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Schieflagen im Bildungssystem
Die Studien im Rahmen von PISA (Programme for International Student Assessment) haben die bildungspolitische Debatte in Deutschland wiederbelebt und ihr wieder öffentliche Aufmerksamkeit verschafft. Der internationale V- gleich hat die mangelnde Leistungsfähigkeit unseres Bildungssystems, aber auch dessen mangelnde Integrationsfähigkeit ins öffentliche Bewusstsein gerückt. Die Identifikation der Defizite im Besonderen ist allerdings kontrovers. We- ger Aufsehen haben die Internationalen Grundschul-Leseuntersuchungen 1 (IGLU) erregt. Das Interesse beschränkt sich hier mehr wie bei früheren int- nationalen Leistungsvergleichen auf die Fachöffentlichkeit. Durch die PISA- Studien aber is...
The Politics of Comprehensive School Reforms
Why are school systems structured differently across countries? The Politics of Comprehensive School Reform examines this question through an in-depth analysis of school politics in Germany and Norway during the post-war period of educational expansion. Using a Rokkanian theoretical framework, the book argues that school politics can only be understood in light of the cleavages, or political divides, that shape actors' interests, ideologies, and inclinations for who they want to cooperate with – or not. The book analyzes cross-cutting cleavages connected to religion, geography, language, anticommunism, and gender, and demonstrates how Norwegian social democrats and German Christian democrats built successful coalitions by mobilizing support from different social groups. Extensively researched and expansively applicable, this book contributes to the interdisciplinary literature on the politics of education, and to the field of comparative welfare and education regime research. This book is also available Open Access on Cambridge Core.
French Tapestries and Textiles in the J. Paul Getty Museum
French Tapestries and Textiles is a survey of the Getty Museum's seventeenth- and eighteenth-century French textiles—one of the world's finest collections. Featuring twenty-five extraordinary tapestries woven at the Gobelins and Beauvais manufactories, the catalogue also highlights three carpets, two knotted-pile screens, and two sets of embroidered bed hangings, one of which is the only complete lit à la duchesse surviving from the period. Among the magnificent textiles discussed in this lavish volume are the Emperor of China tapestry series, the whimsical Story of Don Quixote, and Boucher's cycle The Story of Psyche. A gatefold in the book opens to reveal a photograph of the stately twe...
Decorative Arts
This volume includes concise, illustrated entries on the more than 450 examples of furniture, porcelain, and silver from the Museum's collection. New to this expanded edition are sections devoted to maiolica and glass. An index of previous owners and updated bibliographies are of particular help to the scholar.
Art in a Season of Revolution
"Lovell delights, astonishes, and challenges us with her insightful new readings of early American paintings and material culture objects."--"Journal of the Early Republic"
„Wir lernen gemeinsam verschieden zu sein“: Die Arbeit in leistungsheterogenen Gruppen - aus der Sicht von Schülerinnen und Schülern
Heterogenität ist ein viel diskutiertes und vielseitig beäugtes Thema, dass vorwiegend in Bezug auf Lerngruppen erörtert wird. Überwiegend ist es so, dass aus der Sicht von Lehrkräften die Heterogenität bekämpft und immer mehr aufgegliedert werden soll, um somit eine homogene und effektivere Lern- Arbeits-Gruppe zu erhalten. ‘Was bedeutet Heterogenität an unseren Schulen? Wie viel Verschiedenheit können wir aushalten? Die Antwort ist einfach: Nicht viel.’ (Ratzki 2005).Dieses provokante Zitat aus einem Diskurs von Anne Ratzki in ‘Heterogenität als Chance’ (Hrg. BRÄU/SCHWERDT 2005) wirft den Gedanken auf, ob diese Aussage auch auf Schülerinnen und Schüler zutrifft oder nu...
Kooperatives Lernen
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Processes of Transition in Education Systems
This volume is concerned with the stages or ‘processes’ through which education systems pass in countries which are moving from authoritarian styles of government to various styles of democracy. The authors have been concerned to identify common features that might be observable in systems which are, on the surface at least, very diverse: those of Latvia, South Africa and the former German Democratic Republic. The authors postulate a model which might be applicable both to the countries with which they are principally concerned and to other countries in similar – or comparable – states of transition.
