Die wissenschaftliche Arbeit wertet eine Umfrage unter 710 studentischen Teilnehmer*innen aus ganz Deutschland aus, die zu ihren Erinnerungen an Politikunterricht befragt wurden. Jenseits der deutlichen Unterschiede hinsichtlich der Anzahl an Schuljahren mit einem Fach für politische Bildung zeigt sich, dass der Politikunterricht in vielen Bundesländern auch nach dem Paradigmenwechsel im Zuge des „PISA-Schocks“ 2001 noch immer eine starke Fokussierung auf Faktenvermittlung und Auswendiglernen aufweist. Trotz dass Internetseiten und Nachrichten-Apps mit Abstand als häufigste Quelle der politischen Informationsbeschaffung angegeben wurden, kam in knapp 80 Prozent des erlebten Politikunterrichts nie das Handy oder ein Computer zum Einsatz. Dies entspricht nicht den Anforderungen eines modernen, an der Lebenswelt der Schüler*innen orientierten Unterrichts und macht es nicht verwunderlich, dass nur jeder zweite Befragte dem eigenen Politikunterricht einen Einfluss auf die eigene Urteilsbildung zuspricht. Wie schon frühere Studien konstatierten, wünschen sich Viele einen früheren Beginn des Unterrichtsfaches bzw. eine Ausweitung der schulischen politischen Bildung. In diesem Zusammenhang haben die Untersuchungen deutliche Zusammenhänge zwischen der Zeit politischer Bildung im Schulalltag und qualitativen Kriterien guter politischer Bildung ergeben. So steigt bspw. mit der Fachstundenanzahl auch die methodische Abwechslung im Politikunterricht. Deshalb sollte sich die Politikdidaktik bundesweit weiterhin für eine Stärkung und Verankerung der politischen Bildung an allen Schularten stark machen, da ausreichend unterrichtliche Zeit ein Bedingungsfaktor für eine nachhaltige Kompetenzausbildung darstellt. Des Weiteren muss es zu den primären Aufgaben der Politikdidaktik gehören, eine multimediale Lehramtsausbildung zu forcieren und die notwendige Medienkompetenz auf Seiten der Politiklehrer*innen auszubilden. Außerdem sollte sie politischen Bildner*innen bei Fragen der eigenen Meinungsäußerung beiseite stehen und ihnen bewährte Handlungsstrategien an die Hand geben, um dem Ruf der Indoktrination zu entgehen und politische Ideologisierung zu vermeiden, ohne dabei gleichwohl kontroverse und aktuelle Themen gänzlich zu vermeiden. Denn die Positionierung von Lehrkräften in der Schule weist in den Umfragedaten ambivalente Wechselwirkungen auf.:Vorwort Einleitung Zum aktuellen Stand schulischer politischer Bildung in Sachsen und Deutschland Forschungsinteresse und Fragebogen Umfragerealisierung und Stichprobenzusammensetzung Methodisches Vorgehen Untersuchungsergebnisse: Erinnerungen an Politikunterricht Schlussfolgerungen für die Politikdidaktik Ausblick und Methodenkritik Quellen Anhang Selbstständigkeitserklärung

This study was concerned with examining the process of educational policy-making at the central government level in the Republic of Korea through an application of systems analysis. The purposes of this study were (1) to examine the relationship existing between politics and education; (2) to construct a systems analysis for examining the process of educational policy-making; and (3) to identify problems and limitations in the educational policy-making process in the Republic of Korea. To accomplish these purposes analytic and descriptive methods were used as a research technique.

In this study, DiMaggio and Powell's (1983) institutional model of isomorphic change is hypothesized to explain the changes witnessed in educational organizations with regard to the acceptance, implementation and institutionalization of distance learning. In order to show the power of institutional theory in explaining organizational change over time, a comparative qualitative case study methodology is utilized. Document analysis and interviews are used to explore the utility of this isomorphic change model. Each research question seeks to explore different influences of institutional isomorphism, coercive, normative, and mimetic. DiMaggio and Powell (1983) suggest organizations converge on similar practices and behaviors and appear similar to like organizations over time. The appearance of change toward homogeneity is explored through the isomorphic change theory which indentifies three forces, coercive, normative and mimetic, influential in determining how adopted behaviors and pr actices become isomorphically accepted by the organizational field. Coercive isomorphism stems from political influence and organizational legitimacy, often conveyed through laws, regulations, and accreditation processes (or outside agency requirements); normative isomorphism is associated with professional values; and mimetic isomorphism is copying or mimicking behaviors that is a result of organizational response to uncertainty. By examining the organizational field for the presence of these forces and measuring the extent of these forces at various points in time one is able to explain convergence on regularized practices and institutionalized behaviors, or how an organizational field becomes institutionalized, around a particular idea or practice. / The coercive, mimetic, and normative forces present in the field dictate institutionalization and theoretically produce an environment that induces organizational conformity, or homogeneity, through pressure to appear legitimate, competition, mandates associated with funding, and influential professional group and network values. / by Kristi D. Caravella. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

O presente estudo tem como objeto a transição e os percursos das creches diretas da Secretaria de Assistência Social (SAS), para a Secretaria Municipal de Educação (SME), na Prefeitura Municipal de São Paulo durante a gestão Marta Suplicy (PT), de 2001 a 2004. Buscou-se compreender o processo político-administrativo levado a efeito nesse período. Intencionamos ao mesmo tempo, contribuir para o debate sobre creches, buscando apontar alguns indicadores do processo e como o município de São Paulo incorporou o preceito constitucional das creches na área da Educação. Buscou-se utilizar como referências conceituais diferentes teorias da área de política de educação infantil e das políticas sociais dirigidas à infância, objetivando relacioná-las com as políticas de creche no município de São Paulo, evidenciando o contexto histórico-político em que estava inserido. A conclusão do estudo revela que a mudança de área trouxe várias modificações com relação ao atendimento das crianças nas creches, em especial, a organização da demanda, a gestão de sistema e de unidades e a formação de professores. A pesquisadora reuniu e analisou grande parte da documentação que caracterizou a transição e com base nas entrevistas realizadas demonstrou que, embora com contradições, houve avanços para as creches diretas do município de São Paulo. Destaca ainda, que há muito a investir na qualidade do atendimento educacional da criança de 0 a 6 anos no município. / This study aims to track the transition and the course of administration of day-nurseries of the Secretary of Social Assistance (SAS) to Municipal Secretary of Education (SME) of São Paulo City during the administration of the Major Marta Suplicy (PT), from 2001 to 2004. The Administration has tried to understand the political and administrative process carried out during the remaining period. At the same time our intention was that this study could contribute to the debate about day-nurseries, pointing and analyzing indicators that reflected on the developed work and how the schools accepted the constitucional precept of day-nurseries in the area of Education. On the development of this study, we have used as references, different conceptual theories linked to childhood education policies in accordance with social policies targeting to connect them with the policies used in daynurseries in the city of São Paulo, emphasizing the historical and political context in which was inserted. The conclusion reached by this study suggests that is the changing of the area that has brought a lot of modifications about the care of children in day-nurseries as the way of the attendance, the administration of educational system and unit until the organization and formation of staff in this sector. The researcher attended and analyzed great part of the documentation that characterized the transition and added to the interviews showed, although with contradiction in process, that progress was occurring through the day-nurseries for the city of Sao Paulo. Highlights have shown that educational area needs investment and efforts in order to enhance the quality of the attendance for children from 0 to 6 years in the childhood education in São Paulo.

有明末造，顧憲成、高攀龍諸君講學東林，風動天下，以致黨禍連結，與國運相始終。「東林」遂為政治史與思想史之一大關目，匪特同世之人，褒貶迭出，自近代以降，學人研究亦稱夥矣。然前人關注之重心，主要為「明末」在朝之「東林黨」；於「東林書院」之活動，尤其是書院在清初的發展演變，尚鮮有及之。本研究擬以順治、康熙兩朝為主要時段，從遺民與當道互動的角度考察東林書院之興復及其講學活動，對學界少有關注的書院祀典之爭加以考述和分析，並探討清初東林學者如何就「氣節」「學統」等議題對明代東林傳統作出反省與建構，希望繇此對東林書院由明入清之歷史變化作一勾勒。 / 本文將清初東林書院之史事置於「道」「勢」相對的框架之中展開分析，相對於前人用「以道抗勢」分析士權與君權的對峙，本文則更關注士人階層内部在「道」「勢」兩重身份之間的張力。儒家士人既要守「道」傳學，又當以「勢」經世，兩者之閒本須權衡調和。而在明清易代之際，「民間學者」與「地方官員」兩種士人身份之殊途，實質上形成了「道」與「勢」的分離。書院作爲一地方性的學術組織，既是在野學者力量之代表，又不能不受制於官方之權力，在此時遂成爲一個「道」與「勢」折衝的空間。然而，「道」「勢」二者之關係在調和之中亦悄然變化。如果說明代的東林運動有一種「以道馭勢」的理想與實踐；那麽在清初書院的發展中，學者本身「政治」一面弱化，「學術」也退守於中行默修，於是「道」乃反為「勢」所羈縻。而在理學委頓、樸學代興這一學術本身的轉折中，「道」「勢」關係之遷變亦可為一機緣。緣乎是，對清初東林書院的研究，不但可以在一個點上展現士人文化與社會風氣的變遷，更能為我們理解傳統中國「政治」與「學術」之互動提供助益。 / The anti-eunuch struggle of the ‘Tung-lin Party’ (東林黨) which was succeeded by continuous partisan disputes in the late Ming Period has long been considered of great significance to understand its contemporary politics and even the collapse of the dynasty. However, the other aspect of this movement, namely the scholarly practice of the Tung-lin academy (東林書院) has not been given equivalent attention. Therefore, the development of the academy after the so-called ‘partisan disaster’ (黨禍) has been, not surprisingly, seldom discussed by existing studies. This thesis aims at providing a historical account of the Tung-lin academy in early Qing period (1644-1722), focusing on four main topics: the organization of public conferences or lectures(講會), the debates over the academy’s pantheon , the discourse on moral integrity(氣節) and the increasing concerns for academic orthodoxy among intellectuals. / Scholars in the academy were by definition involved in the tension between Confucian values(道) and the political authority(勢) since they were supposed to be both academic and political elites. What complicated the issue was the defiant attitude of Ming-loyalists towards the newly established Manchu regime. Although being regarded as shelters for scholars who refused to serve the Qing government, academies could hardly be insulated from those ambitious local officials who were playing the role of patron as well as regulator. By exploring closely the case of Tung-lin academy, this thesis attempts to indicate that, the conflict and compromise between intellectuals and political authorities, alongside with the retrospection upon the cultural crisis of late Ming, had gradually shaped the interest of Qing scholars who inclined to restrain their work purely academic in contrast with their late-Ming predecessors who were enthusiastic about pursuing the political implications of their learning. This very transition could also be reasonably one of the many contributors to the declination of Li-hsüeh(理學，the study of principle). / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 胡琦. / "2012年8月". / "2012 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 206-218). / Abstract in Chinese and English. / Hu Qi. / Chapter 緒論 --- 道勢之間：「東林」的多重面向 --- p.7 / Chapter 第一節 --- 「以道抗勢」和「以道馭勢」：儒家士人的内在規定性 --- p.7 / Chapter 第二節 --- 「黨」或「書院」：研究史的回顧 --- p.14 / Chapter 第三節 --- 清議與講學：明代之「東林」傳統 --- p.22 / Chapter 第四節 --- 由明到清：「道」「勢」分合與風氣代變 --- p.39 / Chapter 附論 --- ：東林志乘述略 --- p.44 / Chapter 第一章 --- 遯世與應世：清初東林書院的講學活動 --- p.48 / Chapter 第一節 --- 種得星火：黨禍後東林學脈之承續 --- p.49 / Chapter 第二節 --- 此日再得：清初東林書院之興復 --- p.54 / Chapter 第三節 --- 以故老為師儒：陸世儀之講學 --- p.64 / Chapter 第四節 --- 教化斯民：李顒之南行 --- p.79 / Chapter 第五節 --- 出處之間：關於「講學」的掙扎 --- p.100 / Chapter 第六節 --- 「書院」之外的「東林」 --- p.138 / Chapter 第二章 --- 釐正「東林」：祀典中的權力與歷史 --- p.152 / Chapter 第一節 --- 公私之辨與「官祭」的興起 --- p.156 / Chapter 第二節 --- 「祀典」與「有司」之涉入 --- p.162 / Chapter 第三節 --- 「黨人與書院無與」：湯斌與左周諸公入祀之爭 --- p.170 / Chapter 第四節 --- 「祗慎重於將來，毋更張於已往」：宋犖對東林祀典的釐正 --- p.182 / Chapter 第五節 --- 由「典」到「史」 --- p.188 / Chapter 附錄1 --- ：清初東林書院道南祠入祀記錄簡表 --- p.191 / Chapter 附錄2 --- ：東林書院道南祠全圖 --- p.192 / Chapter 第三章 --- 從「氣節」到「道脈」：清初「東林」觀念的漸變 --- p.193 / Chapter 第一節 --- 小引：「東林」概念之衍生 --- p.193 / Chapter 第二節 --- 氣節本於理學：明代東林之氣節論 --- p.198 / Chapter 第三節 --- 殉國之忠：明清之際的「氣節」 --- p.214 / Chapter 第四節 --- 反思講學：「道脈」論的生長 --- p.219 / Chapter 第五節 --- 篤行默修：士風之轉向 --- p.233 / Chapter 第四章 --- 「宗朱」學統之建成：東林書院與官方朱學思潮 --- p.238 / Chapter 第一節 --- 「尊朱」立場下的調和：明代東林學者對王學的態度 --- p.239 / Chapter 第二節 --- 建構學統：清初東林論學的一個特點 --- p.249 / Chapter 第三節 --- 「官方朱學」與「民間朱學」：一個闡釋框架的再檢討 --- p.259 / Chapter 結論 --- 失「勢」之「道」：清初政治與學術轉向 --- p.281 / 參考書目 --- p.286

陳淑雯. / 論文(哲學碩士)--香港中文大學, 1998. / 參考文獻: leaves 199-215. / 中英文摘要. / Chen Shuwen. / Chapter 第一章 --- 導言 --- p.1 / Chapter 1.1 --- 前言 --- p.1 / Chapter 1.2 --- 研究背´景´ؤؤ政治與課程 --- p.2 / Chapter 1.3 --- 研究立足´點´ؤؤ課程社會學的觀點 --- p.5 / Chapter 1.4 --- 研究意義 --- p.7 / Chapter 第二章 --- 研究理論 --- p.8 / Chapter 2.1 --- 政治與課程 --- p.8 / Chapter 2.2 --- 共產政權的認受性與課程 --- p.19 / Chapter 2.3 --- 殖民政權的認受性與課程 --- p.31 / Chapter 第三章 --- 研究設計 --- p.44 / Chapter 3.1 --- 研究問題 --- p.44 / Chapter 3.2 --- 研究對象 --- p.44 / Chapter 3.3 --- 研究方´法´ؤؤ定性研究法 --- p.48 / Chapter 3.4 --- 分析主題 --- p.51 / Chapter 3.5 --- 研究限制 --- p.53 / Chapter 第四章 --- 中、港課程的意識型´態´ؤؤ歷史觀 --- p.54 / Chapter 4.1 --- 歷史的進´程´ؤؤ線性與循環史觀 --- p.54 / Chapter 4.2 --- 推動歷史發展的原動力 --- p.61 / Chapter 4.3 --- 歷史論述的價値基準 --- p.68 / Chapter 4.4 --- 中、港課程的歷史觀與政權管治的意識型態 --- p.73 / Chapter 第五章 --- 中、港課程的意識型´態´ؤؤ民族與國家感情 --- p.76 / Chapter 5.1 --- 民族感情 --- p.76 / Chapter 5.2 --- 國家感情 --- p.90 / Chapter 5.3 --- 中、港課程的民族、國家感情與政權管治的意識型態 --- p.97 / Chapter 第六章 --- 中、港課程的意識型´態´ؤؤ「優良」的品德 --- p.103 / Chapter 6.1 --- 品德敎育的形式 --- p.103 / Chapter 6.2 --- 品德敎育的内容 --- p.107 / Chapter 6.3 --- 中、港課程的品德敎育與政權管治的意識型態 --- p.117 / Chapter 第七章 --- 中、港課程意識型態控制的機制 --- p.122 / Chapter 7.1 --- 制度層´面´ؤؤ由《課程綱要》編訂到敎科書審定 --- p.123 / Chapter 7.2 --- 人的層面 --- p.135 / Chapter 7.3 --- 小結 --- p.140 / Chapter 第八章 --- 中、港課程的政治社會化特色 --- p.142 / Chapter 8.1 --- 政治與課´程´ؤؤ不同政權的政治社會化的特色 --- p.142 / Chapter 8.2 --- 未完的討論 --- p.148 / Chapter 8.3 --- 對歷史課程改革的啓示 --- p.150 / 附表 --- p.153 / 附錄中文參考書目 --- p.199 / 英文參考書目 --- p.209

Thesis (MPA) --University of Limpopo, 2006 / The study conducted was based on the political and administrative interface in the Department of Education in Limpopo. This provincial Department has experienced challenges that originated from the offices of both the Executive Authority and the Accounting officer. This grey area in the Department had almost paralysed the whole system and it became imperative that it be studied in an attempt to find possible solutions. An extensive scientific body of knowledge from different scholars and their findings contributed to a new direction recommended for consideration. The findings presented have the capacity to hamstring any organisation. The findings reveal, among others, that: the complementary bureaucratic model is threatened by time, and its challenges are enormous; there is little knowledge among politicians and administrators regarding interface matters; administrators do not have a global picture regarding the result of unethical conduct; more research on interface matters needs to be done and results published for the public to be educated while politicians and administrators should be continuously trained; the fluidity of the interface needs continuous focus to avoid plunging the department into an untenable situation.

published_or_final_version / Sociology / Doctoral / Doctor of Philosophy

Not available / text

published_or_final_version / Public Administration / Master / Master of Public Administration