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Hanemann Ulrike McKay Veronica 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):351-387
International Review of Education - The aim of this article is to examine literacy and numeracy scores of learners who participated in the South African Kha Ri Gude Literacy Campaign. Analysing the... 相似文献
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Hanemann Ulrike Robinson Clinton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2022,68(2):233-258
International Review of Education - Despite general agreement that a 21st-century learning society must also be a literate society, there is still a long way to go to achieve a broad consensus on... 相似文献
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Hanemann Ulrike 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(4):603-607
International Review of Education - 相似文献
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Andrew J. Pekarik James B. Schreiber Nadine Hanemann Kelly Richmond Barbara Mogel 《Curator: The Museum Journal》2014,57(1):5-27
The theory and practice of IPOP emerged from structured observations and interviews with visitors to the Smithsonian Institution museums in Washington, D.C. from the 1990s to the present—a dataset useful in constructing a long view. This research has had one overarching intention: to serve museum visitors better, that is, to provide visitors with experiences that are above average, special, significant, and memorable. In numerous studies and interviews during the last 16 years, visitors have repeatedly spoken about their reactions to Smithsonian museum exhibitions in four typologies distilling their primary interests: I = ideas, P = people, O = objects, and—as we were obliged to add at a later stage—a second P for “physical.” The evidence suggests that exhibitions that strongly appeal to all four visitor typologies will be highly successful with visitors. 相似文献
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Hanemann Ulrike 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(5):847-851
International Review of Education - 相似文献
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James B. Schreiber Andrew J. Pekarik Nadine Hanemann Zahava Doering Ah-Jin Lee 《The Journal of educational research》2013,106(6):462-468
ABSTRACT The authors examine a model of visitor engagement that has been in development over the past 3 years at the Smithsonian Institution. A total of 390 visitors comprised the sample with a subsample (n = 102) of visitors who were tracked through an exhibit in the National Museum of Natural History. A 5-factor visitor preference model was tested (idea, people, object, physical, and reflective). A 4-factor model was retained, and factor scores were linked to tracking data. Results from the tracking model indicate that the preference scores are associated with and predictive of behavioral patterns within the exhibit. 相似文献
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Hanemann Ulrike 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(2):251-275
International Review of Education - Among the 17 United Nations Sustainable Development Goals (SDGs), the fourth one is about ensuring “inclusive and equitable quality education” and... 相似文献
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Gabriele Rabkin Stefanie Geffers Ulrike Hanemann Meike Heckt Marcus Pietsch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):651-677
The authors of this article begin with an introduction to the holistic concept of family literacy and learning and its implementation in various international contexts, paying special attention to the key role played by the notions of lifelong learning and intergenerational learning. The international trends and experiences they outline inspired and underpinned the concept of a prize-winning Family Literacy project called FLY, which was piloted in 2004 in Hamburg, Germany. FLY aims to build bridges between preschools, schools and families by actively involving parents and other family members in children’s literacy education. Its three main pillars are: (1) parents’ participation in their children’s classes; (2) special sessions for parents (without their children); and (3) joint out-of-school activities for teachers, parents and children. These three pillars help families from migrant backgrounds, in particular, to develop a better understanding of German schools and to play a more active role in school life. To illustrate how the FLY concept is integrated into everyday school life, the authors showcase one participating Hamburg school before presenting their own recent study on the impact of FLY in a group of Hamburg primary schools with several years of FLY experience. The results of the evaluation clearly indicate that the project’s main objectives have been achieved: (1) parents of children in FLY schools feel more involved in their children’s learning and are offered more opportunities to take part in school activities; (2) the quality of teaching in these schools has improved, with instruction developing a more skills-based focus due to markedly better classroom management und a more supportive learning environment; and (3) children in FLY schools are more likely to have opportunities to accumulate experience in out-of-school contexts and to be exposed to environments that stimulate and enhance their literacy skills in a tangible way. 相似文献
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