Results 1 to 10 of about 332 (131)
A Global Monitoring Practice in the Making
Österreichische Zeitschrift für Geschichtswissenschaften, 2021 In this paper, we examine a global assessment practice in the making: the measurement procedures proposed by the international community to monitor the Sustainable Development Goals (SDGs). Our focus is on SDG 4, which requires UN member states to ensure
Julia Biermann, Lisa Pfahl
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Quo vadis, erziehungswissenschaftliche Jugendmedienforschung?
MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 2022 Während der Alltag Heranwachsender von einer intensiven Einbettung der digitalen Medien mitgeprägt wird, stellt sich die Frage, ob sich diese Entwicklung auch im Forschungsfeld erziehungswissenschaftlicher Jugendmedienforschung widerspiegelt.
Kai-Uwe Hugger
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The Medium in the Sociology of Niklas Luhmann: From Children to Human Beings
Educational Theory, Volume 73, Issue 6, Page 890-916, December 2023., 2023 Abstract In this paper, Christian Morgner provides a critical reading of Niklas Luhmann's thinking as ignoring human beings or even as antihumanist. Here, he presents an alternative view that centers on Luhmann's idea of the child or human being as a medium.
Christian Morgner
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Students' expectations of Learning Analytics across Europe
Journal of Computer Assisted Learning, Volume 39, Issue 4, Page 1325-1338, August 2023., 2023 Abstract Background Learning Analytics (LA) is an emerging field concerned with measuring, collecting, and analysing data about learners and their contexts to gain insights into learning processes. As the technology of Learning Analytics is evolving, many systems are being implemented.
Sebastian Wollny +9 more
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What Is Pedagogy? Discovering the Hidden Pedagogical Dimension
Educational Theory, Volume 73, Issue 1, Page 6-28, February 2023., 2023 Abstract What is pedagogy, exactly? Merriam‐Webster defines it simply as “the art, science, or profession of teaching.” In contemporary academic discourse, however, pedagogy is generally left undefined — with its apparent implicit meanings ranging anywhere from a specific “model for teaching” (e.g., behaviorist or progressivist instruction) to a ...
Norm Friesen, Hanno Su
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Zeitschrift für Interkulturellen Fremdsprachenunterricht, 2023 Der Beitrag fokussiert, wie Sprechverbote in der Schule Sprechpraxen mehrsprachiger Personenprägen. Unter Einnahme einer raciolinguistic perspective wird durch episodisch-narrative Interviews aufgezeigt, welche Rolle Sprechverbote in ...
Liesa Rühlmann
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On the Power of the Concept of Responsibility
Educational Theory, Volume 72, Issue 1, Page 65-83, February 2022., 2022 Abstract The concept of responsibility is both omnipresent and highly ambivalent in the field of education. On the one hand, the term is considered to be one of the key concepts of pedagogical ethics, intended to enable a reflection on pedagogical authority.
Nele Kuhlmann
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The German Logic of Emancipation and Biesta's Criticism of Emancipatory Pedagogy
Educational Theory, Volume 71, Issue 6, Page 717-741, December 2021., 2021 ABSTRACT Gert Biesta has criticized Anglo‐American and German models of emancipatory education. According to Biesta, emancipation is understood in these models as liberation that results from a process in which a teacher transmits objective knowledge to his or her students and cultivates student capabilities.
Antti Moilanen, Rauno Huttunen
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‹Technological Pedagogical Content Knowledge› als Leitmodell medienpädagogischer Kompetenz
MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung, 2020 Technological Pedagogical Content Knowledge (TPACK) ist international ein weit verbreitetes Modell, welches die wichtigsten Kompetenzfacetten beschreibt, die Lehrpersonen zu einem effektiven Einsatz digitaler Medien im Unterricht benötigen.
Mirjam Schmid, Dominik Petko
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