School
Wissenschaftliche Fachliteratur
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Gerhard Kubik
Culture contact. Patterns of cognitive and psychodynamic interaction
HERODOT – Wissenschaftliche Schriften zur Ethnologie und Anthropologie
The present book introduces readers to worldwide research and concepts which outline a comprehensive theory of cognitive and psychodynamic interaction in culture contact. The encounter between people of different cultural backgrounds always stimulates processes of learning and insight.
The bookʼs author is a cultural anthropologist […]
Csilla Dömők
Europe – History of Unity and Identity
Geschichtswissenschaftliche Studien
“United in diversity”, “Unie dans la diversité” – this is the official motto of the European Union. It almost seems self-evident, as this statement has been part of the European discourse for decades.
The nation state continues to provide the model for “unity”, the dimensions of which are determined by national territory, […]
Petra Gregorčič Mrvar / Katja Jeznik / Jana Kalin / Robi Kroflič / Jasna Mažgon / Marjeta Šarić / Barbara Šteh
New Perspectives on School Counselling
The monograph entitled New Perspectives on School Counselling presents some of the theoretical and empirical analyses, looking at the school counselling service in schools and providing some recommendations for future work.
The first, theoretical part of the monograph analyses the organisation and work of the counselling […]
Bijan Khosravani
Customer Relationship Management Practices in Emerging Economies
A Case Study of Iran
MERKUR – Schriften zum Innovativen Marketing-Management
Bijan Khosravani is an internationally experienced management consultant specializing in strategy, marketing, digital CRM, digital transformation, and ICT. Over the past 30 years, he has worked on numerous international projects and consulted organizations such as SAP AG, German Telecom, Vodafone, AEG Electrolux, LEO Pharma, and […]
Lea Vidi
Schule exklusiv? Eine Mikroanalyse individuellen Erlebens schulischer Prozesse in Bezug auf Exklusionsrisiken in ländlichen Bildungssettings Indiens
EUB. Erziehung – Unterricht – Bildung
Diese Abhandlung beschäftigt sich mit dem Erleben des Bildungsprozesses durch Lehrkräfte und SchülerInnenschaft, um ein tieferes Verständnis der Wirkmechanismen von Exklusionsfaktoren im Schulalltag zu erlangen und so zu eruieren, inwiefern Exklusionserfahrungen und die Reproduktion sozialer Ungleichheit im Rahmen einer schulischen […]
Sonja Čotar Konrad / Darjo Felda / Tina Štemberger
Contemporary Perspectives on Early Childhood Education and Care
The monograph »Contemporary perspectives on early childhood education and care« consists of ten chapters that theoretically and empirically address some of the key areas of quality of ECEC.
In the first chapter »The preschool teacher: an important factor in promoting child development« we present how the education of preschool […]
Ana Kozina (ed.)
Social, emotional and intercultural competencies for inclusive school environments across Europe
Relationships matter
»Overall this HAND in HAND project and book offers vital elements of a future framework for social and emotional education. The authors are to be commended for their lucidity, sensitivity and ambition in scope, as well as frankness about how there is so much more needing to be developed in this whole […]
Robert Celec (Ed.)
Education and Society in Transition
Addressing the Challenges of Youth and Technology
EUB. Erziehung – Unterricht – Bildung
The monograph presents a collection of studies that examine different educational methods and their effects at different levels of education, from high schools to higher education institutions. Topics range from the implementation of coordination chemistry in high school curricula, emphasising the connection to the real world, to dealing with […]
Mojca K. Šebart / Andreja Hočevar
Delusions of Preschool Education
Does anyone care about the process quality anymore?
Frühpädagogik in Forschung und Praxis
How does the need for greater efficiency affect preschool education?
What happens if the focus of curriculum evaluation becomes the ratio between the length of child’s participation in preschool education and the learning outcomes at the initial and higher levels of education on the one hand, and the funds invested in preschool […]