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Diskrete Mathematik erleben: Anwendungsbasierte und verstehensorientierte Zugänge
by Andreas Brieden Peter Gritzmann Martin Grötschel Timo LeudersDieses Buch gibt eine Einführung in die wichtigsten Themen der Diskreten Mathematik, die alle problemorientiert mit Beispielen aus dem Alltag aufbereitet und mit Blick auf die Verwendung im Mathematikunterricht vorgestellt werden. So wird Lehrerinnen und Lehrern, Studierenden und anderen Interessierten der Zugang zu einem angewandten Gebiet der modernen Mathematik ermöglicht. Diskrete Mathematik ist allgegenwärtig: Ob Sie elektronische Geräte oder Auto-Navigationssysteme verwenden, den Mobilfunk nutzen, den Müll von der Müllabfuhr abholen lassen oder die Produkte einer effizient arbeitenden Landwirtschaft konsumieren, immer steckt auch Mathematik dahinter. Die Autoren Stephan Hußmann, Brigitte Lutz-Westphal, Andreas Brieden, Peter Gritzmann, Martin Grötschel und Timo Leuders zeigen in diesem Lehr-, Lern- und Arbeitsbuch, wie Mathematik zum Erlebnis werden kann. Die zweite Auflage enthält ein zusätzliches Kapitel mit Aufgaben und Lösungen, sodass das Buch in Schule, Studium und auch im Selbststudium gut eingesetzt werden kann.
Diskriminierung in der beruflichen Bildung: Wie migrantische Jugendliche bei der Lehrstellenvergabe benachteiligt werden (Bildung und Gesellschaft)
by Albert Scherr Caroline Janz Stefan MüllerDer Zugang zur beruflichen Bildung ist entscheidend für weitere Lebenschancen. Im Unterschied zur schulischen Benachteiligung ist Diskriminierung bei der Lehrstellenvergabe bislang aber kaum ein Gegenstand der politischen und wissenschaftlichen Aufmerksamkeit.Der vorliegende Band stellt Ergebnisse einer qualitativen Studie vor, die Ursachen und Gründe betrieblicher Diskriminierung aufzeigt. Auf dieser empirischen Grundlage werden Ansatzpunkte, Erfordernisse und Potenziale für die Überwindung der Benachteiligung migrantischer Jugendlicher verdeutlicht.
Diskriminierung in der Einwanderungsgesellschaft: Begründungsprobleme pädagogischer Strategien und Konzepte
by Ulrike HormelDie Auseinandersetzung mit Diskriminierung gewinnt in politischen und rechtlichen Kontexten zunehmend an Bedeutung. Sozialwissenschaftliche und pädagogische Thematisierungen von Diskriminierungen können jedoch an die dort gängigen normativen Verwendungsweisen nicht unmittelbar anschließen. Sie sind darauf verwiesen, die Plausibilitätsbedingungen der Beschreibungsform 'Diskriminierung' und die Semantiken, die selektiv bestimmte klassifizierende Unterscheidungen als Diskriminierungen zum Thema machen, systematisch zu berücksichtigen. Ulrike Hormel diskutiert im Interesse einer Klärung des Diskriminierungsbegriffs Ansätze der sozialpsychologischen Vorurteilsforschung, Konzepte der institutionellen Diskriminierung sowie soziologische Analysen zur Soziogenese asymmetrischer Gruppenbeziehungen und zur Bestimmung des systematischen Stellenwerts von 'Staatsbürgerschaft' und 'Ethnizität' in der Einwanderungsgesellschaft.
Diskurs als Spiel: Poststrukturalistische Impulse für die Musikdidaktik (Pädagogik)
by Susanne NaumannDiversität prägt den gegenwärtigen Musikunterricht - was unterrichtet werden kann, darf oder soll, entzieht sich jedoch der didaktischen Legitimierung. Die Koexistenz vielfältiger Begründungsmuster provoziert eine problematische Unentscheidbarkeit und damit die Gefahr inhaltlicher Beliebigkeit oder Leere. Susanne Naumann eröffnet poststrukturalistische Perspektiven für die Musikdidaktik. Poststrukturalistisches Denken ermöglicht einerseits, die didaktische Unbestimmbarkeit zu erklären - es erzeugt und betont andererseits Mehrdeutigkeit und Vielfalt. Im Fokus steht das Spiel als Form und Funktion dekonstruktiver - bildender - Diskursivität. Das Spiel löst die inhaltliche Normativität musikdidaktischer Entscheidungen nicht auf, sondern stellt diese zur Disposition: produktiv und subversiv.
Dismantling Constructs of Whiteness in Higher Education: Narratives of Resistance from the Academy (Routledge Research in Higher Education)
by Teresa Y. Neely Margie MontañezThis book offers counternarratives from People of Color engaged in varied departments, faculties, and institutions in higher education to interrogate and challenge the construct of whiteness as an ideological form reproduced across campuses throughout the US. Documenting individuals’ lived experiences, the text uses narratives, personal stories, and autoethnographic approaches to explore how social and racial injustices manifest themselves at both a macro- and micro-level through structures and ideologies of whiteness, as well as personal and group interactions. Divided into four valuable parts, the book offers re-conceptualizations of racial diversity in higher education, and further explores identity politics within the academy to ultimately posit that a varied approach is necessary to combat the equally varied ideological forms of whiteness. This text will benefit scholars, academics, and students in the fields of higher education, race and ethnicity studies, and academic librarianship more broadly. Those involved with the multicultural education, education policy and politics, and equality and human rights in general will also benefit from this volume.
Dismantling Constructs of Whiteness in Higher Education: Narratives of Resistance from the Academy (Routledge Research in Higher Education)
by Teresa Y. Neely Margie MontañezThis book offers counternarratives from People of Color engaged in varied departments, faculties, and institutions in higher education to interrogate and challenge the construct of whiteness as an ideological form reproduced across campuses throughout the US. Documenting individuals’ lived experiences, the text uses narratives, personal stories, and autoethnographic approaches to explore how social and racial injustices manifest themselves at both a macro- and micro-level through structures and ideologies of whiteness, as well as personal and group interactions. Divided into four valuable parts, the book offers re-conceptualizations of racial diversity in higher education, and further explores identity politics within the academy to ultimately posit that a varied approach is necessary to combat the equally varied ideological forms of whiteness. This text will benefit scholars, academics, and students in the fields of higher education, race and ethnicity studies, and academic librarianship more broadly. Those involved with the multicultural education, education policy and politics, and equality and human rights in general will also benefit from this volume.
Dismantling Contemporary Deficit Thinking: Educational Thought and Practice
by Richard R. ValenciaDeficit thinking is a pseudoscience founded on racial and class bias. It "blames the victim" for school failure instead of examining how schools are structured to prevent poor students and students of color from learning. Dismantling Contemporary Deficit Thinking provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by framing the linkages between prevailing theoretical perspectives and contemporary practices within the complex historical development of deficit thinking. Dismantling Contemporary Deficit Thinking examines the ongoing social construction of deficit thinking in three aspects of current discourse – the genetic pathology model, the culture of poverty model, and the "at-risk" model in which poor students, students of color, and their families are pathologized and marginalized. Richard R. Valencia challenges these three contemporary components of the deficit thinking theory by providing incisive critiques and discussing competing explanations for the pervasive school failure of many students in the nation’s public schools. Valencia also discusses a number of proactive, anti-deficit thinking suggestions from the fields of teacher education, educational leadership, and educational ethnography that are intended to provide a more equitable and democratic schooling for all students.
Dismantling Contemporary Deficit Thinking: Educational Thought and Practice
by Richard R. ValenciaDeficit thinking is a pseudoscience founded on racial and class bias. It "blames the victim" for school failure instead of examining how schools are structured to prevent poor students and students of color from learning. Dismantling Contemporary Deficit Thinking provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by framing the linkages between prevailing theoretical perspectives and contemporary practices within the complex historical development of deficit thinking. Dismantling Contemporary Deficit Thinking examines the ongoing social construction of deficit thinking in three aspects of current discourse – the genetic pathology model, the culture of poverty model, and the "at-risk" model in which poor students, students of color, and their families are pathologized and marginalized. Richard R. Valencia challenges these three contemporary components of the deficit thinking theory by providing incisive critiques and discussing competing explanations for the pervasive school failure of many students in the nation’s public schools. Valencia also discusses a number of proactive, anti-deficit thinking suggestions from the fields of teacher education, educational leadership, and educational ethnography that are intended to provide a more equitable and democratic schooling for all students.
Dismantling Educational Sexism through Teacher Education: Engaging Preservice Teachers in an Anti-Sexism Curriculum (Routledge Research in Teacher Education)
by Kimberly J. PfeiferThis book details the development and impacts of anti-sexism professional development (PD) workshops for preservice teachers. Designed to help teacher candidates recognize gender inequity and think more deeply about their role as anti-sexist educators, Dismantling Educational Sexism through Teacher Education explores how workshops can respond directly to issues manifesting in US schooling such as misrepresentation, androcentric pedagogy, and sex(ual/ist) harassment using an intersectional approach. By documenting participants’ learning, the text offers valuable insight into how teacher candidates view their role in combatting sexism and illustrates how an anti-sexism curriculum can positively impact on educators’ beliefs, discourses, and teaching practices. This volume will be a valuable resource for researchers and scholars involved in teacher education and issues of gender equity more broadly, as well as teacher educators seeking a theoretical framework for anti-sexism trainings.
Dismantling Educational Sexism through Teacher Education: Engaging Preservice Teachers in an Anti-Sexism Curriculum (Routledge Research in Teacher Education)
by Kimberly J. PfeiferThis book details the development and impacts of anti-sexism professional development (PD) workshops for preservice teachers. Designed to help teacher candidates recognize gender inequity and think more deeply about their role as anti-sexist educators, Dismantling Educational Sexism through Teacher Education explores how workshops can respond directly to issues manifesting in US schooling such as misrepresentation, androcentric pedagogy, and sex(ual/ist) harassment using an intersectional approach. By documenting participants’ learning, the text offers valuable insight into how teacher candidates view their role in combatting sexism and illustrates how an anti-sexism curriculum can positively impact on educators’ beliefs, discourses, and teaching practices. This volume will be a valuable resource for researchers and scholars involved in teacher education and issues of gender equity more broadly, as well as teacher educators seeking a theoretical framework for anti-sexism trainings.
Dismantling Race in Higher Education: Racism, Whiteness and Decolonising the Academy
by Jason Arday Heidi Safia MirzaThis book reveals the roots of structural racism that limit social mobility and equality within Britain for Black and ethnicised students and academics in its inherently white Higher Education institutions. It brings together both established and emerging scholars in the fields of Race and Education to explore what institutional racism in British Higher Education looks like in colour-blind 'post-race' times, when racism is deemed to be ‘off the political agenda’. Keeping pace with our rapidly changing global universities, this edited collection asks difficult and challenging questions, including why black academics leave the system; why the curriculum is still white; how elite universities reproduce race privilege; and how Black, Muslim and Gypsy traveller students are disadvantaged and excluded.The book also discusses why British racial equality legislation has failed to address racism, and explores what the Black student movement is doing about this. As the authors powerfully argue, it is only by dismantling the invisible architecture of post-colonial white privilege that the 21st century struggle for a truly decolonised academy can begin. This collection will be essential reading for students and academics working in the fields of Education, Sociology, and Race.
Disney, Culture, and Curriculum (Studies in Curriculum Theory Series)
by Jennifer A. Sandlin Julie C. GarlenA presence for decades in individuals’ everyday life practices and identity formation, the Walt Disney Company has more recently also become an influential element within the "big" curriculum of public and private spaces outside of yet in proximity to formal educational institutions. Disney, Culture, and Curriculum explores the myriad ways that Disney’s curricula and pedagogies manifest in public consciousness, cultural discourses, and the education system. Examining Disney’s historical development and contemporary manifestations, this book critiques and deconstructs its products and perspectives while providing insight into Disney’s operations within popular culture and everyday life in the United States and beyond. The contributors engage with Disney’s curricula and pedagogies in a variety of ways, through critical analysis of Disney films, theme parks, and planned communities, how Disney has been taught and resisted both in and beyond schools, ways in which fans and consumers develop and negotiate their identities with their engagement with Disney, and how race, class, gender, sexuality, and consumerism are constructed through Disney content. Incisive, comprehensive, and highly interdisciplinary, Disney, Culture, and Curriculum extends the discussion of popular culture as curriculum and pedagogy into new avenues by focusing on the affective and ontological aspects of identity development as well as the commodification of social and cultural identities, experiences, and subjectivities.
Disney, Culture, and Curriculum (Studies in Curriculum Theory Series)
by Jennifer A. Sandlin Julie C. GarlenA presence for decades in individuals’ everyday life practices and identity formation, the Walt Disney Company has more recently also become an influential element within the "big" curriculum of public and private spaces outside of yet in proximity to formal educational institutions. Disney, Culture, and Curriculum explores the myriad ways that Disney’s curricula and pedagogies manifest in public consciousness, cultural discourses, and the education system. Examining Disney’s historical development and contemporary manifestations, this book critiques and deconstructs its products and perspectives while providing insight into Disney’s operations within popular culture and everyday life in the United States and beyond. The contributors engage with Disney’s curricula and pedagogies in a variety of ways, through critical analysis of Disney films, theme parks, and planned communities, how Disney has been taught and resisted both in and beyond schools, ways in which fans and consumers develop and negotiate their identities with their engagement with Disney, and how race, class, gender, sexuality, and consumerism are constructed through Disney content. Incisive, comprehensive, and highly interdisciplinary, Disney, Culture, and Curriculum extends the discussion of popular culture as curriculum and pedagogy into new avenues by focusing on the affective and ontological aspects of identity development as well as the commodification of social and cultural identities, experiences, and subjectivities.
The Disorder of Mathematics Education: Challenging the Sociopolitical Dimensions of Research
by Hauke Straehler-Pohl Nina Bohlmann Alexandre PaisResearch within a socio-political paradigm or “turn” has been gradually recognized and institutionalized as an important part of mathematics education. This book focuses on the neglected problems, tensions and contradictions evoked by this process. The authors do this by challenging current regimes of truth about mathematics education; by identifying how recent technological developments challenge or suspend contemporary conceptions of mathematics education; by critiquing the ideological entanglement of mathematics, its education and schooling with capitalism; by self-reflective analyses of researchers' impacts on shaping what is and can be perceived as the practice of mathematics education (research); and by confronting main-stream mathematics education with socio-political contexts that are usually neglected. In this way, "mathematical rationality" becomes contextualized within contemporary society, where it reproduces itself through technologies, social practices, media and other spheres of social life.
Disorganized Children: A Guide for Parents and Professionals (PDF)
by Rebecca Chilvers Samuel Stein Uttom ChowdhuryDisorganized children' may display a range of behaviours symptomatic of, for example, ADHD, autism and conduct disorders, but they often fail to meet all the criteria for a clear diagnosis. In this book, psychiatrists, speech, family and occupational therapists and neurodevelopment specialists present a range of behavioural and psychological strategies to help disorganized children improve concentration and performance in the classroom and deal with a variety of behaviour and social interaction difficulties. The authors also provide information and interventions for dyslexia, dyspraxia, OCD and schizophrenia, among others. The combination of information, exercises and case studies makes this a valuable tool for use by parents, health care and teaching professionals, and the authors provide an insight into the mind of disorganized children and practical guidance on how best to help them achieve their full potential.
Disorganized Children: A Guide for Parents and Professionals
by Uttom Chowdhury Rebecca Chilvers Samuel SteinDisorganized children' may display a range of behaviours symptomatic of, for example, ADHD, autism and conduct disorders, but they often fail to meet all the criteria for a clear diagnosis. In this book, psychiatrists, speech, family and occupational therapists and neurodevelopment specialists present a range of behavioural and psychological strategies to help disorganized children improve concentration and performance in the classroom and deal with a variety of behaviour and social interaction difficulties. The authors also provide information and interventions for dyslexia, dyspraxia, OCD and schizophrenia, among others. The combination of information, exercises and case studies makes this a valuable tool for use by parents, health care and teaching professionals, and the authors provide an insight into the mind of disorganized children and practical guidance on how best to help them achieve their full potential.
Dispatches from the Classroom: Graduate Students on Creative Writing Pedagogy
by Joseph Rein Chris Drew David YostWith emphasis on practical classroom application, this up-to-date and refreshingly honest collection of essays is a wonderful resource for teaching creative writing. The original and utterly contemporary essays that accurately portray the reality of the teaching experience.
Dispatches from the Classroom: Graduate Students on Creative Writing Pedagogy
by Joseph Rein Chris Drew David YostWith emphasis on practical classroom application, this up-to-date and refreshingly honest collection of essays is a wonderful resource for teaching creative writing. The original and utterly contemporary essays that accurately portray the reality of the teaching experience.
Displaced Things in Museums and Beyond: Loss, Liminality and Hopeful Encounters
by Sandra H. DudleyDisplaced Things in Museums and Beyond looks anew at the lives, effects and possibilities of things. Starting from the perspectives of things themselves, it outlines a particular, displacement approach to the museum, anthropology and material culture. The book explores the ways in which the objects are experienced in their present, displaced settings, and the implications and potentialities they carry. It offers insights into matters of difference and the hope that may be offered by transformative encounters between persons and things. Drawing on anthropological studies of ritual to conceptualise and examine displacement and its implications and possibilities, Dudley develops her arguments through exploration of displaced objects now in museums and dislocated or exiled from their prior geographical, historical, cultural, intellectual and personal contexts. The book’s approach and conclusions are relevant far beyond the museum, showing that even in the most difficult of circumstances there is agency, distinction and dignity in the choices and impacts that are made, and that things and places as well as people have efficacy and potency in those choices. In Displaced Things, displacement emerges as fundamental to understanding the lives of things and their relationships with human beings, and the places, however defined, that they make and pass within. The book will be essential reading for academics and students engaged in the study of museums, heritage, anthropology, culture and history.
Displaced Things in Museums and Beyond: Loss, Liminality and Hopeful Encounters
by Sandra H. DudleyDisplaced Things in Museums and Beyond looks anew at the lives, effects and possibilities of things. Starting from the perspectives of things themselves, it outlines a particular, displacement approach to the museum, anthropology and material culture. The book explores the ways in which the objects are experienced in their present, displaced settings, and the implications and potentialities they carry. It offers insights into matters of difference and the hope that may be offered by transformative encounters between persons and things. Drawing on anthropological studies of ritual to conceptualise and examine displacement and its implications and possibilities, Dudley develops her arguments through exploration of displaced objects now in museums and dislocated or exiled from their prior geographical, historical, cultural, intellectual and personal contexts. The book’s approach and conclusions are relevant far beyond the museum, showing that even in the most difficult of circumstances there is agency, distinction and dignity in the choices and impacts that are made, and that things and places as well as people have efficacy and potency in those choices. In Displaced Things, displacement emerges as fundamental to understanding the lives of things and their relationships with human beings, and the places, however defined, that they make and pass within. The book will be essential reading for academics and students engaged in the study of museums, heritage, anthropology, culture and history.
Displacement, Identity and Belonging: An Arts-Based, Auto/Biographical Portrayal of Ethnicity and Experience (Teaching Race and Ethnicity)
by Alexandra J. CutcherDisplacement, Identity and Belonging is a book about difference. It deals with ethnicity, migration, place, marginalisation, memory and constructions of the self. The arts-based and auto/biographical performance of the many voices in the text compliment and interrupt each other to create a polyvocal rendition of experience. The text unfolds through fiction, memoir, legend, artworks, photographs, poetry and theory, historical, cultural and political perspectives. As such, it is a book that confronts what an academic text can be.Written in the present tense, it weaves its narrative around one small Hungarian migrant family in Australia, who are not particularly special or extraordinary. Their experience may appear, at least on first blush, to be paralleled by the post-war diasporic experience for a range of nations and peoples. However in many ways, this is not necessarily so. It is this crucial aspect, of the idiosyncrasies of difference that is at the core of this work. The layering of stories and artworks build upon each other in an engaging and accessible reading that appeals to a multitude of audiences and purposes. The book makes significant contributions to the literature on qualitative research, and in particular to arts-based research, auto/biographical research and autoethnographic research. Displacement, Identity and Belonging is in itself an experience of journey in the reading, powerfully demonstrating a life forever in transit. This work can be used as a core reading in a range of courses in education, teacher education, ethnicity studies, cultural studies, sociology, psychology, history and communication or simply for pleasure.“Displacement, Identity and Belonging offers an excellent example of the use of novel approaches to social research that are designed to raise important questions and provide unique insights. The multigenerational perspective of Hungarian migrants to, and immigrants in, Australia, disclosed and examined herein, is not merely a fascinating and urgent topic in itself. It also encourages and enables the reader to imagine analogous social phenomena in other places and times. This fact, in conjunction with an extraordinarily effective format, is what makes this, for readers of all sorts, an important and empowering book – one that I heartily recommend. – Tom Barone, Professor Emeritus, Arizona State University (USA)Dr Alexandra Cutcher is a multi-award winning academic at Southern Cross University, Australia. Her research focuses on what the Arts can be and do educationally, expressively, as research method, language, catharsis, reflective instrument and documented form. These understandings inform Alexandra’s teaching and her spirited advocacy for Arts education.
Display for Learning
by Kirstie Andrew-Power Charlotte GormleyThe current educational agenda identifies learner wellbeing as the key determinant in achievement and outcome. How the learning environment is designed can have a huge impact on wellbeing. Successful and meaningful display reflects the ethos of a school, and an exciting, learning-focused environment makes for excited learners. An environment that mirrors respect and care makes learners feel cared for and respected by the place in which they learn. This positively impacts on how well students learn, how happy they are as they learn and the respect and care with which they treat their school; the same applies to staff. This book addresses a gap in the market for secondary school leaders and teachers (with transferable lessons for primary and 16 - 19 colleges) and provides a toolkit to develop display for learning with strategies and solutions, within the context of the school improvement and transformation agenda. The book aims to inspire colleagues in schools to develop this in their classrooms and on a whole school level - with the motivation and justification for doing so.
Displays and Interest Tables (Ready, Steady, Play!)
by Jayne OlpinConveying how collections and displays can become the focus for much discussion and debate in circle time, and how they can be linked to other play areas and themes running throughout the nursery, Displays and Interest Tables helps you to: demonstrate the value of young children's efforts stimulate learning through two-and three-dimensional displays create exciting visual features for your setting.
Displays and Interest Tables (Ready, Steady, Play!)
by Jayne OlpinConveying how collections and displays can become the focus for much discussion and debate in circle time, and how they can be linked to other play areas and themes running throughout the nursery, Displays and Interest Tables helps you to: demonstrate the value of young children's efforts stimulate learning through two-and three-dimensional displays create exciting visual features for your setting.
Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus
by Megan Watkins Greg NobleDisposed to Learn explores the relationship between ethnicity and dispositions towards learning, with a focus on primary school students of Chinese, Pasifika and Anglo Australian backgrounds. The authors challenge the tendency towards the essentializing of ethnicity within multiculturalism to argue for a more nuanced understanding of the relationship between culture and academic performance. Drawing on the work of Bourdieu, they examine how home and school practices produce particular attributes that are embodied as dispositions towards learning - the scholarly habitus. These home and school practices entail different modes of discipline which help or hinder student engagement. The book underlies the need for a better understanding of cultural diversity in schooling to address issues of educational inclusion.