Suchergebnisse

"State Leaders and Foreign Policy" published on by Oxford University Press.

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 ...

Even though social class is at least as predictive of educational achievement as ethnicity in virtually all developed countries, experimental research on discrimination in education has overwhelmingly focused on the latter. We investigate both ethnic discrimination and social class discrimination by elementary school teachers in Germany. We conceptualize discrimination as causal effects of signals and use directed acyclic graphs (DAGs) to disentangle ethnic from social class discrimination. In our experiment, we asked randomly sampled elementary school teachers who teach immigrants to evaluate an essay written by a fourth-grader. Employing a 2x2x3 factorial design, we varied essay quality, child's gender, and ethnic and socioeconomic background using names as stimuli. We do not find evidence for discrimination in grading. However, our findings for teachers' expectations of children's future performance suggest a discriminatory bias along the lines of both ethnicity and social class. The effect is conditional on essay quality - it only holds true for the better essay. We interpret our findings as evidence for models that highlight situational moderators such as the richness of information and ambiguity - e.g., statistical discrimination - but as evidence against simpler models of ingroup-favoritism or outgroup derogation, e.g., social identity theory or taste discrimination.

The abundance and complexity of information now being delivered visually demands that we become visually literate, as well as verbally literate. We need to understand better a process we have taken for granted. In an age increasingly dominated by images – a media culture, it becomes imperative to develop an understanding of how our visual processing system works; how visual cognition is shaped by social, political, and cultural conditioning; and how visual messages are created to elicit specific responses. One of the chief goals of visual literacy education is to encourage critical analysis of visual communication by developing tools that help us understand and manage this complex activity. "Seeing" needs to become an actively conscious, not a passive activity for us. This thesis illustrates the importance of critical visual literacy, provides an historical overview of the visual literacy movement, and suggests a foundational approach to teaching the basics of visual literacy.

Examines the political orientation of women in relation to that of men, and relates their political attitudes to their level of education; based on interviews, Mar. 1992; South Korea.

Examines 4 types of industrial policy proposals and concludes that two of the approaches, infrastructure investment and subnational jurisdiction proposals, have an advantage over the better known trade policy and sectoral targeting strategies.