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Virtuous Educational Research

Conversations on Ethical Practice

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Julian Stern

This is a book of conversations with researchers working across Europe, the USA and Africa. It aims to illuminate the lived reality of educational research on a wide variety of topics, including family life in rural South Africa, support for self-harming students in the UK, character development in the USA and Korea, educational leadership in the UK and China, philosophical analysis of education policy, and much more.
The book is for and about researchers and is built around a set of conversations with the author – a fellow researcher. Researchers work at the frontiers of our knowledge and understanding of the world, and frontiers can be dangerous places. How are the researchers’ personal qualities – virtues such as courage, honesty and kindness – tested and exemplified in their work? The conversations presented here explore the experience of research and ask what qualities are needed, or wished for, in order to successfully face its challenges. There are many books that include lists of what to do and what not to do when carrying out research. Here, in contrast, we find out what really happens and why – and what it takes to keep going.
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Zur Entwicklung der Erwachsenenbildung in Österreich nach 1945

Strukturen, Zusammenhänge und Entwicklungen

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Angela Bergauer, Johann Dvořák and Gernot Stimmer

Erwachsenenbildung ist der Bildungssektor, in dem die Menschen die Kenntnisse, Fertigkeiten und Einstellungen erwerben und entwickeln können, die es ihnen gestatten, sowohl ihre Arbeitskraft besser verkaufen wie auch ihr Leben besser gestalten zu können. Die Beiträge dieses Buchs untersuchen dieses Ziel des lebensbegleitenden Lernens und bieten eine reflektierte Beschreibung von Strukturen und Entwicklungen der österreichischen Erwachsenenbildung nach ihrer (Wieder-)Entstehung 1945. Somit leistet dieses Buch einen weiteren Schritt zur Aufarbeitung der Geschichte der österreichischen Erwachsenenbildung. Es lädt ein, sich mit der sozialen Relevanz der Bildungsarbeit mit Erwachsenen, den dafür notwendigen Rahmenbedingungen sowie einer wichtigen Erinnerungskultur an die «Volksbildung» als Beitrag zur Bewältigung gesellschaftlicher Herausforderungen auseinanderzusetzen.
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Deutsch als Fremdsprache an schottischen Gesamtschulen

Interkultureller Fremdsprachenunterricht mit integrativen Ansätzen zum Sprechen und Schreiben für schottische Lerner

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Petra McLay

Sprechen und Schreiben im Medium fremder Sprachen bereiten schottischen Schülern oft Schwierigkeiten. Interkulturelles Lernen scheint als Unterrichtsprinzip dabei geeignet, Motivation und Selbstbewusstsein zu steigern. Dieses Buch konzentriert sich auf die Erforschung von integrativen Lehr-Lernprozessen zum Schreiben und Sprechen im interkulturellen Unterricht. Die Autorin zeigt auf, wie kommunikative Kompetenz sowie prozessorientiertes und kreatives Schreiben Lehrer und Schüler bei der Verbesserung der Schreib- und Sprechfähigkeit im Fachbereich Deutsch als Fremdsprache unterstützen. Eine detaillierte curriculare Analyse geht einher mit quantitativen und qualitativen Forschungsmethoden. Die Autorin präsentiert einen Empfehlungskatalog für den DaF-Unterricht in Schottland.
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Heike Kaack

Der IX. Pädagogische Kongress am Ende der DDR zeigt exemplarisch die gewaltigen Anstrengungen, die die SED unternahm, um ihren Führungsanspruch zu sichern. Die Autorin untersucht, wie er die Hoffnungen vieler Bürger auf dringend notwendige Reformen des erstarrten und ideologisch überfrachteten Bildungssystems enttäuschte. Die fehlende Bereitschaft zu einem grundlegenden Kurswechsel beschleunigte nicht nur die Implosion der DDR, sie erschwerte auch die deutsch-deutschen Bildungsverhandlungen im Vorfeld der Wiedervereinigung erheblich. Dieses Buch zeigt, wie die knappe Zeitspanne bis zum 3. Oktober 1990, die unterschiedlichen Erwartungshaltungen sowie die Unerfahrenheit der DDR-Verhandlungsführer die einmalige Gelegenheit verstreichen ließen, den Vereinigungsprozess für eine gesamtdeutsche Bildungsreform zu nutzen.
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Carmen Becker, Gabriele Blell and Andrea Rössler

Der vorliegende Band legt die Ergebnisse des XI. Mediendidaktischen Kolloquiums für Fremdsprachendidaktik vor. Er widmet sich der Frage, wie die integrierte Nutzung digitaler Medien in kompetenz- und aufgabenorientierten Unterrichtsszenarien gelingen und wie und mit welchen Zielen das Web 2.0 im Rahmen komplexer Kompetenzaufgaben eingesetzt werden kann. Die Schwerpunkte der Beiträge liegen auf den Möglichkeiten der integrierten Fertigkeitenschulung mit dem Web 2.0, insbesondere des Sprechens, Hörens und Schreibens, der Individualisierung und Binnendifferenzierung in webbasierten Lernszenarien sowie der Initiierung von kollaborativen Lernprozessen. Zudem wird das Potenzial des Web 2.0 für die Entwicklung der interkulturellen und literarisch-ästhetischen Kompetenz erörtert.
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Working Together

A Case Study of a National Arts Education Partnership

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Bernard W. Andrews

Partnerships among a variety of institutions – for profit, not-for-profit, and non-profit – are a relatively recent organizational development. Such partnerships link businesses, government, and social agencies. The primary reason for these relationships is to achieve goals sooner and more efficiently by building on the resources and expertise of each partner. In arts education, schools, arts organizations, cultural institutions, government agencies, and universities have engaged in joint ventures to improve the teaching and learning of the arts disciplines in their schools and in their communities. These partnerships have been particularly beneficial for teachers, many of whom have limited background in the arts but are expected to teach them in their classrooms. Arts partnerships initially focused on the goals of the participating organizations; that is, to develop artistic skills, to build future audiences, and/or to encourage young people to consider an artistic career. More recently, partnerships focus on educational goals rather than solely artistic ones. Despite the challenges and complexities of arts education partnerships, most partners believe that the benefits to students, teachers and the community outweigh the disadvantages and consequently, as the research in Working Together demonstrates, they are willing to justify the time, energy, and expense involved to improve the quality of arts education.
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Julie C. Garlen and Jennifer A. Sandlin

Teaching with Disney, the first comprehensive volume on Disney as cultural pedagogy and classroom praxis, explores what it means to teach, learn, and live in a world where many familiar discourses are dominated by The Walt Disney Company. The book analyzes the ways in which the powerful messages of Disney shape the way we teach and learn. Featuring scholars from a wide range of educational contexts, including educational foundations, art education, higher education, K-12 contexts, adult education, media literacy, critical pedagogy, and curriculum studies, this book is accessible and interesting to a global audience of educational researchers and practitioners as well as undergraduate and graduate students in educational foundations, curriculum and instruction, curriculum theory, critical media education, art education, sociology of education, and related fields. Discussion questions are provided for each chapter to help facilitate class discussions and assignments. This is an excellent assignment text for education classrooms.
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Philosophy and Critical Pedagogy

Insurrection and Commonwealth

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Charles Reitz

Critical pedagogy, political economics, and aesthetic theory combine with dialectical and materialist understandings of science, society, and revolutionary politics to develop the most radical goals of society and education. In Philosophy and Critical Pedagogy: Insurrection and Commonwealth, Marcuse’s hitherto misunderstood and neglected philosophy of labor is reconsidered, resulting in a labor theory of ethics. This develops commonwealth criteria of judgment regarding the real and enduring economic and political possibilities that concretely encompass all of our engagement and action. Marcuse’s newly discovered 1974 Paris Lectures are examined and the theories of Georg Lukács and Ernest Manheim contextualize the analysis to permit a critical assessment of the nature of dialectical methodology today. Revolutionary strategy and a common-ground political program against intensifying inequalities of class, race, and gender comprise the book’s commonwealth counter-offensive.
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Adolescents’ Online Literacies

Connecting Classrooms, Digital Media, and Popular Culture- Revised edition

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Donna E. Alvermann

This revised edition of Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture features a variety of digital tools for humanizing pedagogy. For example, the book examines numerous artistic representations of young people’s self-selected graphic novels and fan fiction as part of an in-class multi-genre unit on fandom. This edition makes concrete connections between what the research portrays and what teachers, school librarians, and school media specialists know to be the case in their interactions with young people at the middle and high school level. The contributors of these chapters – educators, consultants, and researchers who span two continents – focus on ways to incorporate and use the digital literacies that young people bring to school.
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Christian Faith in English Church Schools

Research Conversations with Classroom Teachers

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Trevor Cooling, Beth Green, Andrew Morris and Lynn Revell

Church schools are booming, becoming increasingly popular with parents across the world. However, research shows that teachers face considerable challenges as they try to offer a distinctively Christian education within a church school context. This book is the account of a qualitative research project investigating the joys and difficulties experienced in English church school classrooms. The research team spent a year working alongside fourteen teachers from Catholic and Church of England secondary schools, introducing them to What If Learning, a pedagogical initiative designed by an international team of educationalists to support teachers in developing Christian approaches to teaching and learning. The highs and lows of the teachers’ experience are documented in this book and the lessons that emerge are explored in detail. The findings of the project are highly significant for all those involved with church school education and point towards valuable new ways of thinking about Christian faith and learning.