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  1. The view of knowledge
    an institutional theory of differences in educational quality
    Author: Henrekson, Magnus; Wennström, Johan
    Published: June 22, 2022
    Publisher:  Research Institute of Industrial Economics, Stockholm, Sweden

    This essay argues that the most crucial institution of any school system is its view of knowledge - from which virtually all other aspects of a school are derived: the content of its curricula, its pedagogical practices, and the incentives that... more

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    Location:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
    Signature:
    DS 206
    Inter-library loan:
    No inter-library loan

     

    This essay argues that the most crucial institution of any school system is its view of knowledge - from which virtually all other aspects of a school are derived: the content of its curricula, its pedagogical practices, and the incentives that motivate its members. To make this case, we outline the two main conflicting views of knowledge, the classical view and the postmodern social constructivist view. According to the classical view, the purpose of schooling is to give students objective knowledge and skills that they cannot acquire in any way other than through hierarchical instruction in well-defined disciplines. The social constructivist view rejects the existence of objective knowledge. This rejection translates to a preference for student-directed pedagogy, the mixing of instructional fields, and an emphasis on developing general critical thinking skills rather than on acquiring domain-specific knowledge. Using the history of education in Sweden as an example, our analysis suggests that the recent decline in educational quality in the Western democracies can be remedied by a paradigm shift in the governing view of knowledge toward the classical view.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/269186
    Series: IFN working paper ; no. 1432 (2022)
    Subjects: Communal knowledge; institutions; postmodernism; social constructivism; thought style; views of knowledge
    Scope: 1 Online-Ressource (circa 22 Seiten)
  2. Understanding the conceptual interplay between learners’ motivation and patterns of personal meaning in the mathematics classroom: results from Germany and Finland
    Author: Suriakumaran, Neruja
    Published: 2022
    Publisher:  Staats- und Universitätsbibliothek Bremen, Bremen

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    Source: Union catalogues
    Contributor: Vollstedt, Maike (Akademischer Betreuer); Hannula, Markku (Akademischer Betreuer)
    Language: English
    Media type: Dissertation
    Format: Online
    Other identifier:
    Subjects: Mathematikunterricht; Motivation; Lernmotivation; Schüler
    Other subjects: Motivation; personal meaning; self-determination theory; social constructivism; comparative study - Germany and Finland; lower secondary level - grade 9; mathematics education; sequential-dependent research design; quantitative statistical analyses; latent class analysis; networking of theories approach; coordinating
    Scope: Online-Ressource
    Notes:

    Dissertation, Bremen, Universität Bremen, 2022
  3. English Academic Writing: Social constructivism and corpora
    Author: McLaughlin, Janet-Marie
    Published: 2013
    Publisher:  Shaker, Aachen

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  4. English academic writing
    social constructivism and corpora
    Author: McLaughlin, Janet-Marie
    Published: 2013
    Publisher:  Shaker, Aachen

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    Content information
    Source: Union catalogues
    Language: English
    Media type: Dissertation
    Format: Print
    ISBN: 9783844019643
    Other identifier:
    9783844019643
    Series: Linguistik
    Applied linguistics
    Subjects: Englisch; Wissenschaftssprache; Englischunterricht; Hochschulunterricht; Konstruktivismus <Soziologie>; Korpus <Linguistik>
    Other subjects: (Produktform)Book; (Zielgruppe)Fachpublikum/ Wissenschaft; (Produktform (spezifisch))Unsewn / adhesive bound; academic writing; social constructivism; corpora; english language learners; (VLB-WN)1564: Hardcover, Softcover / Englische Sprachwissenschaft, Literaturwissenschaft; (DNB-Sachgruppen)420
    Scope: VIII, 310 S., graph. Darst., 21 cm, 480 g
    Notes:

    Zugl.: Hildesheim, Univ., Diss., 2012