Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: 15 European countries were classified into four types in an international comparative study. The country profiles are based on indicators of the key concepts' funding, governance and choice. This research attempts to answer the question of how the quality of schooling of these types of education systems progressed as from 1995 and what explanations an expert panel of educationalists and researchers can provide for the outcomes. We observe significant differences between the performance trends of the four types of education systems. Also, comparisons between the different years show relatively high and significant correlations, especially between the original sample of countries in 1995 and future performances in TIMSS and PISA measurements.

Language: English

DOI: 10.1111/j.1465-3435.2009.01420.x

ISSN: 0141-8211

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 1999

ISBN: 978-3-451-26764-2

Language: English

ISSN: 1071-6246

Abstract/Notes: Internationalisierung ist heute eines der wichtigsten Themen in diversen Sektoren. Viele nationale Bildungsbewegungen versuchen, durch ihre internationalen Filialen oder durch Zusammenarbeit im internationalen Märkte zu expandieren. Die Gülen-Bewegung ist eine dieser Bewegungen, die ihre Schulen erfolgreich internationalisiert hat und somit in den letzten drei Jahrzehnten zu einer internationalen Bildungsbewegung geworden ist, wie die Waldorf- und Montessori-Bewegung. Ziel dieser Studie ist es, die Internationalisierung der von Gülen inspirierten Schulen zu untersuchen. Ein qualitatives Forschungsdesign wird verwendet, um dieses Problem zu untersuchen. Halbstrukturierte Interviews werden mit Leitern der Gülen inspirierten Schulen aus drei Kontinenten und Experten der Bewegung durchgeführt. In der Feldstudie wurden zunächst die Bildungsphilosophie, das Schulkonzept und die Pädagogik der Gülen-Bewegung untersucht. Anschließend werden Internationalisierungsstrategien, Gründung und der Erfolg der Gülen inspirierten Schulen in verschiedenen Regionen der Welt untersucht. Am Ende werden die Auswirkungen des gescheiterten Putschversuchs in der Türkei im Juli 2016 auf Gülen inspirierte Schulen, ihre aktuelle Situation und die Zukunft dieser Schulen mit den Teilnehmern dieser Studie diskutiert. Die Ergebnisse zeigen das spezifische Bildungsmodell der Gülen inspirierten Schulen; wie diese Schulen mit kulturellen und sprachlichen Unterschieden in einem internationalen Umfeld umgehen; wie sie dem politischen Druck auf die Bildungseinrichtungen der Bewegung entgegenwirken und schlussendlich die Qualitäts- und Finanzfragen dieser Bildungseinrichtungen in verschiedenen Regionen. [Internationalization is one of the most important subjects in different sectors today. A lot of national educational movements attempt to open international markets by opening branches or working on cooperation. The Gülen Movement is one of these movements, which has successfully internationalized their schools and, thus has become an international educational movement in the last three decades, like Waldorf and Montessori movements. The purpose of this study is to examine the internationalization of the Gülen Inspired Schools. A qualitative research design is used to study this issue. Semi-structured interviews are conducted with managers of the Gülen inspired schools from three continents and experts on the movement. Initially, the educational philosophy, school concept and the pedagogy of the Gülen movement was examined on the field study. Following, internationalization strategies, founding and the success of the Gülen inspired schools in different regions of the world is researched. At the end, the effects of the failed coup attempt in Turkey in July 2016 on Gülen inspired schools, their current situation and the future of these schools is discussed with the participants of this study. The results show, the unique educational model of the Gülen inspired schools; how these schools deal with cultural and language differences in international environments; how they challenge political pressure on educational institutions of the movement; and quality and financial issues of these educational institutions in different regions.]

Language: English

Published: Düsseldorf, Germany, 2020

Abstract/Notes: Translated from the Dutch by Verena Kiefer.

Language: German

Published: Darmstadt, Germany: Primus, 2000

ISBN: 3-89678-220-7 978-3-89678-220-5

Abstract/Notes: This study examined the nature of circle time within early childhood Montessori classrooms in the United States of America. We explored literature pertaining to the history and development of circle time as well as circle time research in preschool and kindergarten settings. Unable to find writings or research specific to Montessori circle time practices, we crafted a 30-question survey for early childhood Montessori teachers to determine basic information about their circle time approaches. The survey asked participants about demographic information, circle time logistics, circle time activities, reactions to circle time, planning and preparation, and the morning work cycle. Using social media and direct emails, we gathered over 300 responses from 50 states and the District of Columbia; a total of 276 participants completed the full survey. Results focused on five different areas: time - the frequency, duration, and scheduling of circle time; attendance - who joined circle time and for how long; teacher preparation - participants’ training and planning approaches; circle time programming - the most common and popular activities; the morning work cycle – its relation to circle time. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time as the last event of the morning for generally 20 minutes or less; the most common circle time events were show and tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. Most participants had a work cycle that lasts less than three hours. This study promotes reflection on the importance and meaning of circle time in Montessori classrooms in relation to its apparent absence in Dr. Montessori’s writings.

Language: English

Published: River Falls, Wisconsin, 2021

Language: German

DOI: 10.11588/diglit.17441.137

Language: German

Published: Innsbruck, Germany: Studien Verlag, 2009

Edition: 1st ed.

ISBN: 978-3-7065-4721-5 3-7065-4721-X

Series: Initiative neues Lernen

Language: English

ISSN: 1470-8647