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  1. Teaching Translation from Spanish to English : Worlds Beyond Words
    Autor*in: Beeby-Lonsdale, Allison
    Erschienen: 1996
    Verlag:  University of Ottawa Press / Les Presses de l’Université d’Ottawa

    While many professional translators believe the ability to translate is a gift that one either has or does not have, Allison Beeby Lonsdale questions this view. In her innovative book, she demonstrates how teachers can guide their students by showing... mehr

     

    While many professional translators believe the ability to translate is a gift that one either has or does not have, Allison Beeby Lonsdale questions this view. In her innovative book, she demonstrates how teachers can guide their students by showing them how insights from communication theory, discourse analysis, pragmatics, and semiotics can illuminate the translation process. Using Spanish to English translation as her example, she presents the basic principles of translation through 29 teaching units, which are prefaced by objectives, tasks, and commentaries for the teacher, and through 48 task sheets, which show how to present the material to students.

     
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    Quelle: OAPEN
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9780776616995
    Weitere Identifier:
    Schlagworte: Language; Literature & literary studies
    Weitere Schlagworte: translation; students; teachers; Fish measurement; Semantics; Semiotics; Syntax; United States
    Umfang: 1 electronic resource (256 p.)
  2. Teaching and testing by phone in a pandemic
    Autor*in: Crawfurd, Lee; Evans, David K.; Hares, Susannah; Sandefur, Justin
    Erschienen: [2021]
    Verlag:  Center for Global Development, Washington, DC

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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: Working paper / Center for Global Development ; 591 (September 2021)
    Schlagworte: Education; COVID; distance learning; teachers
    Umfang: 1 Online-Ressource (circa 52 Seiten), Illustrationen
  3. How to recruit teachers for hard-to-staff schools
    a systematic review of evidence from low- and middle-income countries
    Autor*in: Evans, David K.; Mendez Acosta, Amina
    Erschienen: [2021]
    Verlag:  Center for Global Development, Washington, DC

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    Schriftenreihe: Working paper / Center for Global Development ; 595 (October 2021)
    Schlagworte: Education; teachers; hard-to-staff schools; low- and middle-income countries
    Umfang: 1 Online-Ressource (circa 74 Seiten), Illustrationen
  4. Teacher pay in Africa
    evidence from 15 countries
    Autor*in: Evans, David K.; Yuan, Fei; Filmer, Deon
    Erschienen: [2020]
    Verlag:  Center for Global Development, Washington, DC

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    Sprache: Englisch
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    Format: Online
    Schriftenreihe: Working paper / Center for Global Development ; 538 (July 2020)
    Schlagworte: Education; teachers; public sector; teacher earning
    Umfang: 1 Online-Ressource (circa 65 Seiten), Illustrationen
  5. Der islamische Religionsunterricht als Mittel der Radikalisierungsprävention
    Autor*in: Stein, Margit; Zimmer, Veronika; Kart, Mehmet; Rother, Petra; Lautz, Yannick von; Bösing, Eike; Ayyildiz, Caner
    Erschienen: [2021]
    Verlag:  IU Internationale Hochschule, Erfurt

    This article discusses the contribution of Islamic religious education to the prevention of islamistic radicalization in Germany. Special emphasis is laid on exploring the role of teachers within religious education that play an important role as... mehr

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    This article discusses the contribution of Islamic religious education to the prevention of islamistic radicalization in Germany. Special emphasis is laid on exploring the role of teachers within religious education that play an important role as multipliers within the religious socialization of young Muslims. Religious education is a regular school subject and the right for religious education is even stated in the German Constitution (Basic Law for the Federal Republic of Germany, Article 7). Nevertheless, the school-based implementation of the constitutional education laws varies on the federal state level according to the so called "Kulturhoheit der Länder". Due to the increasing proportion of students with a Muslim background, Islamic religious education was implemented in most of the Federal states of Germany. In view of the growing proportion of people who define themselves as Muslims in Germany, Islamic religious education is gaining in importance throughout Germany. In response to this social development, Institutes for Islamic Theology were established at universities for instance in Nuremberg, Frankfurt and Berlin to guarantee a scientific based education of teachers for Islamic education. The implementation of Islamic religious education in schools is connected with the hope of preventing Islamist radicalization and giving Muslim children and youths access to a modern and well-founded understanding of Islam. The religious education of teachers to be who are currently trained at universities, plays a decisive role in this context. Empirically, the influence of migrant and, in particular, Muslim teachers on students has been insufficiently empirically explored. This desideratum is being addressed by two projects. One examines the attitudes of university students of Islamic theology for example concerning the goals of Islamic religious education. The other project determines what causes university students of Islamic theology and the staff at the Institutes for Islamic Theology see for the rise of Islamism and what approaches they propose for prevention.

     
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    Sprache: Deutsch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/235880
    Schriftenreihe: Array ; vol. 2, issue 4 (Mai 2021)
    Schlagworte: Islam; religious education; school; teachers; radicalization
    Umfang: 1 Online-Ressource (circa 20 Seiten)
  6. Teacher labor market equilibrium and student achievement
    Autor*in: Bates, Michael; Dinerstein, Michael; Johnston, Andrew; Sorkin, Isaac
    Erschienen: January 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multidimensional value-added, we find meaningful achievement gains... mehr

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    We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multidimensional value-added, we find meaningful achievement gains from reallocating teachers within a district. Using an estimated equilibrium model of the teacher labor market, we find that achieving most of these gains requires directly affecting teachers' preferences over schools. In contrast, directly affecting principals' selection of teachers can lower student achievement. Our analysis highlights the importance of equilibrium and second-best reasoning in analysing teacher labor market policies.

     
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    Weitere Identifier:
    hdl: 10419/252068
    Schriftenreihe: CESifo working paper ; no. 9551 (2022)
    Schlagworte: teachers; public sector labor markets; student achievement
    Umfang: 1 Online-Ressource (circa 106 Seiten), Illustrationen
  7. Islamistische Radikalisierung
    ein Überblick über Verbreitung, Definitionen, Erscheinungsformen, Ursachen und Handlungsansätze
    Autor*in: Zimmer, Veronika; Stein, Margit; Kart, Mehmet; Bösing, Eike; Ayyildiz, Caner; Lautz, Yannick von
    Erschienen: [2022]
    Verlag:  IU Internationale Hochschule, Erfurt

    This article provides an overview of the prevalence, definitions, manifestations and causes of Islamist radicalisation as well as possible approaches to counteracting it preventively and interventively. First, an overview is given of the potential of... mehr

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    This article provides an overview of the prevalence, definitions, manifestations and causes of Islamist radicalisation as well as possible approaches to counteracting it preventively and interventively. First, an overview is given of the potential of Islamist radicalised persons in Germany. The estimate is made on the basis of an overview of radical groups with an Islamist orientation and their potential number of persons. Overall, the difficulty in estimating the number of radicalised people is also due to the fact that it is difficult to define and clearly delimit the concept of Islamist radicality or radicalisation as well as Islamist extremism or terrorism. In a second large block, the course of radicalisation is traced using different models, but theoretical explanations for radicalisation are also presented. Overall, the causes are located at the micro level (such as personality traits, identity conflicts), the meso level (such as family and friendship socialisation experiences) and the macro level (such as Islamophobia and racism). In the presentation of the approaches against Islamist radicalisation, a special focus is placed on the importance of Islamic religious education. This is also the focus of the UWIT project, which asks lecturers and students at the Institutes of Islamic Theology about their assessments of how teaching can have a preventive effect.

     
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    Sprache: Deutsch
    Medientyp: Buch (Monographie)
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    Weitere Identifier:
    hdl: 10419/252282
    Schriftenreihe: Array ; vol. 2, no. 1 (Jan. 2022)
    Schlagworte: Islam; radicalization; extremism; terrorism; religious education; school; teachers; prevention
    Umfang: 1 Online-Ressource (24 Seiten), Illustrationen, Diagramme
  8. Making the grade
    the effect of teacher grading standards on student outcomes
    Autor*in: Gershenson, Seth; Holt, Stephen B.; Tyner, Adam
    Erschienen: September 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards... mehr

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    Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are relatively understudied. Using administrative data that links individual students and teachers in 8th and 9th grade Algebra I classrooms from 2006 to 2016, we examine the effects of teachers' grading standards on student learning and attendance. High teacher grading standards in Algebra I increase student learning both in Algebra I and in subsequent math classes. The effect on student achievement is positive and similar in size across student characteristics and levels of ability, students' relative rank within the classroom, and school context. High teacher grading standards also lead to a modest reduction in student absences.

     
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    Weitere Identifier:
    hdl: 10419/265777
    Schriftenreihe: Discussion paper series / IZA ; no. 15556
    Schlagworte: teachers; grade inflation; student achievement
    Umfang: 1 Online-Ressource (circa 28 Seiten), Illustrationen
  9. Education in Latin America and the Caribbean at a crossroads
    regional monitoring report SDG4 - Education 2030
    Erschienen: 2022
    Verlag:  [ECLAC], [Santiago de Chile]

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  10. Religion and popular culture in America
    Beteiligt: Forbes, Bruce David (HerausgeberIn); Mahan, Jeffrey H. (HerausgeberIn)
    Erschienen: [2017]
    Verlag:  University of California Press, Berkeley, CA

    The connection between popular culture and religion is an enduring part of American life. With seventy-five percent new content, the third edition of this multifaceted and popular collection has been revised and updated throughout to provide greater... mehr

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    Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg (BIS)
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    Universitätsbibliothek Osnabrück
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    Universität Potsdam, Universitätsbibliothek
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    The connection between popular culture and religion is an enduring part of American life. With seventy-five percent new content, the third edition of this multifaceted and popular collection has been revised and updated throughout to provide greater religious diversity in its topics and address critical developments in the study of religion and popular culture. Ideal for classroom use, this expanded volumegives increased attention to the implications of digital culture and the increasingly interactive quality of popular cultureprovides a framework to help students understand and appreciate the work in diverse fields, methods, and perspectivescontains an updated introduction, discussion questions, and other instructional tools

     
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    Beteiligt: Forbes, Bruce David (HerausgeberIn); Mahan, Jeffrey H. (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Ebook
    Format: Online
    ISBN: 9780520965225
    Weitere Identifier:
    RVK Klassifikation: HD 473 ; BO 6935
    Auflage/Ausgabe: Third edition
    Schlagworte: Popular culture; Religion and culture; RELIGION / General
    Weitere Schlagworte: american life; appreciate culture; college bible student; cultural appreciation; digital culture; discussion questions; investigative methods; pastors; pop culture and religion; popular culture; religious diversity; religious studies; religious text; rhetoric; teachers; third edition
    Umfang: 1 Online-Ressource (xi, 446 Seiten)
  11. Biased teachers and gender gap in learning outcomes: evidence from India
    Autor*in: Rakshit, Sonali; Sahoo, Soham
    Erschienen: April 2021
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    We investigate the effect of stereotypical beliefs of teachers on the learning outcomes of secondary school students in India. We measure teacher’s bias through an index capturing teacher’s subjective beliefs about the role of gender and other... mehr

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    We investigate the effect of stereotypical beliefs of teachers on the learning outcomes of secondary school students in India. We measure teacher’s bias through an index capturing teacher’s subjective beliefs about the role of gender and other characteristics in academic performance. We tackle the potential endogeneity of teacher’s subjective beliefs by controlling for teacher fixed effects in a value-added model that includes lagged test scores of students. We find that a standard deviation increase in the biased attitude of the math teacher increases the female disadvantage in math performance by 0.07 standard deviation over an academic year. The effect is stronger among medium-performing students and in classes where the majority of students are boys. The negative effect of biased teachers is statistically insignificant for female teachers who also reduce gender gap among medium-performing students. Mediation analysis shows that biased teachers negatively affect girls’ attitude towards math as compared to boys.

     
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    Weitere Identifier:
    hdl: 10419/236336
    Schriftenreihe: Discussion paper series / IZA ; no. 14305
    Schlagworte: learning outcomes; value-added model; gender; teachers; stereotypes; India
    Umfang: 1 Online-Ressource (circa 51 Seiten), Illustrationen
  12. Do teachers' labor contracts matter?
    Autor*in: Aparicio Fenoll, Ainoa; Quaranta, Roberto
    Erschienen: August 2023
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Previous literature on the effect of tenured and tenure-track vs. non-tenure-track professors on students' performance at university finds contrasting results. Our paper is the first to test whether tenured/tenure-track and non-tenure-track teachers... mehr

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    Previous literature on the effect of tenured and tenure-track vs. non-tenure-track professors on students' performance at university finds contrasting results. Our paper is the first to test whether tenured/tenure-track and non-tenure-track teachers differently affect students' performance at school. We use data on standardized test scores of a representative sample of primary and secondary school students in Italy and information on their Italian and mathematics teachers' labor contracts. Controlling for class- and subject-fixed effects, we find that non-tenure-track teachers decrease students' performance by 0.21 standard deviation. This detrimental effect is fully explained because non-tenure-track teachers are less experienced. In line with previous findings on the adverse effects of teachers' absences, non-tenure-track teachers are also associated with 0.1 standard deviation worse student performance when their contracts last less than a year.

     
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    Weitere Identifier:
    hdl: 10419/279078
    Schriftenreihe: Discussion paper series / IZA ; no. 16380
    Schlagworte: teachers; labor contracts; students' performance; standardized tests
    Umfang: 1 Online-Ressource (circa 21 Seiten), Illustrationen
  13. The effectiveness of interventions to increase employment in education and healthcare
    a systematic literature review
    Autor*in: Fleck, Lara; Somers, Melline; Stolp, Tom; Groot, Wim; Merode, Godefridus G. van; Vries, Ralph de
    Erschienen: [2023]
    Verlag:  Maastricht University School of Business and Economics, Graduate School of Business and Economics, Maastricht, The Netherlands

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    Schriftenreihe: [Research memorandum] / Maastricht University School of Business and Economics, Graduate School of Business and Economics (GSBE) ; RM/23, 010
    Schlagworte: Labor shortage; teachers; nurses
    Umfang: 1 Online-Ressource (circa 52 Seiten)
  14. The effectiveness of interventions to increase employment in education and healthcare
    a systematic literature review
    Autor*in: Fleck, Lara; Somers, Melline; Stolp, Tom; Groot, Wim; Merode, Godefridus G. van; Vries, Ralph de
    Erschienen: [2023]
    Verlag:  Research Centre for Education and the Labour Market, Maastricht, The Netherlands

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    Schriftenreihe: ROA research memorandum / Researchcentrum voor Onderwijs en Arbeidsmarkt ; ROA-RM-2023, 3 (June 2023)
    Schlagworte: Labor shortage; teachers; nurses
    Umfang: 1 Online-Ressource (circa 54 Seiten)
  15. Review Essay: Lehrerinnen und Lehrer in der Krise? Eine kritische Auseinandersetzung mit einer neueren Studie
    Autor*in: Twardella, Johannes
    Erschienen: 2019
    Verlag:  SSOAR - Social Science Open Access Repository, Mannheim

    Abstract: Für Schüler/innen ist Unterricht ein krisenhafter Prozess, da sie dort mit Fremdem konfrontiert werden. Die Aufgabe von Lehrer/innen besteht darin, solche Krisen sowohl zu initiieren als auch bei deren Lösung behilflich zu sein. Aber auch... mehr

     

    Abstract: Für Schüler/innen ist Unterricht ein krisenhafter Prozess, da sie dort mit Fremdem konfrontiert werden. Die Aufgabe von Lehrer/innen besteht darin, solche Krisen sowohl zu initiieren als auch bei deren Lösung behilflich zu sein. Aber auch Lehrer/innen können im Unterricht in Krisen geraten. Wie erfahren Lehrer/innen diese Krisen, wie gehen sie mit ihnen um? Und wie hängen die Krisen der Lehrer/innen mit denjenigen der Schüler/innen zusammen? Mit diesen Fragen befasst sich der Erziehungswissenschaftler Jan-Hendrik HINZKE in einer vor kurzem erschienenen Studie.HINZKE hat eine Reihe von Interviews mit Lehrer/innen geführt und mithilfe der dokumentarischen Methode ausgewertet. Die Ergebnisse hat er schließlich in einer Typologie präsentiert. In dem vorliegenden Aufsatz wird diese Studie nicht nur vorgestellt, sondern auch kritisch erörtert. Zu diesem Zweck wird ein Teil eines Interviews mittels der Methode der objektiven Hermeneutik reanalysiert. Es zeigt sich, dass die Lehrperson, mi

     
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    Sprache: Deutsch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    oai:gesis.izsoz.de:document/65388
    DDC Klassifikation: Bildung und Erziehung (370); Sozialwissenschaften (300)
    Schlagworte: Lehrer; Krise; Lehrerin
    Weitere Schlagworte: Krisen; Lehrer/in; Professionalisie­rung; Unterricht; crises; documentary method; dokumentarische Methode; objective hermeneutics; objektive Hermeneutik; students; teachers; teaching
    Umfang: Online-Ressource
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    Veröffentlichungsversion

    begutachtet (peer reviewed)

    In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 20 (2019) 3 ; 22
  16. Romanian language and literature: intercultural education implications
    Autor*in: Goras-Postica, Viorica
    Erschienen: 2019
    Verlag:  SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V., Mannheim

    Abstract: The study approaches the new curriculum documents for pre-university education in the Republic of Moldova from the intercultural education perspective. In the 2019-2020 school year, the schools in the country are carrying out the education... mehr

     

    Abstract: The study approaches the new curriculum documents for pre-university education in the Republic of Moldova from the intercultural education perspective. In the 2019-2020 school year, the schools in the country are carrying out the education process based on a new curriculum, which represents the result of the third reform after the country's independence in 1992. The author analyses the correspondence of the curriculum texts to the stipulations of the Education Code, and the extent to which they respond to the demands in the development of the students’ intercultural competence. The findings of the study reveal that the texts are focused not only on the promotion of the national values and identity, but are open, at the same time, to the intercultural education and to the dialogue with representatives of different cultures in the multicultural divided society. Literature and policy review supplemented by discourse analysis are the main qualitative methods applied

     
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    DDC Klassifikation: Bildung und Erziehung (370)
    Weitere Schlagworte: (thesoz)Sprache; (thesoz)Literatur; (thesoz)Bildung; (thesoz)Schule; (thesoz)interkulturelle Kompetenz; (thesoz)interkulturelle Erziehung; Curriculum text; Romanian language and literature; school subject; intercultural education; intercultural competence; students; teachers
    Umfang: Online-Ressource
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    Veröffentlichungsversion

    begutachtet (peer reviewed)

    In: Society Register ; 3 (2019) 4 ; 17-36
  17. Native speakerism
    discriminatory employment practices in Polish language schools
    Autor*in: Paciorkowski, Tomasz
    Erschienen: [2022]
    Verlag:  Peter Lang, Berlin

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    Format: Druck
    ISBN: 9783631874646; 3631874642
    Weitere Identifier:
    9783631874646
    Schriftenreihe: Studies in linguistics, anglophone literatures and cultures ; volume 33
    Schlagworte: Englischunterricht; Erwachsenenbildung; Englischlehrer; Native speaker; Non-native speaker
    Weitere Schlagworte: (Produktform)Hardback; (BISAC Subject Heading)LAN000000: LANGUAGE ARTS & DISCIPLINES / General; native speaker; non-native speaker; discrimination; ideology; wage gap; teachers; (VLB-WN)1560: Hardcover, Softcover / Sprachwissenschaft, Literaturwissenschaft; native speaker;non-native speaker;discrimination;ideology;wage gap;teachers
    Umfang: 293 Seiten, Illustrationen, 22 cm, 454 g
  18. Lehrkräfte und Medienkompetenz: Die Vermittlung von spezialisierter Medienkompetenz im Studium als Vorbereitung auf das Berufsleben
    Untersuchung zum Status Quo der Medienkompetenz von angehenden Lehrkräften im Hinblick auf eine mögliche Erweiterung der Medienkompetenz in den bayerischen Lehramtsstudiengängen
    Autor*in: Führer, Martin
    Erschienen: 2021
    Verlag:  Cuvillier Verlag, Göttingen

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    Quelle: Verbundkataloge
    Sprache: Deutsch
    Medientyp: Ebook
    Format: Online
    ISBN: 9783736963443
    Weitere Identifier:
    9783736963443
    Auflage/Ausgabe: 1. Auflage
    Schlagworte: Lehrerbildung; Medienkompetenz; Professionalisierung; Medienkompetenz; Medienpädagogik; Medienkonsum; Neue Medien; Lehrerbildung; Lehramtsstudent
    Weitere Schlagworte: (Produktform)Electronic book text; Medienkompetenz; Lehrer; Lehrkräfte; Mediendidaktik; media didactics; Medienkunde; Schule; Laptop; Beamer; Fotokamera; Videokamera; Dokumentenkamera; media-literacy; data-literacy; data-mining; Messung; Abbildung; Kompetenz; Kö nnen; Kompetenzvermittlung; Bayern; Med; (BISAC Subject Heading)EDU000000: EDUCATION / General; (VLB-WN)9574: Geisteswissenschaften, Kunst, Musik / Pädagogik / Schulpädagogik, Didaktik, Methodik; Overheadprojektor; competence transfer; media competence; Produzenten; Programmiersprachen; producers; International Computer and Information Literacy Study; media history; media quality; teachers; study contents; demography; Fertigkeiten; Printing; Medienethik; Forschung; social competence; Media dangers; photo camera; media devices; Qualitätsbeurteilung; Smart-Board; competence; media landscape; Buchdruck; recipients; Qualitätsmessung; Expertenbefragung; research; expert survey; Zukunftstrend; quality assessment; Digital Natives; Studieninhalte; Rezipienten; Demographie; television; conclusions; future trend; language; Mediengeschichte; competence gain; Radio; Fernsehen; Mediengeräte; Medienlandschaft; Sozialkompetenz; skills; action competence; document camera; programming languages; Erziehungswissenschaften; Schlussfolgerungen; Mediale Gefahren; media studies; Kompetenzgewinn; quality measurement; education science; Digital Immigrants; media ethics; Medienqualität; Handlungskompetenz; Sprache
    Umfang: Online-Ressource, 794 Seiten
  19. Translanguaging and critical literacy
    a theoretical introduction, descriptors, and lesson plans for teachers and practitioners
    Autor*in: Mayr, Gisela
    Erschienen: [2022]
    Verlag:  Peter Lang GmbH, Internationaler Verlag der Wissenschaften, Berlin

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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9783631866979; 3631866976
    Weitere Identifier:
    9783631866979
    Schriftenreihe: Interkultureller Dialog ; Band 10
    Schlagworte: Sprachunterricht; Mehrsprachigkeit; Handlungsorientierter Unterricht
    Weitere Schlagworte: (Produktform)Hardback; translanguaging; critical; literacy; theoretical; introduction; descriptors; lesson; plans; teachers; practitioners; (VLB-WN)1570: Hardcover, Softcover / Pädagogik
    Umfang: 157 Seiten, Illustrationen, 22 cm
  20. Lehrerinnen und Lehrer in der Krise? Eine kritische Auseinandersetzung mit einer neueren Studie : Review Essay: Jan Hendrik Hinzke (2018). Lehrerkrisen im Berufsalltag. Zum Umgang mit Spannungen zwischen Normen und Orientierungsrahmen. Wiesbaden: Springer VS; 526 Seiten; ISBN 978-3-658-22621-3; 64,99 Euro
    Autor*in: Twardella, Johannes
    Erschienen: 2019
    Verlag:  Universitätsbibliothek Johann Christian Senckenberg, Frankfurt am Main

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    Quelle: Verbundkataloge
    Sprache: Deutsch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    Schlagworte: Lehrer; Krise; Lehrerin
    Weitere Schlagworte: Krisen; Professionalisierung; Unterricht; Lehrer/in; dokumentarische Methode; objektive Hermeneutik; teachers; students; crises; teaching; documentary method; objective hermeneutics
    Umfang: Online-Ressource
    Bemerkung(en):

    In: Forum qualitative Sozialforschung = Forum: qualitative social research, 20.2019, Nr. 3, Art. 27, doi:10.17169/fqs-20.3.3382
  21. Translanguaging and Critical Literacy
    A Theoretical Introduction, Descriptors, and Lesson Plans for Teachers and Practitioners
    Autor*in: Mayr, Gisela
    Erschienen: 2022
    Verlag:  Peter Lang Verlag, Berlin

  22. Native Speakerism
    Discriminatory Employment Practices in Polish Language Schools
    Autor*in: Paciorkowski, Tomasz
    Erschienen: 2022
    Verlag:  Peter Lang Verlag, Berlin

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  23. Understanding Chinese EFL teachers' beliefs and practices in textbook-based classrooms
    Autor*in: Zhang, Xiaodong
    Erschienen: [2017]
    Verlag:  Peter Lang, Bern

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  24. Why unions survive
    understanding how unions overcome the free-rider problem
    Autor*in: Murphy, Richard
    Erschienen: [2019]
    Verlag:  Centre for Economic Performance, London School of Economics and Political Science, London

    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signatur:
    VS 449
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    Volltext (kostenfrei)
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Schriftenreihe: CEP discussion paper ; no 1625 (June 2019)
    Schlagworte: unions; teachers; media; insurance
    Umfang: 1 Online-Ressource (circa 54 Seiten), Illustrationen
  25. Enacting critical hermeneutics in religious education
    epistemological tensions, contextual realities, and teachers' challenges
    Autor*in: Zembylas, Michalinos; Antoniou, Marios; Loukaidis, Loizos
    Erschienen: [2018]

    This article investigates Greek-Cypriot primary school teachers' challenges to enact critical hermeneutics in religious education (RE) within a confessional context. Critical hermeneutics combines elements from critical and hermeneutical theories,... mehr

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    Index theologicus der Universitätsbibliothek Tübingen
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    This article investigates Greek-Cypriot primary school teachers' challenges to enact critical hermeneutics in religious education (RE) within a confessional context. Critical hermeneutics combines elements from critical and hermeneutical theories, emphasising the importance of grounding the conceptualisation of religious and secular truth-claims in historical and cultural interpretation. The data comes from a collaborative action research study with six teachers. The findings show how teachers engage with and respond to critical hermeneutics in their teaching practices, particularly their difficulties but also the transformative potential of critical hermeneutics. Finally, the article discusses how this study may inform present knowledge about critical and interpretive approaches of teaching RE at the levels of theory/research, teaching practice, and teacher professional development.

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Aufsatz aus einer Zeitschrift
    Format: Online
    Weitere Identifier:
    Übergeordneter Titel: Enthalten in: Journal of beliefs and values; Abingdon : Routledge, 1980; 39(2018), 4, Seite 399-415; Online-Ressource

    Schlagworte: Critical hermeneutics; Cyprus; pedagogies; religious education (RE); teachers