Common Schools, Separate Schools
In: Creating Citizens, S. 162-195
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In: Creating Citizens, S. 162-195
In: Disability and Social Policy in Britain since 1750, S. 94-116
In: Education and Training Policy; No More Failures, S. 87-110
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: Motivation, Agency, and Public Policy, S. 107-119
In: Public Opinion and Constitutional Controversy, S. 62-79
In: Family futuresChildhood and poverty in urban neighbourhoods, S. 53-85
In: Ireland and the Fiction of Improvement, S. 63-98
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