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  • 1
    Language: German
    Description: Digitalisat der Ausgabe von 1886, erschienen 2020
    Subject(s): Bildung ; ddc:371 ; Frankreich ; Schulwesen
    Source: Dokumentenserver der FU Berlin
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  • 2
    Article
    Article
    2008
    ISSN: 1468-2672  ISSN: 0266-7215 
    Language: English
    In: European sociological review, 2008, Vol.24 (5), p.543-565
    Description: "Research has repeatedly shown that educational opportunities are distributed unevenly in all countries. Therefore, the question is not whether family background and educational outcomes are related but to what degree they are related. This latter question then invites a comparative perspective. That is, does social inequality in education differ across time and countries? If yes, which institutional characteristics can explain differences in educational inequality? Educational inequality is conceptualized as the association between individuals' and their parents' highest educational level attained. Intergenerational educational mobility processes are analysed for 20 industrialized nations by means of log-linear and log-multiplicative models. The results show that the degree of educational mobility has remained stable across the second half of the 20th century in virtually all countries. However, nations differ widely in the extent to which parents' education influences their children's educational attainment. The degree of educational inequality is associated with the institutional structure of national education systems. Rigid systems with dead-end educational pathways appear to be a hindrance to the equalization of educational opportunities, especially if the sorting of students occurs early in the educational career. This association is not mediated by other institutional characteristics included in this analysis that do not exert notable influences on educational mobility." Die Untersuchung enthält quantitative Daten. Forschungsmethode: empirisch-quantitativ; empirisch; Sekundäranalyse; Querschnitt; Längsschnitt. Die Untersuchung bezieht sich auf den Zeitraum 1994 bis 1998. (author's abstract, IAB-Doku).
    Subject(s): Altersabhängigkeit ; Bildung ; Bildungsabschluss ; Bildungschance ; Bildungsmobilität ; Bildungssystem ; Chancengleichheit ; Children ; Educational attainment ; Educational mobility ; Equal education ; Generationenbeziehung ; Higher education ; Internationaler Vergleich ; Mobilität ; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung) ; Parents ; Schullaufbahnentscheidung ; Schulwahl ; Schulwesen ; Secondary education ; Secondary schools ; Sociology ; Sociology of education. Educational systems. Lifelong education ; Soziale Herkunft ; Soziale Mobilität ; Soziale Ungleichheit ; Vocational education
    ISSN: 1468-2672
    ISSN: 0266-7215
    E-ISSN: 1468-2672
    Source: International Bibliography of the Social Sciences (IBSS)
    Source: Hellenic Academic Libraries Link
    Source: Alma/SFX Local Collection
    Source: Sociological Abstracts
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  • 3
    Book
    Book
    2011
    ISBN: 9789264130845  ISBN: 9264130845 
    Language: English
    Description: Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. In addition, students from disadvantaged socio-economic backgrounds are twice as likely to be low performers. Lack of fairness and inclusion can lead to school failure and this means that one in every five young adults on average drop out before completing upper secondary education. Reducing school failure pays off for both society and individuals. The highest performing education systems across OECD countries combine quality with equity. This report presents policy recommendations for education systems to help all children succeed in their schooling.
    Subject(s): Education ; Educational equalization ; Educational indicators ; Government policy ; Students with disabilities
    ISBN: 9789264130845
    ISBN: 9264130845
    Source: OECD iLibrary
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  • 4
    Article
    Article
    2017
    ISSN: 1468-2672  ISSN: 0266-7215 
    Language: English
    In: European sociological review, 2017, Vol.33 (5), p.633-644
    Subject(s): Allgemein bildendes Schulwesen ; Arbeitsmarktchance ; Bildung ; Bildungschance ; Bildungsmobilität ; Bildungspolitik ; Bundesland ; Chancengleichheit ; Generationenbeziehung ; Mobilität ; Reformpolitik ; Regionaler Vergleich ; Schullaufbahnentscheidung ; Schulpflicht ; Schulzeit ; Soziale Mobilität
    ISSN: 1468-2672
    ISSN: 0266-7215
    E-ISSN: 1468-2672
    Source: Hellenic Academic Libraries Link
    Source: Alma/SFX Local Collection
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  • 5
    Book
    Book
    2012
    ISBN: 9783407256843  ISBN: 3407256841  ISBN: 3407257724  ISBN: 9783407257727 
    Language: German
    Description: Lehrer sein heute ist ohne Beratungskompetenz nicht mehr denkbar. Aber wie sieht gute Beratung aus? »Professionell beraten« vermittelt Lehrerinnen und Lehrern alles, was sie zum Thema wissen müssen. Lehrer sein heute ist ohne Beratungskompetenz nicht mehr denkbar. Aber wie sieht gute Beratung aus? »Professionell beraten« vermittelt Lehrerinnen und Lehrern alles, was sie zum Thema wissen müssen. Der Frontalunterricht alter Prägung ist tot, offene Unterrichtsformen wie Lernwerkstätten, Stationenlernen oder Projektarbeit werden immer wichtiger. In solchen offenen Unterrichtsformen sind Lehrkräfte vor allem Moderatoren und Berater. Aus dem Inhalt: - Beratung aus schulpädagogischer Perspektive -Überblick über verschiedene Beratungstheorien - Gestaltung von Beratungssituationen - Beraten, Erziehen und Lernen Beratungskompetenz ist aber auch in Gesprächen mit Schüler/innen, Eltern und Kolleg/innen gefragt - in jeweils ganz eigener Form. Das Buch liefert dazu passgenaue Hinweise. Katalog Schule 2011 + Katalog Schule 2012: Beraten ist eine Grundaufgabe von Lehrer/innen. Dieses Buch vermittelt Ihnen die theoretischen Grundlagen und das Praxismaterial. Die Anlässe werden immer vielfältiger: - Lernberatung und Orientierungshilfe - Elterngespräche - Evaluation - Kollegiale Beratung und Supervision So agieren Sie sicher und kompetent. Dr. Stefanie Schnebel ist Akademische Rätin im Fach Erziehungswissenschaft, Schwerpunkt: Schulpädagogik und Beratung an der Pädagogischen Hochschule Weingarten.
    Subject(s): Beratung ; Lehrerfortbildung
    ISBN: 9783407256843
    ISBN: 3407256841
    ISBN: 3407257724
    ISBN: 9783407257727
    Source: Alma/SFX Local Collection
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  • 6
    Language: English
    Description: For many people, working after beginning retirement benefit collection is a way to enhance financial security by increasing income. Existing research has shown that retirees are sensitive to the Social Security earnings test, which restricts the amount of earnings some beneficiaries can receive. However, little is known about the effects of other types of policies on post-retirement employment. Instead of restricting earnings, many public pension plans restrict the number of hours beneficiaries can work. I use return-to-work rules limiting the number of hours of employment in a state’s public pension plan and administrative data on employment and retirement to determine the rules’ effects on retirement decisions and post-retirement labor supply. I find that the increases in the maximum number of hours of post-retirement employment lead to no change in retirement benefit collection and to increases in part-time work among retirees. As such, these policies appear to be binding on the labor supply decisions of some employees. Policymakers should take this into account when designing policies aimed at extending work-lives or improving the health of pension systems.
    Subject(s): Economics of Aging ; Economics of Education ; Labor Studies
    Source: NBER Working Papers
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  • 7
    Language: English
    In: The Economic journal (London), 2019-10-01, Vol.129 (623), p.2805-2832
    Description: Chile implemented a targeted voucher programme in 2008 that increased funding for disadvantaged students at public and participating private schools by approximately 50%. This reform would be expected to raise average achievement in participating schools and to reduce the achievement gap related to socioeconomic status, and disadvantaged students did make fourth-grade test-score gains exceeding 0.2 standard deviations that other studies have attributed to the programme. However, we find only small increases in resources and school-switching and little evidence of competition-driven improvement, but a closing of the parental education and income gaps, raising doubts that the programme accounts for much of this convergence.
    Subject(s): Business & Economics ; Convergence ; Disadvantages ; Economics ; Education policy ; Educational vouchers ; Private schools ; Social Sciences ; Socioeconomic factors ; Socioeconomic status ; Students
    ISSN: 0013-0133
    E-ISSN: 1468-0297
    Source: International Bibliography of the Social Sciences (IBSS)
    Source: Business Source Ultimate
    Source: EconLit with Full Text
    Source: Web of Science - Social Sciences Citation Index – 2019〈img src="http://exlibris-pub.s3.amazonaws.com/fromwos-v2.jpg" /〉
    Source: Get It Now
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  • 8
    Language: English
    In: Journal of European social policy, 2018, Vol.28 (1), p.34-54
    Description: Public opinion research has found that increasing the investment in education is generally very popular among citizens in Western Europe. However, this evidence from publicly available opinion surveys may be misleading, because these surveys do not force respondents to prioritize between different parts of the education system or between education and other social policies, nor do they provide information about citizens’ willingness to pay for additional investment in education. To address these deficiencies, we conducted an original, representative survey of public opinion on education and related policies in eight European countries. Our analysis confirms that citizens express high levels of support for education even when they are forced to choose between education and other areas of social spending. But not all educational sectors enjoy equally high levels of support: increasing spending on general schooling and vocational education is more popular than increasing spending on higher education and early childhood education. Furthermore, we find that citizens are, in fact, willing to pay additional taxes in order to finance investment in education, at least in some countries and for some sectors of the education system.
    Subject(s): Allgemein bildendes Schulwesen ; Ausgaben ; Berufsausbildung ; Bildung ; Bildungspolitik ; Childhood ; Citizens ; Deutschland ; Dänemark ; Early childhood education ; Education ; Educational systems ; Elementarbereich ; Elementary education ; Expenditures ; Finance ; Frankreich ; Großbritannien ; Higher education ; Hochschulbildung ; Internationaler Vergleich ; Investition ; Investments ; Irland ; Italien ; Polls & surveys ; Public opinion ; Public opinion research ; Public opinion surveys ; Respondents ; Schweden ; Social policy ; Sozialausgaben ; Spanien ; Taxation ; Vocational education ; Vorschule ; Willingness to pay ; Öffentliche Ausgaben ; Öffentliche Meinung
    ISSN: 1461-7269
    ISSN: 0958-9287
    E-ISSN: 1461-7269
    Source: International Bibliography of the Social Sciences (IBSS)
    Source: Hellenic Academic Libraries Link
    Source: Sociological Abstracts
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  • 9
    Article
    Article
    2017
    ISSN: 0341-4515 
    Language: German
    In: Berufsbildung in Wissenschaft und Praxis, 2017, Vol.46 (5), p.56-46:5〈56
    Description: Rezension zu: Berufsschulen auf dem Abstellgleis - Wie wir unser Ausbildungssystem retten können. Katharina Blass; Armin Himmelrath. edition Körber-Stiftung, Hamburg 2016, 240 Seiten, 16,- EUR, ISBN 978-3-89684-176-6.
    Subject(s): Berufsbildendes Schulwesen ; Berufsschule
    ISSN: 0341-4515
    Source: Alma/SFX Local Collection
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  • 10
    Language: English
    Description: High school vocational education has a controversial history in the United States, largely due to a perceived tradeoff between teaching readily deployable occupational skills versus shunting mostly disadvantaged students away from the educational and career flexibility afforded by general academic courses. We study the effects of a nationwide high school reform in Norway that aimed to move beyond this tradeoff. Reform 94, implemented in one step in the fall of 1994, integrated more general education into the vocational track, offered vocational students a pathway to college through a supplementary semester of academic courses, and sought to improve the quality of the vocational track through greater access to apprenticeships. We identify the impacts of the reform through a difference-in-discontinuity research design, comparing students born just before and after the reform’s birthdate eligibility cutoff to students born around the same cutoff in placebo years. Linking multiple administrative registries covering the entire Norwegian population, we find that the reform substantially increased initial enrollment in the vocational track, but with different subsequent outcomes for different groups. More men complete the vocational track at the expense of academic diplomas, but this has no detectable impact on college-going and leads to reduced criminal activity and higher earnings in adulthood, especially among disadvantaged men. For disadvantaged women, the initial surge in vocational enrollment leads to fewer high school dropouts and more vocational degrees with the college-prep supplement, and hence an increase in the share of college-eligible women; however, this translates into only small and insignificant increases in college completion and adult earnings. We show that men overwhelmingly pursue vocational education in higher-paying skilled trade fields, while women almost exclusively pursue vocational education in lower-paying service-based fields, which helps in interpreting some of these results. Overall, the reform succeeded at improving social mobility, particularly among men, but it somewhat exacerbated the gender gap in adult earnings.
    Subject(s): Economics of Education ; Labor Studies
    Source: NBER Working Papers
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