given elsewhere in the world, this is an experiment which will be observed with much interest.

Given the increased pressure on educational system in Bosnia and Herze­govina (BiH) to fully embrace inclusive education and to provide appropriate supports to all students, there was a need for establishing a new department of Education and Rehabilitation in BiH. Thus, the Faculty of the Educational Sciences at the University of Sarajevo initiated and made a feasibility study on the need for establishing the new department. The feasibility study was then approved by the Government and Assembly of the Sarajevo Canton. To date, there were only two such departments at the state Universities in BiH, one in Tuzla (Fede­ration of Bosnia and Herzegovina) and one in Foča (Republic of Srpska). This will be the third, state-supported, depart­ment for educating experts in the field of special education and rehabili­tation of children with developmental disabilities.

"This book examines social inclusion in the education sector in India for Scheduled Tribes, Denotified Tribes, and Nomadic Tribes. It investigates the gaps between what was promised to the marginalized sections in the Constitution, and what has been since delivered. The volume: Examines data from across the Indian states on Adivasi and non-ST students in higher, primary and secondary education; Analyses the success and failures of education policy at the central and state level; Brings to the fore colonial roots of social exclusion in education. A major study, the volume will be of great interest to scholars and researchers of education, sociology and social anthropology, development studies and South Asian Studies"--

The low-income households are perceived to have the right to take debt from excessfinanced group or entitled for some charity. However, this perception has blur their attitude towards charity-giving. Low-income should not consider themselves as 'the taker' in perpetual. They should instil giving behaviour and consider themselves as 'the giver'. Experts from financial education and Islamic finance areas are interviewed. Results from Analytic Network Process suggest that setting specific targeted behaviour is the most priority, with debt-taking focus of interest. Women apparently become the most urgent targeted audience of Islamic finance education. Before executing education program, participant's belief towards Islamic value should be built. Experts suggest formal education institution be the most preferable place to establish the program, in collaboration with formal financial institutions to conduct the training and support from government budget. Introducing Islamic economics and finance values from the earlier stage of formal education would be suitable for future consideration.

Classic fiscal federalism theory dictates that income redistribution should be undertaken at the federal level. However, this maxim is frequently violated at the state level when states employ progressive tax systems to support services such as health care, affordable housing, and welfare. Relatively little research has explored the relationship between progressive tax systems and the potential redistributive benefits. Our goal is to investigate how relatively progressive tax systems are associated with the number of welfare recipients in order to gain a better understanding of the redistributive components in the tax and expenditure sides of the budget. Our article explores this relationship using a panel of data for 50 states, spanning 13 years (1990–2002). The data include welfare recipients, state‐specific information on Temporary Assistance for Needy Families programs (and Aid to Families with Dependent Children for years prior to 1997), multiple measures of tax progressivity, and demographic variables. We find that there is a positive relationship between the relative progressivity of a state's tax portfolio and the number of welfare recipients, which suggests that state tax structures and spending portfolios might be used as complementary tools to redistribute income. This result, however, is sensitive to the specification of progressivity.

Social contract theory has been used to explain the origin, emergence and justification of governing authorities and as a way of "understanding the political relationships in which people already find themselves, including their obligation to obey the sovereign" (Newey, 2008, p. 133). It has also been used as a "nonliteral image [that is] useful in suggesting directions for social change"(Keeley, 1985, p. 241). Through the lens of social contract theory this article uncovers a series of questions that speak directly to music education in both the U.S. and Brazil. What is the nature of the relationship music educators have to authority? Is there a state of nature from which music education arose and could return? What, if any, guiding morals exist in this state of nature and how have those perpetuated and reproduced policy and advocacy? What kind of contract has been made and should it be kept?