Abstract: This paper argues that multicultural education is an essential way of creating a safe and respectful campus. Examined from the perspective of power relations, schools are viewed as a site that helps maintain existing power relations by reinforcing the assimilation ideology. A drawback of this is that only one set of perspectives is valued.… Read More »
Timo Jacobs & Susanne Herker (Hrsg.) (2018). Jenaplan-Pädagogik in Konzeption und Praxis. Perspektiven für eine moderne Schule. Ein Werkbuch. Baltmannsweiler: Schneider Verlag Hohengehren. 556 pages, ISBN 978-3-8340-1716-1; 36 €. Germany is one of those countries of the western world where the public (state) education system is strongly dominant. On the other hand, a larger number… Read More »
Abstract: This article presents the most important results of a study on the university political commitment of students at the Otto-von-Guericke-University Magdeburg. The study focuses on the question of why and how students at the Otto-von-Guericke-University Magdeburg become involved in university politics. Semi-standardized interviews are conducted with students from different educational backgrounds. The Civic Voluntarism… Read More »
Abstract: In 1935 a book was published in Germany with essays by John Dewey, the most famous American philosopher, and his equally internationally-renowned pupil, William H. Kilpatrick. Kilpatrick’s essay, “The Project Method”, published in 1918 (September), had triggered a storm of enthusiasm in the USA to convert the curriculum of public schools to the project… Read More »
Olga Graumann (2018). Inklusion – eine unerfüllbare Vision? Eine kritische Bestandsaufnahme. [Inclusion – an unattainable vision? A critical inventory.] Berlin/Toronto: Budrich. 303 pp., ISBN 978-3-8474-2231-0 (Paperback) How to deal with inclusion? For many years, Prof. em. Dr. Dr. h.c. Olga Graumann worked in pedagogical and educational research and taught pedagogics at the University of Hildesheim.… Read More »
Dear Readers and Authors, This issue aims in particular at discussing historical and current developments in pedagogical and social science research and thus literally lives up to its title: “International Dialogue on Education: Past and Present”. You will find more information about our editorial policies and guidelines at instructions to the contributors, the news and… Read More »
Summary: Beginning in the twenties of the previous century, the writings of Anton Semjonovitch Makarenko, an educator who was born in the Ukranian part of the former Russia and mainly spoke and wrote in Russian, attracted much attention among educators not only in the Russian-speaking world and in communist states but also in the Western… Read More »
Abstract: A tiny section on the agenda of the National Assembly of the Weimar Republic from February to July, 1919 was entitled ‟Religious instruction and the public elementary school”, part of the preparation for the new Constitution of the German Reich, the so-called Weimar Constitution [Weimarer Reichsverfassung; abbr. WRV], of August 11th, 1919. The three… Read More »
Abstract: Feedback can be defined by Irons (2008) as “any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities” (p. 7). The current study aims to synthesize quantitative research studies to further explore the impact of feedback on academic achievement. Results indicated the… Read More »