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In: Implementation and Replication Studies in Mathematics Education
Stand und Perspektiven der Operativen Pädagogik
Erziehung beginnt als Reaktion von Eltern und anderen Personen auf die Erziehungsbedürftigkeit und Lernfähigkeit eines Kindes. Dieser Prozess der Unterstützung des Lernens erstreckt sich nicht bloß auf die Kindheit, sondern zieht sich über den gesamten Lebenslauf. Dabei differenziert sich Erziehung in vielfältige Pädagogiken mit individuellen Praktiken, Institutionen und Reflexionszusammenhängen. Die Operative Pädagogik verknüpft diese verschiedenen Pädagogiken miteinander und argumentiert, dass das Zeigen und das Lernen das Fundament für die Erklärung von Erziehung und für ihre Praxis bilden. Der Band untersucht deshalb Prozesse des Zeigens und Lernens aus einer theoretischen und empirischen Perspektive in verschiedenen pädagogischen Handlungsfeldern. Er entwickelt vorhandene Forschungen im Bereich der Operativen Pädagogik weiter und zeigt Anschlüsse für zukünftige Forschungen auf. Ergänzt wird der Band durch eine Bibliografie der Schriften von Klaus Prange, dem Begründer der Operativen Pädagogik.
Issues Vital to Address
This book unpicks how the growing role of technology, particularly tools designed to solve real-world problems, impacts thinking and expression. Mind-bending AI-generated fact, fiction, art and music challenge the boundaries of machine capability and human consciousness. Quantum physics views consciousness as self-observation reliant on language and thinking. Now machines implement life routines, there is a need for better human thinkers and communicators for tackling issues, like climate change and overpopulation. World Thinking Studies show decline in language and thinking, with one-third of adults lacking them for life needs. Technology reduces direct talk – essential for thought. A 2024 Mental State of the Year study finds Britain the world’s second most miserable place, only slightly more cheerful than Uzbekistan, showing inability to think through and solve problems. The subjects discussed in this book are processes, for applying technology successfully; practices, to determine how to implement technology support for thinking, communication, and collaboration; performance, in terms of student technology experiences; and predictions, to outline and analyse current technology trends.

Abstract

Forgiveness is embedded within sociocultural elements of identity, including spiritual beliefs and orientation towards justice. Because Black American identity is storied and complex, Black Americans often navigate complex questions of forgiveness. We explored the extent to which Black Americans’ spirituality and belief in a just world influenced their capacity to forgive with implications for mental health. A multiple regression analysis conducted using the survey responses of 166 Black Americans indicated spiritual beliefs informed beliefs about whether the world is just, and spirituality was positively associated with Black Americans’ capacity to forgive. The positive association between spirituality and forgiveness was only significant when Black Americans perceived that it was beneficial to reconcile the relationship with the person who wronged them. Our findings are consistent with studies that address spirituality as a cultural asset worthy of exploration among Black Americans dealing with complex questions of forgiveness and justice.

In: Counseling and Values

Abstract

The purpose of this manuscript is to challenge injustices toward Native American Indigenous (nai) peoples within counseling professions. Distributive justice requires the systematic representation of nai contexts, epistemologies, and recognition of Tribal Nation self-determination within counselor education and practice. The tenets of multicultural education frame an argument for distributive justice with the goals to (a) educate counselors on foundational knowledge necessary to work with nai clients, (b) instill a greater empathy and ethic of care for nai communities, and (c) motivate counselors to engage in systemic actions which support nai futurity.

In: Counseling and Values

Abstract

Over the past fifty years, there have been substantial attempts to improve students’ mathematical performance around the world. Many commentators have criticised the efficacy of these initiatives, arguing that performance in western developed countries has either stagnated or fallen. Yet, there is limited robust comparative evidence available. This paper reports a replication of a study of student performance from the 1970s. In 2008 and 2009, in England, Grades 6–8 students (N ≈ 7000), in a nationally representative sample based on a stratified random sample of schools, were tested on their understandings of algebra, decimals, ratio and fractions. The survey used tests administered in 1976 and 1977 to an equivalent nationally representative sample of students. The findings indicate that, at Grade 8, overall understandings have generally fallen, although there are different patterns of change across the topics. The challenges of replicating studies where the full statistical findings are not available are considered.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507276.

Open Access
In: Implementation and Replication Studies in Mathematics Education

Abstract

Large-scale implementation programs for mathematics education innovations should combine several implementation strategies and span over several levels: the mathematics classroom level, the teacher professional development (PD) level, and the facilitator PD level, as well as over the systemic contexts on each of these levels. In this paper, we present the strategies and program architecture of the German nationwide 10-year implementation program QuaMath, which aims at developing the quality of mathematics classrooms and teacher PD in cooperation with the federal states, 400 PD facilitators, and, prospectively, 10000 schools. Given the spread of intended implementation and the depth of the targeted instructional innovations, we also outline the general philosophy of establishing shared visions with all stakeholders and support their productive adaptations at the same time. This philosophy also underpins the planned implementation design research in the program.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507138.

Open Access
In: Implementation and Replication Studies in Mathematics Education
Free access
In: Counseling and Values

Abstract

Several studies confirm the importance of the role of students’ interest in learning mathematics. This article describes the process of conceptual replication of Rellensmann and Schukajlow’s (2017) research on how the connection to the reality of a mathematical problem affects the interest in solving it. Our study distinguishes between intramathematical problems, word problems and modelling problems. It was implemented with 80 Spanish ninth-grade students and 80 pre-service teachers. The results show that Spanish students are more interested in intramathematical problems and less interested in modelling problems, while pre-service teachers are more interested in problems connected to reality, especially word problems. We also provide data regarding the performance of students and prospective teachers, which is higher in word problems. In addition, we find that there are significant relationships between performance and task-specific interest. These results complement the original study, as they allow us to contrast whether there are differences with German students and to explain the German pre-service teachers’ judgements of students’ interest in problems with and without a connection to reality.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507636.

In: Implementation and Replication Studies in Mathematics Education

Abstract

Most existing literature references frameworks, models, or theories of sexual identity development and spiritual identity development based on human development while failing to include the intersectionality of sexual identity and spiritual identity. Thus, we explored the literature examining the experiences of lesbian, gay, bisexual, and queer (lgbq) individuals’ integration of sexual and spiritual identities, sexual and spiritual identity development models, and techniques to facilitate the integration of sexual and spiritual identity development in clients. Based on our review of the literature, we propose an integrated framework to assist counselors working with lgbq clients in reconciling their sexual and spiritual identities.

In: Counseling and Values