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Item Die Bewertung von SGB-II-Maßnahmen in Gießen : empirische Befunde aus einer standardisierten schriftlichen Befragung(2014) Dippelhofer, SebastianItem Bildung braucht Gelegenheit : eine historisch-vergleichende Perspektive auf Bildungsaufstiege(2016) Dierckx, Heike; Soremski, ReginaItem Blended Learning in der Universität : Eine Fallstudie zur Vorbereitung und Durchführung(2005) Schwickert, Axel C.; Hildmann, Jochen; Voß, ChristophDie Professur für BWL und Wirtschaftsinformatik am Fachbereich Wirtschaftswissenschaften der Justus-Liebig-Universität Gießen ist für die Grundstudiumsvorlesung 'Grundzüge der Wirtschaftsinformatik' und das begleitende PC-Tutorium zur verantwortlich, das jedes Wintersemester (WS) angeboten wird. Die Lerninhalte des vorlesungsbegleitenden PC-Tutoriums sind neben dem Vorlesungsstoff für die Abschlußklausur am Ende des WS relevant. Im WS 04/05 wurden ca. 480 Studierende auf 22 Präsenztutoriengruppen verteilt im WS 05/06 ist die gleiche Studierendenzahl zu verzeichnen. Im WS 04/05 fand das PC-Tutorium letztmals als reine Präsenzveranstaltung im PC-Pool des FB 02 statt, der mit seinen PC-Arbeitsplätzen die Teilnehmerzahl einer Tutoriumsgruppe auf 24 beschränkt. Für die 22 PC-Tutorien des WS 04/05 wurden elf studentische Hilfskräfte über 4 Monate (November bis Februar) als Präsenztutoren mit je zwei wöchentlichen Tutoriumssitzungen beschäftigt. Um diesen beträchtlichen Personalmittelaufwand deutlich zu reduzieren, wird das PC-Tutorium im WS 05/06 im Rahmen eines Blended-Learning-Konzeptes über ein Mixtum von Präsenzelementen und Web-Based-Trainings angeboten. Im vorliegenden Arbeitspapier wird dieses Konzept theoretisch fundiert, entwickelt und seine Umsetzung in die Praxis beschrieben.Item Determinants of primary school enrollment in Haiti and the Dominican Republic(2011) Gönsch, IrisEducation is considered an important means of alleviating poverty and of improving an individual´s job and earnings prospects. Nevertheless, in Haiti and the Dominican Republic school enrollment is far from complete and shows notable regional variation. This paper analyzes determinants of primary school enrollment and investigates to what extent differences in schooling are due to individual factors compared to family or community influences. Using data from the Demographic and Health Surveys (DHS) for the two countries for two years each, logistic multilevel regression techniques are applied and the heterogeneity of the data sets is quantified using the median odds ratio (MOR). Results support earlier studies that identify the age of a child and family wealth as some of the most important explanatory variables. Combined with detailed descriptive analysis of the enrollment behavior, late enrollment is recognized as an important driver of low overall participation rates. Other influence factors do not have the same importance in both countries. The MOR indicates that educational enrollment status is determined to a relevant extent by household and community level characteristics and suggests an increase in importance of these higher levels over time.Item Does the availability of secondary schools increase primary schooling? : Empirical evidence from northern Senegal(2013) Gönsch, IrisWhen parents in Senegal decide upon primary school enrollment of their children, they might consider future returns to education. These future benefits in turn heavily depend on a child's prospects to attend secondary school. If private returns to primary schooling are very low and secondary schooling is costly but yields higher returns, the incentive to send children to primary school might be low for poor families. Based on a new household survey from urban and rural northern Senegal, this paper reassesses the puzzling results of Filmer (2007) according to which the availability of secondary schools does not affect primary school participation in Senegal. The empirical results confirm that secondary school availability does not play a role for the average child. Distance to the next secondary school matters only for the two highest wealth quintiles. Instead, the availability of primary schools and household wealth are important determinants of primary school enrollment. To shed further light on this surprising result, the paper discusses various reasons why the distance to the nearest secondary school might not be a very good proxy of a child s prospect of secondary school attendance.Item Education for all and for life? : An introduction into primary school education in Senegal(2011) Gönsch, Iris; Graef, SteffenGenerally, school participation in Senegal has achieved a lot of progress in recent years. However, several problems remain to be tackled for further improvement. Still, too many children never attend a school. An even more severe problem is the high rate of drop outs, especially when it comes to the transition from primary to secondary school. Here, the national grade six exam, higher costs of schooling and still limited availability of secondary schools are the main barriers. As a result, only a fraction of children completes the ten years of compulsory schooling which is considered necessary to have superior job perspectives. Another issue regarding absenteeism or incomplete formal schooling is the popularity of Quranic education in Senegal. Many parents prioritize religious (esp. Quranic) studies and do not want their children to attend a formal school. In many cases, those who try to combine formal and religious schooling sooner or later have to decide on whether to drop one or the other. Despite the existence of differences between rural and urban milieus no substantial gender disparity can be observed at the primary school level. At the secondary school level, however, girls education perspectives worsen so that completion of ten years of schooling is even less likely for girls than for boys. While the quantity of enrolled children has undoubtedly risen during the past years, the development of school quality is more ambiguous. Many school buildings are in a bad condition and pedagogical material is often lacking or hardly usable. After the summer holidays many school facilities face damages due to heavy rainfalls which lead to delayed starts and many schools cannot afford the maintenance costs. The quality of classes itself suffers from too big class sizes, multigrade classes and irregular attendance of pupils. In summary it can be stated that primary school education in Senegal has achieved some noticeable improvements. However, high drop out rates and rivalry with Quranic schooling lead to a low percentage of students with completed secondary education or higher. Since it is expected that formal schooling only pays off in economic terms after at least ten years of education, the achievement of a higher share of students with completed secondary school should be a reasonable task. The purpose of further study will thus be to shed more light on some of the reasons preventing school enrollment and completion. One task will consist in identifying the reasons why many children are never enrolled in school. The research project will proceed with a household survey in the region of Saint-Louis. This region nearly reflects average educational figures of the whole country and is very diverse regarding geographical conditions, population density and economic activity of the population. Data from this survey will allow to disentangle the role of supply and demand sides. According to our expectations and impressions gained from the qualitative field work, even in areas where public schools are available and accessible, not all children are enrolled in school. For this group, parents might not see the benefit of attending formal school or might favor rival activities such as work or attendance of a religious school. A related question is whether school enrollment then depends primarily on household characteristics. Families of a certain educational level and of specific professions could be more prone to sending their children to school. On the other hand, there seems to be heterogeneity within households. We will have to study why some children attend school while their siblings do not. Reasons for the higher drop out rates of girls will also be subject to further study.Item Ethnographische Analyse zum finnischen Bildungssystem(2013) Buck, MaikeItem Evaluation als Wissens- und Machtform(2005) Höhne, ThomasIm vorliegenden Paper wird Evaluation als ein komplexes Kontrollwissen aufgefasst, dessen zentrale Funktion in der Optimierung von Steuerungsleistung liegt. Dies beinhaltet vor allem die Kontrolle von Kausalzusammenhängen, die aber - so die konstruktivistische These - erst durch das Instrument Evaluation hergestellt werden. Kontrolle wird dabei als ein wesentlicher Faktor von Macht in Informations- bzw. Wissensgesellschaften aufgefasst. Jede Gesellschaft entwickelt historisch ihre eigenen Kontrollmittel für ein geeignetes soziales Kausalitätsmanagement zur Systemsteuerung. 'Evaluation' stellt dabei ein Steuerungsinstrument dar, das im Kontext des Taylorismus und der positivistisch orientierten Testpsychologie zuerst in den USA entwickelt wurde und sich als tayloristisches Steuerungsinstrument in den 60er Jahren gesellschaftlich verallgemeinerte. In vier Phasen wird der Evaluationsdiskurs rekonstruiert und es wird danach gefragt, welche Funktion das tayloristische Steuerungsmittel Evaluation heute in Zeiten eines neoliberalisierten Postfordismus besitzt. So lässt sich am Beispiel von Evaluation zeigen, dass die neoliberale Transformation des Staates im Kern mit der weitreichenden Durchsetzung repressiv-restriktiver Mittel des Ausschlusses und der rigiden Standardisierung zum Zweck der Selektion einhergeht. Was Evaluation betrifft, so besteht der Wandel darin, dass es sich von einem politischen Mittel, das ehemals zur Bewertung von Sozialprogrammen im politischen und pädagogischen Bereich (Aufhebung von Bildungsungleichheit) eingesetzt wurde, hin zu einem reinen Ökonomisierungs- und Standardisierungsinstrument entwickelt hat. Als zweites wichtiges Element lässt sich beobachten, dass Evaluation tief in sozialen Praktiken der Subjekte verankert ist und dort 'Haltungen' kreiert, durch welche die Subjekte sich permanent selbst evaluieren und sich unter Selbstbeobachtung stellen. Ganz im Sinne der Foucaultschen Analysen zur Gouvernementalität zeigt sich hier eine Koformierung öffentlich-staatlicher Praktiken und Subjektivierungsweisen im Neoliberalismus.Item Forschungsfeld Lehrkräfte an Ganztagsschulen" : eine Übersicht aus Perspektive der Bildungsforschung(2013) Kielblock, StephanItem Ganztagsschulen als Kontexte forschenden Lernens: Erste Ergebnisse aus der Gießener Offensive Lehrerbildung (GOL)(2018) Preis, Nina; Winkler, LukasItem Gender ratio and discrimination: An intersectional analysis(2021) Kaiser, Lea Annikki; Institut für ErziehungswissenschaftItem Genderreflexive Jungenarbeit : eine kritische Sichtung des jungenpädagogischen Feldes(2019) Kraatz, Carl EberhardItem Genderreflexive Jungenarbeit : eine kritische Sichtung des jungenpädagogischen Feldes(2020) Kraatz, Carl EberhardItem Gesammelte pädagogische Schriften(1970) Weigel, Erhard; Schüling, HermannItem Der Große Bazar (Grand Bazaar) von Teheran : eine ethnografische Studie(2020) Huber, DanielItem How to come trough university well? : a new look at university student strategies using a mixed methods approach(2016) Kielblock, Stephan; Fraij, AminaItem Humanities in transition : liberation of knowledge in Central Asia and the potential role of the European Union(2010) Jonboboev, SunatulloConcluding this article, the importance of the rational discourse in modern classes and local forums in contemporary Central Asia should be mentioned again. The liberation of knowledge should be a permanent part of educational initiatives in this region, which is on its long journey from one party autocratic system to the democratic pluralistic one. During this transition some few things should be central. 1. All innovations on education, including the revising role of humanities should be based on the indigenous traditions and the long history of the region including Islamic, Jadid s tradition, but also soviet experiences in the last century (historically inherited German system). Furthermore, the modern international experiences on humanities should be not only superficially implemented from outside, but thoroughly integrated. The development of independent and creative thinking of the learners (students) should be always central for reform initiatives. 2. The revised concept of knowledge and cognitive system has to be based on new epistemology with broader perspective, including all the types of knowledge. These different types of knowledge include not just so called rationalistic one, which in fact often serves the interests of ruling classes, but also the experiences of all slices of societies, as well as the cross-civilization approaches, which open the way of dialog and communication with others. 3. It should be suggested to remove the dominating dichotomy type of thinking, escape Manichean dualistic concepts in order develop new bodies and research areas of humanities, based on pluralism (but not on secularism only). Communication and collaboration with the educational and research institutions of developed countries like EU and US would be essential for achievement of the desired goals and implementation of projects. During a conference on higher education in developing countries with focus on Muslim regions organised by the Institute for the Study of Muslim Civilization AKU ISMC in February - March 2005 in London one participant pointed out the importance of mentioning the indigenous Islamic educational heritage like memorization in Central Asian education. Regarding this remark, the questions arises, whether the memorization is the only real indigenous Islamic heritage in education. In this case what is the role of memorization in Muslim philosophy, arts, sciences, other creative professions? Was memorization essential for such Muslim scholars and encyclopaedists from the10th to the15th centuries like Avicenna, Abu Raikhan Biruni, Nasiriddin Tusi and Mirzo Ulughbek, artists like Kamaliddin Behzod or esoteric teachers such as Sufis like Jalaliddin Rumi etc.? Memorizing was not the only learning method in Muslim culture. According to his autobiography, Avicenna read Aristotle´s Metaphysics time, but not only for the sake of memorization, but mostly to find its adequate meaning. Every time time, when he understood the meaning of this book with help of Abu Nasr Farabi´s comments, he celebrated this event by sending charity to the people in mosque. The memorization would be essential, if one accepts Islam only as religion, but not as culture and civilization. Of course, memorization has an important role in education, but only at the beginning, in elementary and secondary schools, but not at the universities. It is a useful tool for teaching and performing of religious rituals, for poetry and other humanities, as well as for medicine (for example, the formulation of the treatments in poetic form as in Urjuza fi-t-tib,Ibn Sina). Memorization in Muslim culture was the way to refer to the other sources, as scholars used to cite by memory, not by direct copying of the sources. It is well-known fact, that humanities have played an important role in Muslim civilisations (Goodman, 2003) and they had a strong impact on other cultures, especially, western European. Many scholars agree with the statement, that Muslim humanistic traditions was transformed by Europeans and served as one of the sources of humanism and renaissance. Recent scientific works on humanities have redefined the disciplinary organization of teaching and research and have introduced wider variety and new areas, such as gender or minoritie issues, studies of cultural diversities etc. However, many American scholars nowadays are worrying about the decline of humanistic research (Kernan, 1997) and about the shift of curriculum from university to "multiversity" and to "demoversity". It is necessary to analyse, rethink and spread the positive experiences of Jadids and AKHP, as well as to motivate and encourage humanities teachers for innovations. Central Asian scientists in humanities have wide field for new research area. There are so many unknown (unthought) slices of culture (formal, informal), which never have become the object of research because of the political correctness, ideology, religious, ethnics or gender superstitions. Central Asian universities need to develop new research programs in humanities, similar to the well-known works by Martha C. Nussbaum (2000, 2004), Peter N. Stearns (1993) and others in USA. However, these kinds of works depend on investments, which cannot be provided by the current central state budget due to corruption, turbulent financial crisis and economic stagnation. Regarding this issue, one should think about new projects for collaboration and integration with EU. The courses in humanities with new approaches in arts, literature, sociology, philosophy, religions, political sciences, research in gender, cultural, religious and minorities issues, as well as analysis of such human behaviour like disgust, shame or hatred are important for liberation of thinking process in order to develop new generation of leaders in the region. Only the modern values, based on indigenous roots can help to build new and good society. However, this should not be implemented artificially. Currently several educational programs organised by EU for Central Asian countries, like Tempus, Erasmus Mundus etc. are working in the region. Last years the majority of Central Asian countries joined Bologna-process of education. The dialog between higher education institutions is important and the communicative ethics (the notion of J. Habermas) play a central role in this exchange. More effective support in form of scholarships, research programs, training projects for teachers and the students will have a very positive influence on Central Asia with regard to the broader mutual understanding and democracy promotion.
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