Higher education funding
In: Quality and efficiency in education., S. 61-85
In: Quality and efficiency in education., S. 61-85
In: International comparison of physical education. Concepts, problems, prospects., S. 292-309
In: The United States and Germany during the twentieth century. Competition and convergence., S. 211-226
In: Methodological aspects in cross-national research, S. 223-240
Nationale Bildungssysteme sind höchst unterschiedlich konstruiert. Die Verfasser stellen zunächst die Schulsysteme dreier EU-Staaten vor ( Deutschland, Dänemark, Luxemburg), wobei sowohl allgemein- als auch berufsbildendes Schulwesen berücksichtigt werden. Sie geben dann einen Überblick über vorliegende Instrumente, die in der vergleichenden Bildungsforschung zur Bestimmung des höchsten erreichten Bildungsniveaus angewandt werden (Anzahl der Schuljahre, International Standard Classification of Education (ISCED), CASMIN Educational Classification, Hoffmeyer-Zlotnik Educational Classification) und zeigen, welche Fehlermöglichkeiten sich bei der Verwendung dieser Instrumente eröffnen. Als Alternative wird eine Matrix mit zehn Kategorien entwickelt, die Bildungsabschlüsse des allgemein- und des berufsbildenden Schulwesens umfasst und den internationalen Vergleich des "höchsten erreichten Bildungsabschlusses" erlaubt: die Hoffmeyer-Zlotnik/Warner-Matrix of Education. (ICE)
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 37-56
The late nineteenth and early twentieth centuries saw a phenomenal and unprecedented growth in the provision of higher education in England. At the commencement
of the period, in mid-century, there were but four small university institutions
and a number of provincial Colleges of varying prestige and clientele. For the vast
bulk of the population education beyond elementary school had to be sought
through Mechanic's Institutes or Adult Schools. Within eighty years this Situation
had been completely transformed through a process of growth and systematization.
By 1930 the different elements in what could be discerned as a system stood in a
clear relationship one to another, and identified themselves with particular social
groups. Similarities with higher education in other major industrial societies were
now more manifest: admission qualifications and ages were, by 1930, largely standardized; specialist faculties, each linking with professional occupations, had been established, and, more importantly, a definite hierarchy of educational institutions was
discernible. How did this process occur in England between 1860 and 1930?
In: The education systems of Europe., S. 852-866
In view of the different national education systems of modern Europe comparable features of diversity can be observed, as well as a wide range of similarities, e.g. compulsory school attendance, the horizontally structured school system or core subjects. "In the current period education systems are affected by growing influence of global changes, concerning both their internal processes and their positions in the perceptions by the society." The author points out that since this trend is marked by strong dynamism, exact predictions on times to come are very difficult; thus his "predictions at the beginning of the 21st century" are made "on the provison that they need to be revised even in the near future." The author's considerations are focused on the following criteria which mirror trends to be observed in all European education systems: Educational sovereignty; opening of schools; curriculum development; intercultural socialisation and education; teaching profession and teacher education. In an exemplary excursion into the comparative domain Europe as educational space in its own right is compared to the United States, Australia and Canada. The author concludes with remarks on the global dimension of European education. (DIPF/Orig./Kie.).
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 196-206
In: Evidenzbasierte Bildung. Wirkungsevaluation in Bildungspolitik und pädagogischer Praxis., S. 69-82
Der Autor widerspricht der Annahme, evidenzbasierte Erziehungswissenschaft würde die Pädagogen auf den Status von Ausführenden reduzieren. Im Gegenteil behauptet er, dass die Advokaten der Evidenzbasierung den Fachkräften und ihrer Professionalität eine besondere Rolle zusprechen. Auffällig jedoch sei, dass Evidenzen in der Praxis zu selten handlungsleitend sind. Dafür gebe es Gründe. Die Nutzer, so der Autor, seien meist nicht involviert in der Entwicklung einer Forschungsfrage, und die Wissenschaft sei kaum daran interessiert, dass ein Erzieher oder eine Lehrerin tatsächlich mit den Ergebnissen der Forschung etwas Nutzbringendes anfangen kann. Falls es doch - selten genug - so sei, wird nicht mehr gefragt, was er oder sie damit anfängt: "Evidence is not enough". Es müsse den Nutzern nicht nur vermittelt werden, welche pädagogische Intervention funktioniert, sondern auch, wie man es erreicht, dass sie funktioniert. Der Autor entwickelt Unterschiede und Gemeinsamkeiten von "user-driven" und "evidence-driven research". Er skizziert einige in dieser Hinsicht viel versprechende Ansätze in den USA. Er zeigt, dass nutzergetriebene Forschung durch ihren Respekt vor der Arbeit der Praktiker geprägt ist, ohne dass die Idee der Evidenzbasierung aufgegeben werden müsse. (DIPF/Orig.).
In: Missions in conflict: essays on U.S.-Mexican relations and Chicano culture, S. 269-280
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 293-305
In: Transformation of education policy., S. 199-226
This chapter analyzes the networks of education politics in the four main selected countries [Germany, Switzerland, England and New Zealand]. It indicates that despite apparent changes in education policy the modes of political interaction, that is, actors and processes, have remained considerably stable in all countries. Obviously, the internationalization of education politics has not triggered the displacement of domestic actors, but has resulted in the attachment of international actors to the domestic sphere. (DIPF/Orig.).
In: School and community interactions: Interface for political and civic education, S. 63-76
The development of political competence is an important task of political education in school. It requires volition and motivation to solve tasks that are presented in political education lessons or in daily life. The present study aims to contribute to conceptual knowledge of the specialised concept of European players - a sub-facet of political knowledge. For the intervention study lesson materials on the European Union were developed. The motivational orientation was assessed as a dependent variable in each case in order to increase the knowledge of the influencing parameters in school lessons. Membership in associations/ clubs, domain-specific self-concept, democratic classroom climate, interest in the subjects of the lessons were the influencing factors (predictors) for learning. A knowledge and motivation test was conducted. A total of 572 students were assessed on the first measurement occasion and 502 of these were identified on the second measurement occasion. When the pupils believe they can solve the tasks, they muster the necessary persistence and cognitive resources. A poor domain-specific self-concept and low level of interest in the subject result in the pupils' avoidance of tackling the tasks.
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 108-130
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 131-148
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, S. 306-320