LEADER 02614nam 2200553 450 001 9910461152203321 005 20200520144314.0 010 $a3-8428-3412-8 035 $a(CKB)3710000000397768 035 $a(EBL)2007288 035 $a(SSID)ssj0001576631 035 $a(PQKBManifestationID)16246139 035 $a(PQKBTitleCode)TC0001576631 035 $a(PQKBWorkID)14855069 035 $a(PQKB)10292180 035 $a(MiAaPQ)EBC2007288 035 $a(Au-PeEL)EBL2007288 035 $a(CaPaEBR)ebr11047160 035 $a(OCoLC)908100199 035 $a(EXLCZ)993710000000397768 100 $a20150508h20152015 uy 0 101 0 $ager 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aErkla?rungsfaktoren des schulerfolgs von kindern und jugendlichen mit migrationshintergrund $eeine systemisch-konstruktivistische betrachtungsweise /$fMarti Stephan 210 1$aHamburg, [Germany] :$cDiplomica Verlag,$d2015. 210 4$d©2015 215 $a1 online resource (100 p.) 300 $aDescription based upon print version of record. 311 $a3-8428-8412-5 320 $aIncludes bibliographical references. 327 $a1. Einleitung ; 2. Definitionsdiskussion ; 2.1 Schulerfolg; 2.2 Migration; 2.3 Zwei- und Mehrsprachigkeit ; 2.4 Erst- und Zweitsprachenerwerb; 2.5 Fazit ; 3. Faktoren des Schulerfolgs; 3.1 Die Vielschichtigkeit von Faktoren im systemisch-konstruktivistischen Fokus ; 3.2 Gesellschaftlich-strukturelle Ebene; 3.3 Ebene der Institution Schule ; 3.4 Ebene der Schulklasse ; 3.5 Ebene des Schulumfeldes; 3.6 Ebene des Subjekts - Ein Exkurs in die Subjektwissenschaft; 3.7 Fazit ; 4. Modelle ; 4.1 Bestandsaufnahme in der Deutschschweiz ; 4.2 Modellbeschreibung 327 $a4.3 Konzeptionelle Unterschiede und Gemeinsamkeiten - Ein Quervergleich 4.4 Fazit ; 5. Diskussionsteil ; 5.1 Integrationsgrad des HSK-Unterrichts ins jeweilige Modell ; 5.2 Entwicklungspotential des Kantons Luzern - Eine interkulturell gerechte Schule ; 5.3 Fazit und Ausblick ; Literaturverzeichnis 606 $aChildren of immigrants$xEducation 606 $aMulticultural education 608 $aElectronic books. 615 0$aChildren of immigrants$xEducation. 615 0$aMulticultural education. 676 $a371.826912 700 $aStephan$b Marti$01049664 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461152203321 996 $aErkla?rungsfaktoren des schulerfolgs von kindern und jugendlichen mit migrationshintergrund$92478880 997 $aUNINA LEADER 01059nam a22002411i 4500 001 991001466459707536 005 20030108163154.0 008 030108s1921 gw |||||||||||||||||ger 035 $ab12150964-39ule_inst 035 $aARCHE-024076$9ExL 040 $aDip.to Filologia Ling. e Lett.$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 100 1 $aVossler, Karl$0151832 245 10$aFrankreichs Kultur im Spiegel seiner Sprachentwicklung :$bGeschichte der franzos ischen Schriftsprache von den Anfangen bis zur klassichen Neuzeit /$cKarl Vossler 260 $aHeidelberg :$bWinter,$c1921 300 $aXI, 431 p. ;$c21 cm 650 4$aLingua francese$xStoria 650 4$aFrancia$xCultura$xStoria 907 $a.b12150964$b02-04-14$c01-04-03 912 $a991001466459707536 945 $aLE008 FL.M. (f.r.) XIV 20$g1$i2008000418984$lle008$o-$pE0.00$q-$rn$so $t0$u0$v0$w0$x0$y.i1247938x$z01-04-03 996 $aFrankreichs Kultur im Spiegel seiner Sprachentwicklung$9147207 997 $aUNISALENTO 998 $ale008$b01-04-03$cm$da $e-$fger$ggw $h0$i1 LEADER 05229nam 2201009 450 001 9910819423503321 005 20230126212543.0 010 $a0-520-27775-9 010 $a0-520-96031-9 024 7 $a10.1525/9780520960312 035 $a(CKB)3710000000316765 035 $a(EBL)1732135 035 $a(SSID)ssj0001381142 035 $a(PQKBManifestationID)11773250 035 $a(PQKBTitleCode)TC0001381142 035 $a(PQKBWorkID)11390715 035 $a(PQKB)11663087 035 $a(MiAaPQ)EBC1732135 035 $a(DE-B1597)520949 035 $a(OCoLC)898421637 035 $a(DE-B1597)9780520960312 035 $a(Au-PeEL)EBL1732135 035 $a(CaPaEBR)ebr11003289 035 $a(CaONFJC)MIL688029 035 $a(EXLCZ)993710000000316765 100 $a20150120h20152015 uy 0 101 0 $aeng 135 $aur|nu---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aDriving after class $eanxious times in an American suburb /$fRachel Heiman 210 1$aOakland, California :$cUniversity of California Press,$d2015. 210 4$d©2015 215 $a1 online resource (743 p.) 225 1 $aCalifornia Series in Public Anthropology ;$v31 300 $aDescription based upon print version of record. 311 0 $a1-322-56747-6 311 0 $a0-520-27774-0 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tIllustrations --$tPreface --$tAcknowledgments --$t1. Introduction: Common Sense in Anxious Times --$t2. Being Post-Brooklyn --$t3. Gate Expectations --$t4. Driving after Class --$t5. Vehicles for Rugged Entitlement --$t6. From White Flight to Community Might --$t7. A Conclusion, or Rather, a Commencement --$tNotes --$tReferences --$tIndex 330 $aA paradoxical situation emerged at the turn of the twenty-first century: the dramatic upscaling of the suburban American dream even as the possibilities for achieving and maintaining it diminished. Having fled to the suburbs in search of affordable homes, open space, and better schools, city-raised parents found their modest homes eclipsed by McMansions, local schools and roads overburdened and underfunded, and their ability to keep up with the pressures of extravagant consumerism increasingly tenuous. How do class anxieties play out amid such disconcerting cultural, political, and economic changes? In this incisive ethnography set in a New Jersey suburb outside New York City, Rachel Heiman takes us into people's homes; their community meetings, where they debate security gates and school redistricting; and even their cars, to offer an intimate view of the tensions and uncertainties of being middle class at that time. With a gift for bringing to life the everyday workings of class in the lives of children, youth, and their parents, Heiman offers an illuminating look at the contemporary complexities of class rooted in racialized lives, hyperconsumption, and neoliberal citizenship. She argues convincingly that to understand our current economic situation we need to attend to the subtle but forceful formation of sensibilities, spaces, and habits that durably motivate people and shape their actions and outlooks. "Rugged entitlement" is Heiman's name for the middle class's sense of entitlement to a way of life that is increasingly untenable and that is accompanied by an anxious feeling that they must vigilantly pursue their own interests to maintain and further their class position. 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