126 research outputs found
Albert Einstein with Alice von Kahler in Princeton, New Jersey signed by Trude Fleischmann.
No full textDigital ImageAlice ("Lili") Loewy Kahler was the wife of Erich Kahler, a literary scholar, author and professor. The couple met in Princeton and were friends with Albert Einstein.Trude Fleischmann was an Austrian photogropher. She had a studio in Vienna before immgrating to the US and opening another studio in New York City. Her work spanned celebrity portraits and fashion photography (most notably for Vogue).Record added to DigiTool. Aleph record suppressed. J. Palmisano 09/15/2010.Digital Imag
AHC interview with Trude Lowenthal and Lily Buchwald
No full textTrude Lowenthal was born Trude Rattner in Vienna, 1913. She was the oldest of Hersh Ber and Ryfcia Rattner's four children. Alltogether they lived on Neubagasse in the 7th Viennese district. After attending school, she worked as an accountant, did various office jobs at a department store and later at a store for car- and motorcycle supplies in Vienna. She left Austria for England in 1938 without her first husband, engineer Erwin Basch (who committed suicide in France 1940, when the German Army broke through). Her sister Lily Buchwald had already been in England a few months before her. She emigrated to the U.S.A. in 1949 where she later married Carl Lowenthal, who was originally from Germany. She worked as an accountant until her retirement in 1988. Trude Lowenthal lives in Jackson Heights, Queens, NY.Lily Buchwald was born Lily Rattner, in Vienna 1915 as the second-oldest of Hersh Ber and Ryfcia Rattners four children. After school, she worked as a secretary at a law office in Vienna. In 1937, she got married to the businessman/artist Julius Buchwald. After the "Anschluss", she managed to escape to England, in June 1938. Her husband (and later her mother and sister Trude) followed in fall 1938. In 1945, Lily and Julius Buchwald emigrated to the USA. She worked as an office manageress, secretary and bookkeeper in New York until 1975. Julius Buchwald (1909-1970) was a specialist for chess problems (he won the Chess-Problem-World-Championships of 1946 and 1948) and was also known as a composer and artist. Lily Buchwald's sister-in-law was author/poet/composer Mimi Grossberg (1905-1997), Julius Buchwald's sister. Lily Buchwald lives in Jackson Heights, Queens, NY.Austrian Heritage CollectionSee also Lily Buchwald Collection (AR 11120) and Trude Lowenthal Collection (AR 11121
Russian women in German universities — pioneers of female higher education?
No full textFrom the turn of the century till the beginning of World War I students from the Russian Empire
formed the largest group of foreign students in Germany. In recent literature, Russian women have
even been considered the pioneers of university education for women in Germany where the admission
of females as regular students was permitted later that in other European countries. Between
1902 and 1917, 290 Russian women completed their studies at a German university. By discussing
their backgrounds, education, migration trajectory and future careers, this article provides a collective
portrait of this group. At the same time it makes clear that Russian women were preceded by Germans
or other foreigners at all but one university. However, some of these figures were in fact pioneers both
in their scholarly fields and in women’s academic careers in Russia and other countries. Thus, the
article disproves the claim of their pioneering role in Germany, but at the same time opens up new
perspectives on women’s higher courses and university education in Russia. Refs 49.Работа выполнена при поддержке гранта Deutsche Forschungsgemeinschaft / The author acknowledges Deutsche Forschungsgemeinschaft for a research grant
Introduction : Student Achievement and Equity Over Time in the Nordic Countries
No full textThis chapter introduces the importance of promoting fair, effective, and equitable teacher practice for both individual students and society in general. It presents the rationale, aims, and organizational structure of the book. The chapter provides an overview of the similarities and differences across the Nordic welfare states, focusing on aspects such as population composition, student characteristics, and student performance in mathematics and science to offer a backdrop for policymaking aimed at enhancing effective and equitable teacher practices. The main argument of this chapter, and indeed the entire book, revolves around the necessity of evaluating teacher practices by investigating their contribution not only to student learning outcomes (effectiveness) but also their potential in reducing the gaps in educational outcomes among students with diverse backgrounds (equity), including gender, socioeconomic status, and home language. This approach to evaluating teacher practice holds substantial relevance for the development of educational policy and practice.peerReviewe
Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement
No full textThis study explores the role of teacher practices in mathematics classrooms on mitigating socioeconomic and ethnic inequalities in mathematics performance across Nordic countries. It specifically examines teaching quality, formative assessment practices, content coverage, and teachers’ emphasis on academic success in Denmark, Finland, Norway, and Sweden. By analyzing IEA’s Trends in International Mathematics and Science Study (TIMSS) 2019 grade four data with a two-level structural equation modelling technique, the study reveals that the socioeconomic and ethnic contexts within classrooms significantly influence students’ mathematics achievement. Students attending schools or classrooms with a higher proportion of native students and a higher socioeconomic status experience a reduced effect of family background on their achievement. Positive correlations exist between classroom sociodemographic contexts, particularly the socioeconomic composition, and teachers’ emphasis on academic success. However, the impact of teachers’ instructional and formative assessment practices, as well as content coverage, on mathematics achievement is largely insignificant, except in Norway. Formative assessment practices in Norway have been effective in reducing performance differences between native and immigrant students. This compensatory effect of formative assessment practices is strengthened by the classroom’s socioeconomic context and the teachers’ emphasis on students’ academic success. The study highlights the importance of considering the classroom context and its sociodemographic composition when addressing socioeconomic and ethnic disparities in mathematics achievement across Nordic countries
Effective and Equitable Teacher Practice in Mathematics and Science Education
No full textThis open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality
Effective and Equitable Teacher Practice in Mathematics and Science Education
No full textThis open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality
Tabloidisert litteraturformidling? : en undersøkelse av litteraturformidlingen i Aftenposten før og etter overgangen til tabloidformat
No full textMed utgangspunkt i én case – Aftenpostens morgenutgave – ser forfatteren i denne oppgaven nærmere på utviklingen i kulturjournalistikken i forbindelse med formatendringer. Formålet med undersøkelsen er å finne ut hvordan en omlegging fra fullformat til tabloidformat påvirker formidlingen. Vil en slik omlegging for eksempel medføre at journalistikken tabloidiseres og at kvaliteten forringes?
På et generelt plan handler oppgaven om kulturjournalistikk, men undersøkelsen er avgrenset til litteraturformidlingen – kulturstoffet om litteratur og bokbransjen. I et forsøk på å besvare problemstillingen gjennomføres en komparativ studie, hvor ulike faktorer ved innholdet i Aftenpostens morgenutgave blir undersøkt – både kvantitativt og kvalitativt – på forskjellige tidspunkter hvor avisen har operert med ulike formater.
Studien finner at innholdet i Aftenposten er endret etter formatomleggingene, og noen av endringene ligner også tabloidiseringstrekk. Men trekkene er samtidig såpass beskjedne at det vanskelig lar seg gjøre å hevde at litteraturformidlingen i Aftenposten er tabloidisert eller at kvaliteten er forringet etter omleggingen til tabloidformat
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