Suchergebnisse

Entscheidungskriterien und Entscheidungsprozeß im Elternhaus für den
Übergang der Kinder auf das Gymnasium oder die Realschule.

Themen: Gründe für die Nichtanmeldung des Kindes für eine
weiterführende Schule nach der 4. Klasse; Gründe für oder gegen die
getroffene Schulwahl; Festigkeit des Entschlusses und Zeitpunkt der
Entscheidung; Lehrer als Ratgeber bei der Entscheidung; Beurteilung der
schulischen Leistungen des Kindes; Schulnoten am Ende der vierten
Klasse; Kontakte zu den Lehrern; Teilnahme an Elternabenden und
Gespräche mit anderen Schüler-Eltern; Beurteilung von Lehrer und Schule
vor dem Übergang; Image der Schultypen; gesellschaftliche Kontakte und
Bezugsgruppen; Reaktionen der Umgebung auf den Übergang auf einen
anderen Schultyp; Einschätzung der Lernfreude bzw. Schulschwierigkeiten
des Kindes; Kontrolle der Hausaufgaben; Nachhilfestunden; Teilnahme an
Begabungstest und Ergebnis; Erziehungsziele der Schule und der Eltern;
Sanktionsverhalten bei schlechten Schulleistungen; Sozialisation durch
Schule und Elternhaus; Ausbildungsziele und Berufspläne; finanzielle
Aspekte der Ausbildung; Fernsehkonsum des Kindes; Interessenschwerpunkte
und wichtigste Probleme der Eltern; allgemeine Lebenszufriedenheit;
allgemeines Gesellschaftsbild; Fortschrittsgläubigkeit; Zufriedenheit
mit der eigenen Schulausbildung und Einschätzung der Wichtigkeit der
Schulausbildung für die berufliche Karriere; Umgang mit anderen Personen
bei Statusdifferenz; Aufstiegsmöglichkeiten; Einschätzung der eigenen
Arbeitsplatzsicherheit.

Demographie: Lesen von Zeitungen, Zeitschriften und Büchern; eigene
Schul- und Berufsausbildung; Berufstätigkeit; Anzahl, Alter, Ausbildung
aller Geschwister des Kindes; soziale Herkunft; Parteipräferenz
(Sonntagsfrage); Alter (klassiert); Geschlecht; Familienstand; Stellung
in der Geschwisterreihe; Konfession; Religiosität; Beruf; berufliche
Position; Berufstätigkeit; Einkommen; Haushaltsgröße; Wirtschaftsraum;
Flüchtlingsstatus; Besitz langlebiger Wirtschaftsgüter; Mediennutzung.

Interviewerrating: Allgemeine Beurteilung des Befragten;
Einschätzung der Schichtzugehörigkeit des Befragten,
gesprochener Dialekt; Interviewdauer; Wochentag des Interviews.

Der Einfluß des Lehrers in der vierten Grundschulklasse auf die Übergangschancen der Schüler zu einer der drei weiterführenden Schulen - Gymnasium, Realschule und Hauptschule.

Themen: 1.) Einstellungen zu Begabungsverteilung und Begabungsvererbung; Einschätzung von Gleichverteilung der Begabungen in allen Schichten und Benachteiligungen für Unterschichtkinder; Vererbbarkeit von Charaktereigenschaften; Aufgaben und Erziehungsziele der Schule; Möglichkeiten der Schule, Begabungen zu entwickeln; Wichtigkeit der Schulbildung von Mädchen; semantisches Differential des ´begabten Schülers´; Kriterien für die Beurteilung der Oberschulreife eines Schülers und Schwierigkeiten bei der Abschätzung der schulischen Entwicklung eines zehnjährigen Kindes; Image der Schultypen (semantische Differentiale); Wichtigkeit der Schulfächer; Einstellung zur finanziellen Bildungsförderung; Kriterien für die Wahl von Realschule oder Gymnasium; Forderungen zur Lehrerausbildung und Lehrtätigkeit.

2.) Bezogen auf die untersuchten Schüler: Beurteilung der Arbeitshaltung und des Leistungsstands des Schülers; semantisches Differential seiner Eigenschaften; Beliebtheit beim Lehrer; Kontakt des Lehrers zu den Eltern; Lehrerempfehlung für den Übergang und vermuteter Elternwunsch; Schulnoten im Rechnen, Rechtschreiben und Deutsch.

3.) Sozialstatistische Daten über den Lehrer, die Klasse und die Schule: Kinderzahl; Anzahl der Dienstjahre; soziale Herkunft des Lehrers; Schülerzahl und Anteil von Mädchen, Katholiken und Übergänger auf Gymnasium und Realschule; allgemeine Beurteilung der Klasse.

Demographie: Alter (klassiert); Geschlecht; Familienstand; Kinderzahl; Konfession; soziale Herkunft.

Interviewerrating: Qualitative Beurteilung der Interviewdauer; Anzahl der Kontaktversuche.

Zusätzlich verkodet wurden: Aggregatdaten über die Schule; Abgangszahlen zur Realschule und zum Gymnasium; Religionszugehörigkeit der Schüler.

Intro -- Acknowledgements -- Contents -- About the Author -- Abbreviations -- Contents -- Contents -- Chapter 1: Introduction -- 1.1 Why Study the Role of International Higher Education, Research and Innovation in International Relations -- 1.2 The Multiplicity and Misunderstanding of Terms -- 1.3 Key Questions and Objectives -- 1.4 An Interpretivist and Interdisciplinary Approach -- 1.5 Parameters and Meaning of Key Terms -- 1.6 Outline of Book -- 1.6.1 Chapter 1: Introduction -- 1.6.2 Chapter 2: Examining Contemporary Diplomacy - Changes and Challenges -- 1.6.3 Chapter 3: Focus on Soft Power -- 1.6.4 Chapter 4: The Changing Landscape of International Higher Education, Research and Innovation -- 1.6.5 Chapter 5: How Diplomacy Scholars Frame the Role of IHERI as Cultural, Public and Education Forms of Diplomacy and Soft Power -- 1.6.6 Chapter 6: Diplomacy Scholars' Perspectives on the Role of IHERI as Science Diplomacy -- 1.6.7 Chapter 7: Higher Education Scholars' Perspectives on the Role of IHERI in International Relations -- 1.6.8 Chapter 8: Knowledge Diplomacy - A Definition and Conceptual Framework -- 1.6.9 Chapter 9: Differentiating Knowledge Diplomacy from Soft Power and Cultural, Science, Education and Public Forms of Diplomacy -- 1.6.10 Chapter 10: Examples of IHERI Initiatives Using a Knowledge Diplomacy Approach -- 1.6.11 Chapter 11: Key Findings and Issues for Further Research on Knowledge Diplomacy -- References -- Chapter 2: Examining Contemporary Diplomacy: Changes and Challenges -- 2.1 Introduction -- 2.2 Diplomacy and International Higher Education, Research and Innovation -- 2.3 The Evolution of Scholarly Diplomacy Definitions -- 2.4 Dictionary Definitions of Diplomacy -- 2.5 Challenges and Changes in Understanding Contemporary Diplomacy -- 2.5.1 Diversification of Actors in Diplomacy -- 2.5.2 Changing Role of Diplomats.

We have recently been reminded that one of the current and recurrent quandaries of the Supreme Court of the United States arises from the American constitutional system's counterpart of the philosophical problem of the One and the Many. When an individual's freedom is involved, the question is whether and to what degree state legislators, public officials and judicial officers shall be called upon to enforce standards of respect for personal liberties defined by the Federal Constitution and the United States Supreme Court; or, put another way, how far the first eight amendments of the Federal Constitution are incorporated into the Fourteenth (the latter is, of course, binding upon state action). In 1947, the Court by a majority of a single vote refused to take the doctrinal position that the entire Federal Bill of Rights is binding upon the states. Today, with the replacement of Justices Rutledge and Murphy by Justices Clark and Minton, the Court seems even more firmly committed to the position that only certain of the first eight amendments apply to the states--those which are "fundamental," those which are "of the very essence of a scheme of ordered liberty." Undeniably included among these fundamental provisions are the prohibitions of the First Amendment.

The structure of Latvian economy and distribution of employees within it during last years has changed. Dealing with study of population, one can find young people share continuous decline and labour mean age increase, but in situation of economic slowdown Latvia also face challenge to develop knowledge-based economy. One of the means of helping to achieve the goal of becoming competitive and knowledge-based economy is through an investment in human capital. To ensure sustainable development there is a need to balance between social and economical growth using available resources. The theoretical concepts have shown that further growth has to be built on innovation, diffusion and adoption of new technologies and new products which increases competitiveness of the economy. Attained educational level not only enhances the ability of a country to develop its own technological innovations, but also its ability to adapt and implement technologies developed elsewhere. Educated society can contribute from the transfer of latest technologies from abroad because any investment demonstrates stronger positive impact on economic growth in country with higher level of educational attainment. Attained education is relatively high in Latvia - 30.7% of employed persons (15-74) and 15.4% of job seekers (15-74) had attained higher education in 2010. If the labour market could not accommodate skilled workers it raises question of country's ability to use educational investments efficiently. According to the latest statistics (European Innovation Scoreboard 2010) Latvia has relative strength in human resources (new doctorate graduates, population completed tertiary education and youth with upper secondary level education), but Latvia is among 'modest innovators' taking last place in EU-27 range and its performance is estimated as well below that of the other countries of European Union (EU). The statistical data have showed that labour is more used in final good sector, not in research sector that produces technology in Latvia. ...

"Education in West Africa is a comprehensive critical reference guide to education in the region. Written by regional experts, the book explores the education systems of Benin, Burkina Faso, Cameroon, Cape Verde, Chad, The Gambia, Ghana, Guinea, Guinea-Bissau, Ivory Coast, Liberia, Mali, Mauritania, Niger, Nigeria, Senegal, Sierra Leone and Togo. It critically examines the development of education provision in each country, whilst exploring both local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook is an essential reference for researchers, scholars, international agencies and policy-makers at all levels"--

The relevance of the article is due to the fact that in Ukraine there is a process of implementation of inclusive education in the educational process. Similar processes take place in almost all countries of the world. For the further successful development of educational inclusion, it is important to take into account not only the national context but also the challenges faced by other countries. This will contribute to a better understanding of both the essence of inclusive education and the difficulties in its implementation and ways to overcome them. The purpose of the article is to study the challenges facing inclusive education at the international and national levels and to identify ways to respond to them. Methodology. To achieve this goal, we used the desk research method, which made it possible to collect, summarize, analyze, systematize and conduct a comparative analysis of information on inclusive education. Scientific novelty. The article analyzes modern approaches to understanding the basic concepts of inclusion in Ukraine and abroad; reveals the models of organization of education for students with special educational needs; describes the causes of the gap between policy and practice in the field of inclusive education. Conclusions. It is established that the difficulties in the implementation of an inclusive approach in education are associated with the lack of a common understanding of inclusive education and a clear definition of the basic concepts that make up its thesaurus; the opposition of inclusive education to special education; the risk of segregation of students with special educational needs in special classes of secondary schools; the existence of gaps between the provisions declared in legal documents and the practice of implementation of inclusive education. The prospects for overcoming these challenges are associated with the introduction of a systematic approach to solving the problems of inclusive education at all levels of government with the involvement of all stakeholders.

This paper makes an empirical analysis of the role of student loan by commercial banks in financing the estimated budgetary subsidy to general collegiate education by Government and Private Aided colleges in Karnataka State (India). A major estimation result shows that the maximum total fee collectable, as a percentage of total estimated subsidy, is equal to 4.22 (or 4.74) percent in Government (or Private Aided) Colleges in 2000-01. Consequently, student fee revision, as a single instrument for total reduction of the budgetary subsidy is found to be inappropriate, even if it is entirely financed by student loan. The policy framework for analysis of linkage between student loan and regional fiscal policy in this paper is of special relevance for other states within India as well as for other developing countries, where the regional governments face the problem of reducing budgetary support to higher education through student loan scheme. In addition, the description of Indian model of student loan is useful for comparative studies in international education.