Sebanyak 8 item atau buku ditemukan

Studies on the educational quality of schools

3,5 I 2'5 i I 2,0 3 I *= 1,5" 1.0 -o - strategies -a— deep-level -O— metacognitive - o
surface-level grade Figure 1 : Self-reported frequency of strategy use as a
function of type of strategy and students' age (grade; see Leopold & Leutner,
2002) With increasing age, the correlations of learning strategy use and learning
achievement become clearer and more consistent (Figure 2). Thus, for younger
students the correlation of deep-level strategy use and learning achievement is
quite low (r= ...

The Strategic Management of E-Learning Support

(2005). Retrieved November I4, 2005, from http ://w ww .webster. com/ Metzger, C
., Dorig, R., & Waibel, R. (I998). Giiltig priifen. Modell und Empfehlung fur die
Sekundarstufe II unter besonderer Beiiicksichtigung der kaufmdnnischen
Lehrabschluss- und Berufsmaturitdtspriifungen. St. Gallen: Institut fur
Wirtschaftspadagogik. Michael, S. O. (I997). American Higher Education System:
Consumerism Versus Profes- sorialism. International Journal of Educational
Management, I /(3), II7-I30.

Kooperative Qualitätsentwicklung in Schulnetzwerken

Christian Ostermeier. Schön, D. A. (1987). Educating the reflective practitioner.
Toward a new design for teaching and learning in the professions. San Francisco
: Jossey-Bass. Schratz, M., Iby, M. & Radnitzky, E. (2000). Qualitätsentwicklung.

Lehrer- und Lehrerinnenausbildung : selbstständige, kooperative und softwareunterstützte Lernprozesse und überfachliche Kompetenzen

E-Learning- Variante hingegen beträchtliche Anforderungen an das System.
Streitz erwähnt die Dialogfähigkeit des Systems, „d.h. das Ausmass der
Zugriffsmöglichkeiten auf die Wissensbasis und Gestaltung der Benutzerführung
in einer der ...

Stimulating Civic Virtue in Students

An Exploratory Study of Teachers in Dutch Catholic Primary Education

During the last two decades interest in children's development of good citizenship has grown among political and educational theorists in the Western world, leading to much debate about the concept of citizenship education. In this study, a specific approach to citizenship education is proposed, namely a virtue-ethical approach, which explicitly links citizenship education to moral education. From the virtue-ethical point of view, citizenship education is aimed at developing the civic virtues (attitudes that enable citizens to contribute to society), such as justice, tolerance and solidarity. Since this study focuses on teachers in Catholic education, these three virtues have been interpreted from a community-centred, active perspective, which is supposed to fit the normative framework of Catholic schools. The central question of this study is to what extent teachers in Dutch Catholic primary education possess the qualities that are needed to stimulate students' civic virtues, and in what way these qualities can be improved. Two kinds of moral pedagogical teacher behaviour are central: the teachers' modelling behaviour and the way teachers arrange their moral classroom discussions. These two kinds of behaviour will be studied as well as their relationship with the teachers' moral beliefs. Furthermore, a teacher course that is designed to stimulate these two kinds of moral pedagogical behaviour is evaluated. Frank Willems (1979, Boxmeer) lived in Vierlingsbeek, a small town in the south eastern part of the Netherlands, the first twenty-two years of his life. After finishing Teacher Training College in 2002, he moved to Nijmegen to study educational sciences at the Radboud University. The next year, he also started studying philosophy of education at the same university. In 2007 he finished both studies. Since that time, he had been working as a junior researcher at the IKO (Institute for Catholic Education), which is connected to the Radboud University. He was involved in research and he developed tools for schools for the implementation of the insights of his study. Currently, Frank is working as a product coordinator at Examenadviesburo, a small company in Nieuwegein (near Utrecht). He is involved in the development of exams for all kinds of professions (brokers, insurers, accountants, and others).

9. References Afdal, G. (2006). Tolerance and the Curriculum. Münster.
Waxmann. Althof, W. & Berkowitz, M. W. (2006). Moral Education and Character
Education: Their Relation and Roles in Citizenship Education. Journal of Moral
Education, ...

Religious Education Research through a Community of Practice. Action Research and the Interpretive Approach

This book brings together a group of teachers and teacher educators who have researched their own students’ learning in schools and universities as part of the EC funded REDCo Project. Combining the methods of action and practitioner research with the key concepts of Robert Jackson’s interpretive approach, the book illustrates the collaborative research of a group of professionals working together as a community of practice. • Part one sets out the key ideas of the interpretive approach and action research. • Part two reports case studies from individual researchers’ projects carried out in diverse though related settings: different schools, teacher education and local authority teacher training. • Part three traces the ideas of the ‘interpretive approach’, ‘action research’ and ‘community of practice’ across the individual studies. • Part four connects the research with wider themes and findings from the European Commission REDCo Project on religion, education, dialogue and conflict. The book is highly relevant to the work of teachers and teacher trainers in the field of religions and education, to researchers in this field, and to all interested in action research, practitioner research and communities of practice.

I am very happy with such developments, although they give more responsibility
to students under pressure than the ... Amy herself takes the lead in converting
the pedagogical principles of the approach into appropriate classroom strategies.

Teenagers’ Perspectives on the Role of Religion in their Lives, Schools and Societies. A European Quantitative Study

Religion is on the European agenda again. The secularisation paradigm has lost its explanatory power and the newly coined term ‘post-secularism’ is used to describe the realisation that in the current social transformation, religion cannot be ignored any longer. The quantitative study presented in this book is part of the research effort by the REDCo project. REDCo is the abbreviation for “Religion in Education. A contribution to Dialogue or a Factor of Conflict in Transforming Societies of European Countries”. The project brought together nine research teams from eight European countries: England, Estonia, France, Germany, The Netherlands, Norway, Russia and Spain. The research involved interdisciplinary cooperation between specialists in the different academic fields of education, religious education, sociology, political science, anthropology, psychology, theology and religious studies. The book offers valuable interpretations and inspirations on the question how the students in the 14 – 16 year age group in Europe see the (ir)relevance of religions for dialogue and conflict in their daily lives, in the school environment, and in society as a whole. The young respondents of the quantitative study are clearly aware that the diversity of religious and non-religious worldviews is the reality of the European contexts they have to manage within. Most of them are convinced that religion must be addressed in schools, as it is too important as factor in social life, and for the coexistence of people from different cultural and religious backgrounds throughout Europe, to be ignored.

In developing approaches that capitalise on self expression and student
interaction as well as contact with people from ... give more attention to recent
pedagogical developments, such as those using interpretive strategies (Jackson,
1997; 2004; ... Religious Education and Human Development: The Relationship
Between ...