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Wikipedia is often not thought of as a platform for pedagogy, since so many teachers explicitly tell their students to steer clear of the site as a source of information. However, as a site for learner-driven inquiry and informal education, it is without question the chief reference point for many discussions from matters of general knowledge to areas of arcane expertise. (tags: wikipedia lernen schule)
N. Luhmann. Suhrkamp, Frankfurt am Main, (2004)Im Jahr 2002 erschien mit Das Erziehungssystem der Gesellschaft der letzte Band von Niklas Luhmanns epochaler Theorie der Gesellschaft. Dem Erziehungssystem der Gesellschaft widmete Luhmann allerdings bereits seit den siebziger Jahren große Aufmerksamkeit und publizierte eine Vielzahl von Texten, die von einem Lexikonartikel über System und Systemtheorie in einem pädagogischen Wörterbuch über das "Kind als Medium der Erziehung" bis hin zur Reformpädagogik reichen. Dieser Band versammelt erstmals diese verstreut publizierten Texte und bietet somit einen exzellenten Überblick über Luhmanns Theorie des Erziehungssystems..
R. Barr, N. Wiratchai, и R. Dreeben (Ред.) University of Chicago Press, (1991)As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources.
Viewing schools as part of a social organization with a hierarchy of levels—district, school, classroom, instructional group, and students—avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material..