houtte mieke (19 Ergebnisse)

Zustand: Very good.

Gebundene Ausgabe. Zustand: Sehr gut. Gebraucht - Sehr gut - ungelesen,als Mängelexemplar gekennzeichnet, mit leichten Mängeln an Schnitt oder Umschlag durch Lager- oder Transportschaden -This book focuses on how school-level features affect student resistance to education from a comparative angle, taking into account cross-national differences. All over the world, policy makers, school administrators, teachers, and parents are dealing with students who resist education. Resisting school might ultimately lead to unqualified dropout, and it is therefore crucial to understand what triggers resistance in students. The book uses the ISCY data set to study multilevel questions in detail. It does so based on the view that system effects and school effects intertwine: system-level policy measures affect student outcomes in part by shaping school-level features, and school effects may differ according to certain system-level features. We start from an overarching theoretical framework that ties the various city-specific insights together, and contains empirical studies from Barcelona, Bergen, Ghent, Montréal Reykjavik, Sacramento, and Turku. It shows that, in all countries, the act of resisting school is more likely to occur among the socio-economically disadvantaged, and those in the most disadvantaged schools. However, educational system features, including tracking, free school choice, and school autonomy, are important driving factors of the differences between schools. As such, systems have the tools to curb between-school differences in resistance. Previous research turns resistance into a problem of individual students. However, if school or system features engender resistance to school, policy initiatives directed at individual students may solve the problem only partially.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 208 pp. Englisch.

Zustand: New. In.

Zustand: Very good.

Paperback. Zustand: Brand New. 286 pages. 9.25x6.25x0.50 inches. In Stock.

Zustand: New. In.

Zustand: New. Taking an international perspective, this volume explores numerous issues - gender, socio-economic and linguistic background, teachers' expectations, pedagogical approaches, parental support, educational policies (e.g. priority policies, multilingual policies, early start policies) - and their effects on equity in education. Editor(s): Branden, Kris van den; Avermaet, Piet Van; Houtte, Mieke van. Series: Routledge Research in Education. Num Pages: 298 pages, 13 black & white illustrations, 16 black & white tables, 10 black & white halftones, 3 bl. BIC Classification: JNA; JNF. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 222 x 151 x 17. Weight in Grams: 446. . 2013. 1st Edition. paperback. . . . . Books ship from the US and Ireland.

Hardcover. Zustand: Brand New. 226 pages. 9.25x6.10x0.79 inches. In Stock.

Taschenbuch. Zustand: Neu. Trust and School Life | The Role of Trust for Learning, Teaching, Leading, and Bridging | Dimitri van Maele (u. a.) | Taschenbuch | viii | Englisch | 2016 | Springer | EAN 9789402400755 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Zustand: New.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book focuses on how school-level features affect student resistance to education from a comparative angle, taking into account cross-national differences. All over the world, policy makers, school administrators, teachers, and parents are dealing with students who resist education. Resisting school might ultimately lead to unqualified dropout, and it is therefore crucial to understand what triggers resistance in students. The book uses the ISCY data set to study multilevel questions in detail. It does so based on the view that system effects and school effects intertwine: system-level policy measures affect student outcomes in part by shaping school-level features, and school effects may differ according to certain system-level features. We start from an overarching theoretical framework that ties the various city-specific insights together, and contains empirical studies from Barcelona, Bergen, Ghent, Montréal Reykjavik, Sacramento, and Turku. It shows that, inall countries, the act of resisting school is more likely to occur among the socio-economically disadvantaged, and those in the most disadvantaged schools. However, educational system features, including tracking, free school choice, and school autonomy, are important driving factors of the differences between schools. As such, systems have the tools to curb between-school differences in resistance.Previous research turns resistance into a problem of individual students. However, if school or system features engender resistance to school, policy initiatives directed at individual students may solve the problem only partially.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book samples recent and emerging trust research in education including an array of conceptual approaches, measurement innovations, and explored determinants and outcomes of trust. The collection of pathways explores the phenomenon of trust and establishes the significance of trust relationships in school life. It emboldens the claim that trust merits continued attention of both scholars and practitioners because of the role it plays in the production of equity and excellence. Divided into four parts, the book explores trust under the rubrics of learning, teaching, leading and bridging.The book proposes a variety of directions for future research. These include the simultaneous investigation of trust from the prospectives of various trusters, and at both the individual and group levels, longitudinal research designs, and an elaboration of methods.

Hardcover. Zustand: Brand New. 2014 edition. 352 pages. 9.25x6.50x1.00 inches. In Stock.

Paperback. Zustand: Brand New. reprint edition. 360 pages. 9.25x6.10x0.82 inches. In Stock.

Zustand: New. In.

Hardcover. Zustand: Brand New. 1st edition. 298 pages. 9.10x6.10x0.80 inches. In Stock.

Zustand: New. Editor(s): Branden, Kris van den; Avermaet, Piet Van; Houtte, Mieke van. Series: Routledge Research in Education. Num Pages: 298 pages, 13 black & white illustrations, 16 black & white tables, 10 black & white halftones, 3 bl. BIC Classification: JNF. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 232 x 165 x 23. Weight in Grams: 538. . 2010. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

Zustand: Very good.

Zustand: Very good.