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"Europe" Turned Local - The Local Turned European?
This book draws theoretically and methodologically from the sociology of curriculum, educational policy, and comparative education to meta-analyze the findings of nine separate studies exploring constructions of "Europe" in the secondary school curricula of Social Studies from a number of countries: Germany, Greece, France, Poland, Cyprus, Sweden, Ireland, and Northern Ireland, as well as the Autonomous Community of the Basque Country (Spain). The objectives of the book are threefold: first, to explore constructions of "Europe" and "European identity-citizenship" in these countries' curricula; second, to explore whether, and, if so, how these findings indicate a "Europeanization" of national curricula; and third, to discuss the similarities, differences, continuities, discontinuities, and tensions identified when comparing these curricula. (Series: Europa lernen. Perspektiven fur eine Didaktik europaischer Kulturstudien - Vol. 2)
European Identity at the Crossroads
This study deals with the development, existence, and dilemmas concerning European identity among youth in Europe. It compiles the results of a research conducted within the Comenius project "Perception, Attitude, Movement - Identity Needs Action (PAM-INA)." The eight participating institutions in the PAM-INA project were from Germany, Slovenia, France, Greece, Poland, Northern Ireland (UK), Cyprus, and Sweden. The authors from the respective countries discuss the results and present their views on the issue of European identity and citizenship. (Series: Learning Europe. Perspectives for Teaching European Cultural Studies / Europa lernen. Perspektiven fur eine Didaktik europaischer Kulturstudien - Vol. 3)
Let's Talk - The Seasons
A series of fiction and non-fiction books introducing key social, emotional and academic skills to help prepare children for Reception and support their journey through Early Years, KS1 and beyond. The books in this series will cover topics that children of today can relate to, encouraging an interest in the world around the child and supporting familiarisation of specific subjects.
Early Records of University College, Oxford
Edition - with English translation where appropriate - of crucial documents from the early history of Oxford's University College. University College claims to be the oldest College in Oxford, tracing its origins to an endowment of 1249. This book brings together the great majority of pre-1550 documents, other than its account rolls, from the College's archives, providing a sourcebook for its early history. The first part contains editions of texts with facing translations into English, including the College's medieval statutes, and documents about its early buildings; the second deals with medieval deeds relating to the College's properties in Oxfordshire, provided as calendars, since they are considerably more formulaic. The volume also includes full notes and an introduction. Robin Darwall-Smith isArchivist of Magdalen College; he has made extensive contributions to the history of both University College and Magdalen College.
Simone Strasser
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Mathematikunterricht 2.0: Warum Mathematikunterricht ver„ndert werden muss ? und wie eine Fremdsprache dabei helfen kann
Hierzulande ? und das haben nicht nur die PISA-Studien eindrucksvoll gezeigt ? mangelt es den Schlerinnen und Schlern an Probleml”sef„higkeiten und der Kompetenz, abstrakt Gelerntes auf praktische Alltagssituationen zu bertragen. Will man die kommende Generation fr die Herausforderungen der Zukunft vorbereiten, so muss auch ein Umdenken im Mathematikunterricht geschehen. Dazu geh”rt, dass Lebensweltbezge im Mathematikunterricht hergestellt und genutzt werden. Modellierungsaufgaben bieten den Schlerinnen und Schlern die M”glichkeit, den Alltag in ihrem Unterricht wiederzuentdecken und Bezge herzustellen. Fr Schlerinnen und Schlern eines Vereinten Europas ergeben ...
Modellierungsaufgaben im bilingualen Mathematikunterricht der Grundschule
Examensarbeit aus dem Jahr 2011 im Fachbereich Didaktik - Mathematik, Note: 2, Pädagogische Hochschule Freiburg im Breisgau, Sprache: Deutsch, Abstract: “A math curriculum that focused on real-life problems would [...] expose students to the abstract tools of mathematics, especially the manipulation of unknown quantities. But there is a world of difference between teaching “pure” math, with no context, and teaching relevant problems that will lead students to appreciate how a mathematical formula models and clarifies real-world situations.” – Was Garfunkel and Mumford (2011) hier für den amerikanischen Mathematikunterricht fordern, kann ebenso auf den deutschen Lehrplan für das ...
