School and Out-of-school Practices
In: Education and Training Policy; No More Failures, S. 87-110
In: Education and Training Policy; No More Failures, S. 87-110
In: Creating Citizens, S. 162-195
In: Disability and Social Policy in Britain since 1750, S. 94-116
In: The Future MBA: 100 Ideas for Making Sustainability the Business of Business Education, S. 71-80
In: The Basic Theory of Capitalism, S. 22-38
In: Governance and Performance of Education Systems, S. 247-265
In: Educational governance. Handlungskoordination und Steuerung im Bildungssystem., S. 105-129
Dieser Beitrag beschäftigt sich am Beispiel des angloamerikanischen Diskurses über die Restrukturierung der innerschulischen Governance mit der Frage, welche Erkenntnisse der School Effectiveness- und School Improvement-Forschung vorliegen und welche Bedeutung diese für den in der deutschen Erziehungswissenschaft vernachlässigten schulbezogenen Governance-Diskurs haben. [Der Beitrag geht davon aus], dass die Governance-Perspektive, die im Sammelwerk als eine Forschungsperspektive für die Empirische Bildungsforschung erörtert werden soll, nicht gänzlich neu ist, sondern mit der School Effectiveness- und School Improvement-Forschung einen beachtenswerten Vorläufer neben anderen hat. (DIPF/Orig.).
In: Ireland and the Fiction of Improvement, S. 63-98
In: Advances in Linguistics and Communication Studies; Handbook of Research on Effective Communication, Leadership, and Conflict Resolution, S. 98-124
In: Educational Governance, S. 105-129
Consideration of citizenship education in the UK requires an exploration of three areas: curriculum context, mode of teaching, & teaching context. The 1998 Crick Report Citizenship and the Teaching of Democracy in Schools will make citizenship a compulsory part of the curriculum at Key Stages 3 & 4. Critics assert that a body of research & knowledge on citizenship education is lacking, making it no more than the controversial opinions of individual teachers. However, some refinement of the recommendations could tie citizenship into the humanities, currently neglected, but meant to teach students of their humanness & create institutions, which respect that humanity. The author argues for attention to the skills, the procedural values, the virtues & dispositions to instill in young people; a respect for the right of teachers to participate & deliberate about the values that are taught; & a context where opinions are allowed & encouraged in a developmental process of criticism & evidence. L. A. Hoffman
In: Critical Theory, Politics and Society : An Introduction
In: American Indians, the Irish, and Government Schooling, S. 156-187