Suchergebnisse

Knowledge transfer between universities and society, as well as the social commitment of universities ('third mission'), are coming increasingly into the focus of public attention and of science policy (section 2). The central role of universities in supporting search and learning processes in society, as well as the need for a change in mindset towards (more) sustainable development, are also emphasised in the context of the Great Transformation towards greater sustainability (section 3). At present, the two strands of discussion are largely unconnected. This article outlines the basic aspects of both fields of knowledge. This demonstrates that the basic understanding is the same in both areas: they share an understanding of knowledge transfer based on recursive exchange processes between science and society, which ideally entail the joint generation (co-production) of knowledge which can be linked both to science and to practice. However, there are 'blind spots' which will be illuminated by focusing on transformative education, an area still marginalised in the debate about transformation. Philosophical and educational reflections (section 4) demonstrate that deeper cultural and individual values, as well as holistic worldviews - i.e. based on the unity of humans, nature and culture - appear to be suitable key orientations for radical transformations towards sustainability. From the authors' perspective, the communication of normative target/orientation knowledge and its scrutiny in scientificallygrounded debates in line with a transdisciplinary understanding of science - in combination with a reflection on the values and mindsets embedded in a holistic education in relation to the environment or values - represents a central 'hinge' for knowledge transfer and for the path from knowledge to action. These aspects are currently underrepresented and deserve more attention in research and development.

Das vorliegende Buch versammelt 13 Beiträge von 23 Autoren aus verschiedenen Ländern und zu verschiedenen Themen der Bildungsökonomie. Die Arbeitspapiere wurden in erster Linie auf der "International Conference on Economics of Education" an der Universität Tartu (Estland) im August 2005 vorgestellt und diskutiert. Die Themenschwerpunkte der Konferenz waren (1) Bildung und Arbeitsmarkt, (2) Bildungsmarkt und öffentliche Politik, (3) Finanzmanagement im Bildungssystem, (4) Leistungsfähigkeit und Vergütung in Bildungsinstitutionen. - Neben den Problemen und Fragestellungen, die die Schwellenländer betreffen, dokumentiert das Buch auch Erfahrungen, die in den entwickelten europäischen Ländern gesammelt worden sind, und zieht Vergleiche zwischen Westeuropa und den mittel-und osteuropäischen Ländern. Die Beiträge, die in der Einleitung kurz vorgestellt werden, decken ein breites Spektrum von Themen ab, wie z. B. Human- und Sozialkapital, Kompetenzen und Fähigkeiten, Bildungs- und Forschungseinrichtungen, Bildungsangebote und Management sowie Rechnungswesen und Vergütungssysteme in Schulen und Universitäten. (ICI).

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.).

Discusses the "segmented assimilation" of immigrant students arriving in the US as exemplified by a CA high school with a rapidly increasing immigrant population & how it has responded to issues of race, class, culture, & language. An ethnographic study conducted 1992-1994 focused on 10 immigrant students & their experience of their new country. The author also designed projects to involve students & teachers in related studies of immigration. Immigrant students found themselves caught between the need to gain acceptance by becoming American & the need to remain themselves. Nonimmigrant students had similar concerns, but their problems were related to race rather than national origin, & they tended to ignore immigrants. The article discusses teachers' attempts to deal with the needs of both groups. The author discusses this school as a microcosm of the US immigrant experience. 1 Table, 25 References. J. R. Callahan

Discusses the "segmented assimilation" of immigrant students arriving in the US as exemplified by a CA high school with a rapidly increasing immigrant population & how it has responded to issues of race, class, culture, & language. An ethnographic study conducted 1992-1994 focused on 10 immigrant students & their experience of their new country. The author also designed projects to involve students & teachers in related studies of immigration. Immigrant students found themselves caught between the need to gain acceptance by becoming American & the need to remain themselves. Nonimmigrant students had similar concerns, but their problems were related to race rather than national origin, & they tended to ignore immigrants. The article discusses teachers' attempts to deal with the needs of both groups. The author discusses this school as a microcosm of the US immigrant experience. 1 Table, 25 References. J. R. Callahan

A comment on Will Kymlicka's "Western Political Theory and Ethnic Relations in Eastern Europe" (2001) offers an alternative means of distinguishing the states central to his argument. It is contended that there are different types of states & that nation building assumes different forms. American national culture is described as thin compared to European nation-states, eg, France, which are viewed as having thicker culture. The difference centers on the notion that Anglo-Americans have become minorities in their country, whereas the French will never become so. In this light it is asserted that the thicker the culture the more likely that multiculturalism will take on a more corporatist form where immigrant groups are accommodated as national minorities rather than as "hyphenated nationals." In the US, immigrant groups must work to sustain their own thick culture & cohesion without corporatist arrangements; the most successful are ethnic-religious combinations, eg, Jews, Italian Catholics. J. Zendejas

A comment on Will Kymlicka's "Western Political Theory and Ethnic Relations in Eastern Europe" (2001) offers an alternative means of distinguishing the states central to his argument. It is contended that there are different types of states & that nation building assumes different forms. American national culture is described as thin compared to European nation-states, eg, France, which are viewed as having thicker culture. The difference centers on the notion that Anglo-Americans have become minorities in their country, whereas the French will never become so. In this light it is asserted that the thicker the culture the more likely that multiculturalism will take on a more corporatist form where immigrant groups are accommodated as national minorities rather than as "hyphenated nationals." In the US, immigrant groups must work to sustain their own thick culture & cohesion without corporatist arrangements; the most successful are ethnic-religious combinations, eg, Jews, Italian Catholics. J. Zendejas

Analyzes the complexities of applying refined boundaries & definitions for public & private sector organizations & suggests areas for redefinition of public services. The purposes of government & perceptions of the state by those on the Right & Left are identified. Successful public services, delivered by public & private groups, are discussed, with commentary on sources of innovation & impact of organizational structure. The concept of disciplined pluralism is introduced; examples include the competitive market for goods & services, the evolution of health care, & universities. Problems of incentive compatibility & centralization plague state-controlled public services. Suggestions for regulation in the modern market economy are offered. L. Collins Leigh

The 2000 decennial US Census was the first to allow respondents to select more than one category to designate their racial identification. It is argued that this change illuminates the political nature of the census, in general, & its racial & ethnic categories, specifically; it is further argued that politics pervades even allegedly "scientific" aspects of the census. Political motivations for switching to the multiraciality option are reviewed, citing the role of various interest groups & the leading political parties, & it is maintained that the census is inextricably bound up with the administrative needs of the welfare state. The difficulty of balancing the state's demands for authority with the nation's individualistic values is addressed, & it is concluded that multiracialism "will do more harm than good;" specific problems for affirmative action policies are noted. 29 References. K. Hyatt Stewart

When examining the relationship between globalization & politics, three steps must be taken. First, a clear definition & analysis of globalization must be presented. Second, the relationship between global trends, politics, & governance must be considered by investigating the power relationship between states & international organizations; examining institutional reforms; considering the promotion of the liberal state; & examining international-level institutional developments. Finally, it is essential to look at power within the globalization process itself. When each of these elements is considered, it becomes evident that drastic transformations in the realm of governance & power have not necessarily taken place as a result of globalization. Indeed, it can be argued that globalization processes represent merely a political evolution rather than a revolution. Meanwhile, it must be recognized that the process of globalization is far from complete. K. A. Larsen

The 2000 decennial US Census was the first to allow respondents to select more than one category to designate their racial identification. It is argued that this change illuminates the political nature of the census, in general, & its racial & ethnic categories, specifically; it is further argued that politics pervades even allegedly "scientific" aspects of the census. Political motivations for switching to the multiraciality option are reviewed, citing the role of various interest groups & the leading political parties, & it is maintained that the census is inextricably bound up with the administrative needs of the welfare state. The difficulty of balancing the state's demands for authority with the nation's individualistic values is addressed, & it is concluded that multiracialism "will do more harm than good;" specific problems for affirmative action policies are noted. 29 References. K. Hyatt Stewart

Analyses of social contexts are almost universal in social research. In many cases, however, they are not explicitly labelled or even recognized as such. The conceptual aspect of 'context' then remains implicit in the substantive research question - such as when investigating the effects of 'social background' as a characteristic of an individual's parental or family context. Systematic commonalities can be found among various analyses that either implicitly or explicitly deal with social contexts and their relevance for education. This article presents a formal classification of relevant contexts and their effects on education, discusses common methodological issues of contextual analyses and gives a brief survey of important findings in relevant research areas - in particular, family effects, peer effects, school effects and effects that can be associated with larger socio-economic contexts and institutional systems.