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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.
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Industry, government-sanctioned research and development and the private sectors have historically been the champions of fostering innovation with the aim of addressing changing human needs as well as economic gain. The connectivity of the 21st century coupled with advances in information systems and the unchecked advent of globalization have resulted in challenges to existing institutional structures in place as well as a greater awareness of inequities within and across different regions of the world. Innovation and innovation education are the new buzz words increasingly inundating popular discourses in different media. The aim of this avant-garde book series is to unfold the conceptual foundations of innovation from historical, socio-political, economic, scientific and ethical perspectives, as well as apply these foundations towards issues confronting education, science and society in the 21st century.
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Advances in Teaching and Teacher Education is an international book series that aims to provide an important outlet for sharing the state-of-the-art research, knowledge, and practices of teaching and teacher education. The series helps promote the discussion, improvement, and assessment of teachers’ quality, teaching, and instructional innovations including technology integration at all school levels as well as through teacher education around the world. With no specific restriction to disciplines, the series strives to address and synthesize different aspects and stages in teaching and teacher professional development both within and across disciplines, various interactions throughout the process of instructional activities and teacher education from various theoretical, policy, psychological, socio-cultural, or cross-cultural perspectives. The series features books that are contributed by researchers, teacher educators, instructional specialists, and practitioners from different education systems.
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Arts, Creativities, and Learning Environments in Global Perspectives aims at investigating the encounters that can occur between the arts and creativities in various learning environments and cultural contexts. The series intends to explore the multiplicity of these approaches by presenting perspectives from diverse learning environments, not solely formal institutions like schools, universities, academies, and colleges, but also non-formal ones (cultural institutions, libraries, museums, theatres, orchestras, archives, organisations, and work-places) or informal ones (play and games, community projects, amateur art, and clubs). This means that a pluralistic view on the artS – indeed, plural – is being embraced by including artistic expressions from all genres and artistic encounters at all levels, including the arts-based, artist-led, arts-inspired, arts-integrated. We encourage contributions from all over the world, in order to challenge a well-established Western-centred understanding of creativity and art (singular). This series will strongly support global perspectives, cross-cultural studies, critical theories, creative dissemination and a broader re-framing of the role of the arts for learning and for society.
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The Beijing Normal University International Education Series selects special issues of the Beijing International Review of Education as an occasional volume in international educational theory and empirical education science. It will focus on the contribution of education to society, culture, and economy and looks to publish monographs that develop cutting-edge new research of interest to academics, policy makers, teachers and postgraduate students. When necessary, the series will expand upon previous issues of the journal by offering additional content and/or contextualizing the set of chapters in current research and methodology.
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The Brill Guides to Scholarship in Education are short introductions to various fields in education for experts and novices. Though sophisticated in content, the style of these books will be less structured or restricted than existing guides taking a novel approach, they can be used as an educational tool in undergraduate and graduate courses as introductory texts.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to Acquisitions Editor Athina Dimitriou.
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This series of publications addresses a wide range of key issues in the increasingly important area of civic and political education. Fundamentally the series is concerned with the preparation of future citizens but that in itself raises issues. What role should civic education play in developing future citizens? What forms of civic and political education are needed to prepare citizens for the future? What curriculum is appropriate? What role does the informal curriculum play? How can civic and political education be assessed? There are cognate questions as well. What do young people understand as democracy? What interest do they have in politics? And are they concerned with civic participation?
In this series the key topic of civic and political education will be written from multidisciplinary perspectives by groups of international scholars, representing a range of disciplines from political science, to education, to sociology and youth studies. The publications will present new evidence as well as reflect and argue previous international research on civic and political education. They will present best practices and innovations that can inform nations as they consider how they educate their next generations of young citizens. The publications will be of value to academics, researchers, students as well as policy makers and practitioners such as those engaged with electoral and intergovernmental agencies.

Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
Comparative and International Education: The Hispanic Americas aims to publish work by academics working in institutions in the Hispanic (Spanish and Portuguese speaking) Americas in order to reflect the theoretical and policy characteristics and priorities of the region. These can be quite different to those of researchers from the region now working in Australian, North American and European institutions. By placing the series in the broader series context, it avoids the titles being overlooked by researchers, teachers and students of comparative and international education who miss locating and additional C & I Education series listing.
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Comparative Education and the Mediterranean Region features educational research carried out in Mediterranean countries, as well as educational studies related to the diaspora of Mediterranean people worldwide. It offers a forum for theoretical debate, historical and comparative studies, and inter-disciplinary research, thus facilitating dialogue in a region that has varied and vigorous educational traditions. There is a strong international dimension to this dialogue, given the profile of the Mediterranean in the configuration of the new world order, and the presence of people of Mediterranean origin in Europe, North America and elsewhere.

This book series is of interest to scholars, researchers, policy makers, graduate students and practitioners in the following fields: comparative education, foundation disciplines in education, education policy analysis, political studies, Mediterranean and MENA region studies, cultural and post-colonial studies, anthropology, Southern European and area studies, intercultural education, religious studies, peace education, and migration and refugee studies.
The Comparative Education Society in Europe (CESE) is an international nonprofit making association of scientific and educational character. CESE was founded in 1961 in London and is a founding society of the World Council of Comparative Education Societies (WCCES). CESE has traditionally promoted a space for dialogue amongst scholars, specialists and young researchers from the field of education and other disciplines. More specifically, its purpose is to encourage and promote comparative and international studies in education by:
• promoting and improving the teaching of comparative education in institutions of higher learning;
• stimulating research;
• facilitating the publication and distribution of comparative studies in education;
• interesting professors and teachers of other disciplines in the comparative and international dimension of their work;
• co-operating with those who in other disciplines attempt to interpret educational developments in a broad context;
• organising conferences and meetings;
• collaborating with other Comparative Education Societies across the world in order to further international action in this field.

Every two years CESE organises an international conference of high scholarly standards which attracts academics, scholars, practitioners and students from all parts of Europe and around the world. Throughout its history, CESE has organised twenty-four such conferences, a special conference for the 25th anniversary of the Society, a symposium, and two ‘CESE In-Betweens’. In-Betweens are international symposia organised between the biennial conferences. A web site of CESE is maintained at