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124 pages ; 19 cm

124 pages ; 19 cm

124 pages ; 19 cm

Includes indexes

Includes indexes

Includes indexes

Includes indexes

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

192 Seiten 22.8 x 15.2 cm, 400 g

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Bibliography: p. 289-303

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Old Images for New Texts and Contexts: Wandering Images in Islamic Book Painting

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

Writing research has indicated that exophoric reference--features of linguistic texts that refer to the situations that surround language--are more characteristic of weak writing and possibly associated with socioeconomic status. To follow up on such research, writing samples from 114 ninth and eleventh grade students and college freshmen were collected along with a teacher's interpretations of the students' socioeconomic status based on students' school records. The students were asked to look at four drawings and then write a description of the actions they contain to someone who cannot see the illustrations. With each grade level the number of total words produced in response to the assigned task increased significantly. The calculated rates of exophoric references, however, were not significant for either grade or socioeconomic status, although the rate of exophoric reference appeared to stay the same or decline slightly across grade levels. Contrary to previous research, the students in this study were able to produce explicit, context-independent writing, regardless of student socioeconomic status. (The drawings used in the study and three student responses are appended.) (RL)

This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5) "Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. Finnbogason, and Gudrun Geirsdottir); (6) "Portugal: Discourses on Educational Policy in an Uncertainty Context" (Antonio Novoa, Natalia Alves, and Rui Canario); (7) "Spain: The Official Discourse of Social Integration in Education in Spain. A Text Analysis Report" (Miguel A. Pereyra and Pablo J. Castillo); (8) "Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance, Social Inclusion and Exclusion in the 1990s" (Lisbeth Lundahl); (9) "England and Scotland: Modernizing the (Dis-) United Kingdom: Deregulation, Devolution and Difference" (Jenny Ozga and Martin Lawn); and (10) "Concluding Remarks: Comments and Reflections on Cases and Contexts" (Thomas S. Popkewitz and Sverker Lindblad). An appendix contains a preliminary list of present project deliverables from the Education Governance and Social Integration and Exclusion in Europe project. (RT)

This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5) "Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. Finnbogason, and Gudrun Geirsdottir); (6) "Portugal: Discourses on Educational Policy in an Uncertainty Context" (Antonio Novoa, Natalia Alves, and Rui Canario); (7) "Spain: The Official Discourse of Social Integration in Education in Spain. A Text Analysis Report" (Miguel A. Pereyra and Pablo J. Castillo); (8) "Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance, Social Inclusion and Exclusion in the 1990s" (Lisbeth Lundahl); (9) "England and Scotland: Modernizing the (Dis-) United Kingdom: Deregulation, Devolution and Difference" (Jenny Ozga and Martin Lawn); and (10) "Concluding Remarks: Comments and Reflections on Cases and Contexts" (Thomas S. Popkewitz and Sverker Lindblad). An appendix contains a preliminary list of present project deliverables from the Education Governance and Social Integration and Exclusion in Europe project. (RT)

This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5) "Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. Finnbogason, and Gudrun Geirsdottir); (6) "Portugal: Discourses on Educational Policy in an Uncertainty Context" (Antonio Novoa, Natalia Alves, and Rui Canario); (7) "Spain: The Official Discourse of Social Integration in Education in Spain. A Text Analysis Report" (Miguel A. Pereyra and Pablo J. Castillo); (8) "Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance, Social Inclusion and Exclusion in the 1990s" (Lisbeth Lundahl); (9) "England and Scotland: Modernizing the (Dis-) United Kingdom: Deregulation, Devolution and Difference" (Jenny Ozga and Martin Lawn); and (10) "Concluding Remarks: Comments and Reflections on Cases and Contexts" (Thomas S. Popkewitz and Sverker Lindblad). An appendix contains a preliminary list of present project deliverables from the Education Governance and Social Integration and Exclusion in Europe project. (RT)

This volume is a collection of public discourses on European education governance, and social integration and exclusion, focusing in particular on changes in education governance in Finland, Germany, Greece, Iceland, Portugal, Spain, Sweden, England, and Scotland. Ten chapters include: (1) "Introduction: Research Problematics and Approaches" (Sverker Lindblad and Thomas S. Popkewitz); (2) "Finland: From Comprehensive School Citizen Towards Self-Selective Individual" (Risto Rinne, Joel Kivirauma, Piia Hirvenoja, and Hannu Simola); (3) "Germany: Discourses on Education Governance and/or Social Exclusion and Inclusion in Political Parties in Germany" (Edwin Keiner, Sandra Muskat, Rita Stolbinger, and Kathrin Tietze); (4) "Greece: Crisis and Reform in Greek Education--A Modern Greek Sisyphus: Analysis of Texts" (Andreas Kazamias and Evie Zambeta); (5) "Iceland: Curriculum Management and Self-Evaluation in Icelandic Primary and Secondary Schools" (Ingolfur Asgeir Johannesson, Gunnar E. Finnbogason, and Gudrun Geirsdottir); (6) "Portugal: Discourses on Educational Policy in an Uncertainty Context" (Antonio Novoa, Natalia Alves, and Rui Canario); (7) "Spain: The Official Discourse of Social Integration in Education in Spain. A Text Analysis Report" (Miguel A. Pereyra and Pablo J. Castillo); (8) "Sweden: A New Kind of Order: Swedish Policy Texts Related to Governance, Social Inclusion and Exclusion in the 1990s" (Lisbeth Lundahl); (9) "England and Scotland: Modernizing the (Dis-) United Kingdom: Deregulation, Devolution and Difference" (Jenny Ozga and Martin Lawn); and (10) "Concluding Remarks: Comments and Reflections on Cases and Contexts" (Thomas S. Popkewitz and Sverker Lindblad). An appendix contains a preliminary list of present project deliverables from the Education Governance and Social Integration and Exclusion in Europe project. (RT)

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)

This study compares the English and Swahili language texts used in the primary grades in Kenya and Tanzania in order to ascertain the role of language in determining the content of instruction and to relate the content of these texts to significant characteristics of governmental educational policy and the values underlying them. The introductory section is a general discussion of the political implications of language policies in multilingual nations and the problems resulting from attempts to institute instruction in the mother tongue. The design of the ensuing study is based on two major assumptions: (1) that educational policy and school texts are good indicators of societal "core" values and future orientations; and (2) that salient policy features and values will likely be translated into school texts. Content analysis is used to examine data from four sets of instructional contexts: Kenya/English, Kenya/Swahili, Tanzania/English, and Tanzania/Swahili. The findings are organized around the following broad categories: daily life, Africanization, bases for legitimating knowledge, self-help, egalitarianism, value of education, work emphasis, national integration, rural development, African traditions, and cooperative behavior. The subsequent discussion focuses on cross-national contexts (that is, English medium and Swahili medium perspectives irrespective of national boundaries) and within-nation contexts (relating to salient policy features in each country. Six statistical tables are appended, along with footnotes and a list of government and party official documents and school texts from each country. (TE)