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Showing 1 to 15 of 30 results Save | Export
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Gruschka, Andreas – Oxford Review of Education, 2019
This paper introduces and summarises a programme of German research into teaching started 20 years ago. This research draws on Herbart's analysis of teaching with its focus on 'Bildung' (formation) which is distinguished from the measurement/psychometric tradition. It offers the possibilities of a deeper empirical understanding of pedagogical…
Descriptors: Teaching Methods, Educational Philosophy, Hermeneutics, Faculty Development
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Glaesser, Judith – Oxford Review of Education, 2019
This paper first provides a brief overview of the history and current usage of the concept of competence in academic research, and then undertakes a critical discussion of how the term is currently used in educational policy. The running example used throughout the paper is competence in foreign language learning. The PISA study is discussed to…
Descriptors: Competence, Educational Theories, Educational Practices, Theory Practice Relationship
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Jerrim, John; Micklewright, John; Heine, Jorg-Henrik; Salzer, Christine; McKeown, Caroline – Oxford Review of Education, 2018
The Programme for International Student Assessment (PISA) is an important cross-national study of 15-year-olds' academic knowledge and skills. Educationalists and public policymakers eagerly await the tri-annual results, with particular interest in whether their country has moved up or slid down the international rankings, as compared to earlier…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Ertl, Hubert – Oxford Review of Education, 2018
This paper uses two high-profile cases of alleged plagiarism in doctoral theses to discuss the debate on academic malpractice in the German context. The two cases received intense media attention which led to a hitherto unseen interrogation of academic standards in higher education and of the integrity of the research community. The paper analyses…
Descriptors: Foreign Countries, Graduate Students, Doctoral Programs, Doctoral Dissertations
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Hordern, Jim; Tatto, Maria Teresa – Oxford Review of Education, 2018
This paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged…
Descriptors: Educational Practices, Knowledge Base for Teaching, Pedagogical Content Knowledge, Teacher Education
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Ertl, Hubert; Zierer, Klaus; Phillips, David; Tippelt, Rudolf – Oxford Review of Education, 2015
This paper presents findings from two studies of publication patterns in leading English, German, European and US journals of education. The studies were funded by the German Research Association and conducted by an international team of researchers. All papers published in 14 selected journals between 2001 and 2010 were analysed in terms of their…
Descriptors: Periodicals, Educational Research, Comparative Analysis, Journal Articles
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Zierer, Klaus – Oxford Review of Education, 2015
Professionalisation in teaching has been the topic of extensive research in recent years, following in general two different approaches: the "competence-based approach" and the "critical reflection approach". With large-scale comparative studies such as PISA, TIMMS and PIRLS at the beginning of the 21st century, the former…
Descriptors: Expertise, Professionalism, Teaching (Occupation), Teaching Models
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Dekker, Jeroen J. H.; Groenendijk, Leendert F. – Oxford Review of Education, 2012
This article looks at the impact of Philippe Aries's classic "L'Enfant et la vie familiale sous l'ancien regime", published in 1960. His well-known idea of the emergence of "Le sentiment de l'enfance" caused a lively debate among historians and social scientists resulting in fundamental contributions to our knowledge about the…
Descriptors: Children, Family Life, Time Perspective, Authors
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Tomlinson, Sally – Oxford Review of Education, 2012
This article offers some explanations for the simultaneous expansion of special educational services and personnel, with the increasing inclusion in mainstream education of more young people with disabilities and learning difficulties. Following discussions with some 70 professionals, administrators and others in a study in four countries, it…
Descriptors: Expertise, Learning Problems, Middle Class, Inclusion
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Mattei, Paola – Oxford Review of Education, 2012
This article concentrates on the policy reforms of schools in England, Germany, France and Italy, from 1988 to 2009, with a focus on the introduction of market accountability. Pressing demands for organisational change in schools, shaped by the objectives of "efficiency" and competition, which were introduced in England in the 1980s,…
Descriptors: Evidence, State Schools, Competition, Foreign Countries
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Schneider, Silke L.; Tieben, Nicole – Oxford Review of Education, 2011
The German secondary education system is highly stratified. However, the higher tracks have expanded vastly over the last decades, leading to substantial changes in the distribution of students across the different tracks. Following the German re-unification, the school structure itself has also changed to some degree. Furthermore, several smaller…
Descriptors: Secondary Education, Track System (Education), Educational Change, Foreign Countries
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Pilz, Matthias – Oxford Review of Education, 2009
In Germany, a remarkable number of young people leave school with the qualification required for entrance to higher education ("Abitur") but do not actually go on to university. Instead, these young people--known in German as "Abiturienten"--start an apprenticeship within what is known in Germany as the "Dual-System".…
Descriptors: Higher Education, Qualifications, Apprenticeships, Young Adults
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Brockmann, Michaela; Clarke, Linda; Winch, Christopher – Oxford Review of Education, 2008
Policy debates on employability, lifelong learning and competence-based approaches suggest a convergence of VET approaches across European countries. Against the background of the creation of a European Qualifications Framework, this paper compares the VET systems of England, Germany and The Netherlands. The analysis reveals the distinct…
Descriptors: Lifelong Learning, Foreign Countries, Vocational Education, Employment Potential
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Backes-Gellner, Uschi; Veen, Stephan – Oxford Review of Education, 2008
Central examinations--that is, centrally set and marked exams--have often been discussed as an instrument for improving educational outcomes. The aim of our study was to determine whether central exams have an impact not only on educational but also on labour market outcomes. We explain school quality choice through the incentives created by…
Descriptors: Wages, Quasiexperimental Design, Educational Objectives, Outcomes of Education
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Winch, Christopher – Oxford Review of Education, 2006
The contemporary relevance of the German philosopher of vocational education, Georg Kerschensteiner, is first indicated in general terms in relation to current debates and policies. Kerschensteiner's main ideas are then outlined. There is a discussion of his relationship with progressivism, his ideas about learning and the importance of practical…
Descriptors: Vocational Education, Biographies, General Education, Citizenship Education
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