商业出版的再思考:科技与专业知识的平衡

探讨六种力量对知识经济时代商业出版的影响。技术创新对个体消费者是重要的,但是编辑技巧对团队更重要。具体来说,商业出版对组织机构的知识管理功能将变得不可或缺,并随着组织知识管理需求的增长,出版商拥有一个将自身角色从产品供应商向企业界的服务提供商拓展的机会。     

Do migrant girls perform better than migrant boys? Deviant gender differences between the reading scores of 15-year-old children of migrants compared to native pupils

In this paper, we analyse the gender differences between the educational performance of 15-year-old children of migrants from specific regions of origin countries living in different destination countries with the Programme for International Student Assessment (PISA) 2009 wave. We study whether this gender difference of migrant pupils deviates from the gender difference between the native pupils in their destination country. We analyse the educational performance of 16,612 daughters and 16,804 sons of migrants in destination countries across Asia, Europe, Latin America, and Oceania. We distinguish 62 origin countries and 12 origin areas in 30 destination countries. Female migrant pupils have both higher reading and math scores than comparable male migrant pupils, and these gender differences among migrant pupils are larger than among comparable native pupils. Parental socioeconomic background has an equal effect on the educational performance of daughters of migrants and on that of sons of migrants. The variation in educational performance by region of origin is, however, not clearly related to the poverty or traditionalism of regions.     

Governing the Family through Education: A Genealogy on the Home/School Relation

We examine a century of rhetoric on the home/school relation and investigate how current ideas about this relationship and associated parent involvement might inhibit the realization of justice, equity, and excellence in education. The phrase home/school relation refers to the actual and theoretical pattern of prescribed interactions and communication between families and schools, with an emphasis on optimizing children's development and achievement. Parent involvement, in the home and in the school, is defined as a set of behaviors that results from parents' and schools' understanding of the home/school relation. Excerpts from texts written by post-structuralist philosopher Michel Foucault guide the historical analysis of published rhetoric on the home/school relation. Ultimately, this review serves to refocus attention on the home/school relation and associated parent involvement to expand insight and opportunity for equity in schools.     

Preparing Students for College and Career in the United States: the Effects of Career-Themed Programs of Study on High School Performance

In the United States, education policy calls for every student to graduate from high school prepared for college and a career. National legislation has mandated programs of study (POS), which offer aligned course sequences spanning secondary and postsecondary education, blending standards-based academic and career and technical education (CTE) content and often including work-based learning opportunities. This study examined the effects of these career-themed POS on high school achievement outcomes in the United States. We used structural equations and an instrumental variable approach to test the effects of POS enrollment and participation in CTE course sequences on GPA and graduation. Results indicated that POS enrollment improved students’ probability of graduation by 11.3 % and that each additional CTE credit earned in POS increased their probability of graduation by 4 %. There were non-significant effects for high school GPA. These findings suggest that POS benefited students in terms of retention at no cost to their achievement.     

Gendered readings: Refraining mothers in family literacy

Despite the centrality of mothers in their children’s education, mothers have, until relatively recently, been largely invisible in the research on family and intergenerational literacy. This paper develops a feminist analysis of family literacy programs and outlines a pedagogical framework for family literacy, that repositions mothers as researchers of literacy practices within their families. Data from a case study of an intergenerational literacy program are analysed to make visible the complexity of the mothers’ intergenerational literacy practices and to demonstrate the value of critical literacy as a pedagogical approach that acknowledges the gendered subjectivities of women in family literacy programs as mothers, learners and teachers of their children.     

Embodiment and becoming in secondary drama classrooms: the effects of neoliberal education cultures on performances of self and of drama texts

This article explores the effects of neoliberalism and performative educational cultures on secondary school drama classrooms. We consider the ways Deleuze and Guattari’s schizoanalysis and Butler’s concept of gender performance enable us to chart the embodied, relational, spatial and affective energies that inhabit the often neoliberal and heterosexually striated space of the drama classroom. These post-humanist analyses are useful methodological tools for mapping the complexities of student becomings in the space context of the secondary school. We also show how Foucault’s governmentality and Ball’s theory of competitive performativity are particularly salient in the context of immanent capitalism that shapes the desires of its subjects. These frameworks, when combined, can be useful in critiquing neoliberal educational assemblages and in indicating emerging deterritorializations and lines of flight in teachers and students.     

Wege in die Wissenschaft

Zusammenfassung Dieser Artikel besch?ftigt sich mit einem Themengebiet, das in der erziehungswissenschaftlichen Wissenschafts-, Hochschul-und Berufsforschung bislang kaum analysiert worden ist. Unter Bezug auf die Ergebnisse einer schriftlichen Befragung von rund 3.800 Absolventen erziehungswissenschaftlicher Hauptfachstudieng?nge (Diplom, Magister) in ganz Deutschland wird die Frage untersucht, wie gro? die Gruppe der Studierenden aus diesen Studieng?ngen ist, die sich einige Jahre nach dem Studienabschluss im Arbeitsfeld Hochschule und Forschung beruflich platzieren kann bzw. promoviert, durch welche Merkmale diese Gruppe gekennzeichnet ist und welche Bedingungsfaktoren den Weg in die Wissenschaft beeinflussen. Nach einem überblick über den bisherigen Stand der Forschung und der Darstellung zentraler Resultate des Diplom-und Magister-Surveys zum Weg in die Wissenschaft werden abschlie?end einige Konsequenzen diskutiert, die sich aus den Befunden für eine Reform der bisherigen Hauptfachstudieng?nge bzw. für die zukünftige Gestaltung neuer Studieng?nge mit Blick auf eine Verbesserung der Nachwuchsf?rderung für das Fach Erziehungswissenschaft ergeben.

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Summary Paths into Science: The Results of a National Survey of Graduates from Diplom and Magister Programs in Educational Science This article examines a topic which has hardly been dealt with in the field of Educational Science. A survey of around 3,800 graduates of Educational Science in both Diplom and Magister programs in Germany asked what proportion of graduates went on to work or commence a Ph.D. in higher education. It also investigated the characteristics of such graduates and the conditions which determined their path into science. Following an overview of preceding research in this area and a presentation of the central results of the survey, the consequences of the findings for a reform of courses and an improvement in the training of academics in the field of Educational Science will be discussed.