1,721,298 research outputs found
Selection in the special school: Method for realization of special pedagogical demand as subject of empirical research
No full textSelection in the special school: Method for realization of special pedagogical demand as subject of empirical research
No full textSpecial Education and the Risk of Becoming Less Educated
Full text linkpeer reviewedWith educational expansion and rising standards, ever more students are being transferred into special education. These programs serve children and youth with ‘special educational needs’ (SEN), a heterogeneous group with social, ethnic, linguistic, physical, and intellectual disadvantages. An increasing proportion of students at risk of leaving secondary school without qualifications participate in special education. While most European countries aim to replace segregated schools and separate classes with school integration and inclusive education, cross-national comparisons of special education’s diverse student bodies show considerable disparities in rates of SEN classification, provided learning opportunities, and educational attainments. Analyses of European special education demographics and organizations emphasize institutional instead of individual explanations. Findings from Germany and the United States further demonstrate that which students bear the greatest risk of becoming less educated depends principally on the institutionalization of special education systems and on definitions of ‘special educational needs’
Handbook Organizational Sociology
Full text linkJustin Powell wurde von Maja Apelt zum Verhältnis der Bildungs- zur Organisationssoziologie interviewt. Konkret geht es um Berührungspunkte von Bil-dungsforschung und Organisationssoziologie, empirische und theoretischeLücken der Organisationssoziologie aus Sicht der Bildungsforschung und zu-künftige gemeinsame Fragestellungen.R-AGR-0221 - IRP14 - EDRESGOV (20140901-20180930) - POWELL Justin J
Paradox: More Education, Less Equality
Full text linkBildung für sozialen Fortschritt: Wie wirkt sich ein Mehr an Bildung auf eine Gesellschaft aus? Dieser Frage widmete sich eine Tagung am Institut für Höhere Studien in Wien. In den vergangenen Jahrzenten ist der Bildungsstand weltweit gestiegen und geht mit einem längeren, gesünderen Leben, einer höheren Produktivität und mehr zivilgesellschaftlichem Engagement einher. Gleichzeitig kann Bildung die soziale Ungleichheit verschärfen.
Gestaltung: Julia Geistberger
Mit: Justin Powell, Bildungssoziologe Universität Luxemburg
Redaktion: Barbara Daserhttps://science.orf.at/stories/2992639/R-AGR-0221 - IRP14 - EDRESGOV (20140901-20180930) - POWELL Justin J
Building Capacity for Comparative and International Social Sciences: Inter-organizational Collaboration and EU Research Funding & Degree Programs
Full text linkIn this essay, I present global mega-trends in higher education and science (expansion, competition, collaboration), discuss regional shifts in scientific publication globally since 1900 and systematic attempts to build capacity for knowledge production, especially in research universities. Pure exponential growth in the publication of research articles is matched by rising international, interorganizational, and transdisciplinary collaboration. The implications of these patterns, especially for international and comparative social sciences, are then briefly delineated on the basis of the case of EU research funding (Framework Programmes) and joint degree programs (Erasmus Mundus) that promote sustainable collaborations across borders in Europe.R-AGR-0221 - IRP14 - EDRESGOV (20140901-20180930) - POWELL Justin J
To Segregate or to Separate? Special Education Expansion and Divergence in the United States and Germany
Full text linkpeer reviewedOver the past two hundred years in the United States and Germany, special educational systems have been institutionalized to facilitate access to learning opportunities for children with disabilities, difficulties, and disadvantages. Originally heralded as innovative, the positive views of these mainly segregating and separating educational facilities have been increasingly challenged. Despite a multitude of local, national, and international reform initiatives, Germany continues to serve the vast majority of children with special educational needs (SEN) in segregated special schools, whereas in the United States nearly all children with SEN are integrated in general schools, though most spend part of their school day outside the general classroom. This institutional analysis compares the genesis, expansion, and persistence of special education as a multitrack, separating system in the United States and as a dual‐track, segregating system in Germany
Higher Education and the Exponential Rise of Science: Competition and Collaboration
Full text linkpeer reviewedHow we collaborate and compete to find solutions to the problems and challenges of our age vastly impacts our individual and group success and well-being. Interdependent, the institutions of education and science have dramatically expanded. Today, scientists in nearly all countries contribute to our shared stores of knowledge, with research universities the driving force behind unexpected pure exponential growth in scientific production. Competition—regional, national, organizational, and individual—has become more potent—with performance measures, comparative indicators, and formal evaluations continuously generated and used in decision-making. Simultaneously, collaboration across institutional, disciplinary, organizational, and cultural boundaries expands the possibilities of discovery and produces the most influential science. Competition and collaboration at the nexus of higher education and science demand enhanced attention as they shape the future of scientific innovation and production, with its understudied yet increasingly incontrovertible effects on individuals and societies.R-AGR-0221 - IRP14 - EDRESGOV (20140901-20180930) - POWELL Justin J
Vergleichende Erziehungswissenschaft in einer Ära des Wettbewerbs und der Kooperation
Full text linkpeer reviewedComparative education relies on experiences, expertise, data, and criticism derived from multiple contexts and diverse levels to generate insights, facilitate understanding, and explain change. Marked by connectivity, our contemporary era vastly increases the (potential) diffusion of ideas essential for scientific advance. Three interlocking trends emphasise the growing relevance of comparative educational research. Firstly, competition has become more potent – among scholars, their organisations, and within as across countries. Secondly, educational studies, as science more generally, are increasingly conducted in collaboration – across disciplinary, cultural, linguistic, and organisational boundaries – enhancing the potential for discovery while producing influential scholarship. Thirdly, while educational research and policymaking are increasingly comparative, comparative knowledge stores are often only selectively used. To counter such reductionism, in-depth comparative institutional analyses across divides of academy, policymaking, and practice remain crucial. The multidisciplinary field must claim its relevance more persuasively, even as scholarly exchange, mobilities, and cultural knowledge endure as vital foundations.R-AGR-0221 - IRP14 - EDRESGOV (20140901-20180930) - POWELL Justin J
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