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Neben allgem. Beiträgen auch s. 47-70: Britisch trade union ... ; 71-88: America ...

ABSTRACTFederalism is a core principle of American government; yet, how much attention is given to federalism beyond introductory courses? A 1969 study described American federalism as the "dark continent" of political science teaching. Based on surveys of chairs of US departments of political science and members of the APSA's section on federalism and intergovernmental relations in 2013, the authors found that these course offerings have increased markedly since 1969, that the courses cover a range of topics, and that many department chairs are interested in offering these courses in the future. However, the teaching of comparative federalism lags far behind American federalism. Thus, comparative federalism remains a "dark continent" of federalism teaching.

Studies have shown that the Requirement of Controversy defined in the German Beutelsbach Consensus is repeatedly violated in the practice of teaching Civic Education. However, little is known about the impact that different teaching settings have on the quality of controversy in the classroom. In this article, two scenes of classroom discussions that deal with current topics are analysed and compared by using reconstructive research methods: the 'Numbers of the Day' [Zahlen des Tages] as a teacher-centred classroom discussion and the 'Weekly Newsreel' [Wochenschau] as a student-led classroom discussion. We could reconstruct an active prevention of controversy in the 'Numbers of the Day'. In contrary, the discussion in the 'Weekly Newsreel' is developing in a modus of disagreement. By analysing the discussion with the documentary method, we show that this controversy is based on homogeneous (and so non-controversial) shared orientations among the students. This leads to the result that the foreground of a discussion should be distinguished from its background of milieu-based orientations. This outcome raises new questions regarding controversy in Civic Education classrooms.Empirische Studien haben gezeigt, dass es im Politikunterricht regelmäßig zu Verletzungen des im Beutelsbacher Konsens verankerten Kontroversitätsgebots kommt. Wenig ist hingegen darüber bekannt, wie sich bestimmte didaktisch-methodische Settings auf Ausmaß und Formen der Kontroversität im Unterricht auswirken. Im vorliegenden Artikel werden zwei solcher Settings, in denen aktuelle gesellschaftliche Themen verhandelt werden (die 'Zahlen des Tages' als lehrerzentrierte Klassendiskussion und die 'Wochenschau' als schülergeleitete Klassen-diskussion), hinsichtlich ihrer Auswirkung auf Kontroversität im Klassenzimmer qualitativ analysiert. Rekonstruiert werden konnte einerseits ein weitgehendes Verhindern von Kontroversität bei den 'Zahlen des Tages'. In der 'Wochenschau' hingegen entfaltet sich durchaus eine Kontroversität im Klassenzimmer. Mit ...

Civic ethics, as a special ideology, is ultimately determined by the economic foundation and is always the product of concrete, realistic and specific industrial relations and social relations. Among the various social forms, the main content of civic ethics and the way of its construction vary greatly. Conduct a diachronic study of civic ethics, explore the main content of civic ethics and the ways of its construction in various social forms and make up the inevitable logic, academic orientation and basic theoretical field of research in the field of building civic ethics.

The balance of higher education ecosystem plays an important role in the sustainable development of regional higher education. Therefore, from the perspective of ecology of education, this paper intends to discuss the balance of regional higher education ecosystem in China and how to construct effective cooperation between universities and other subjects in the region. In order to solve the above problem, this research adopts literature study method and historical method, combed the domestic and foreign about higher education in education ecology and ecosystem research, summarized the development trend of China's higher education and the development mode, and based on the symbiosis theory analyzed how universities and other main body to construct the effective cooperation. Through the above research, the following findings are obtained: 1) China's higher education has moved from the elite stage and the popular stage to the universal stage; 2) Under the strong leadership of the government, China's higher education has changed from extensional to connotative development mode; 3) The value orientation of cooperation between universities and government, enterprises, communities, other universities or research institutions is high-quality integration; 4) The cooperation path based on the symbiosis theory of regional higher education can provide a strong guarantee for the construction of a balanced higher education ecosystem.

ABSTRACTIn this article, we chronicle our experience in team-teaching large-lecture sections of "Introduction to American Government." A dual-instructor approach allows us to accommodate 250 students, which obviates the need for five separate sections (and instructors) of the course. In addition, our "Crossfire Approach," in which we engage one another in frequent and unstructured political debate, generates student interest in the course and in the political science major. Students who were enrolled in this course from 2007 through 2011 were significantly more likely to declare political science as their major than those who took it from any other instructor or either of us teaching it individually. This approach conserves departmental resources while simultaneously growing the program—a clear win-win situation.