Thematische Bibliographien / Secondary education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Secondary education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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Zeitschriftenartikel zum Thema "Secondary education"

1

Ponomarchuk, V. A., und A. V. Tolstykh. „Secondary Education“. Russian Education & Society 37, Nr. 7 (Juli 1995): 34–70. http://dx.doi.org/10.2753/res1060-9393370734.

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Urhahne, Detlef. „Primary education and secondary education“. Educational Psychology 38, Nr. 7 (19.07.2018): 857–58. http://dx.doi.org/10.1080/01443410.2018.1490241.

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Crowe, Frederick E. „Post-Secondary Education“. Lonergan Workshop 5, Nr. 9999 (1985): 109–32. http://dx.doi.org/10.5840/lw19855supplement19.

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Lewis, Anne C. „Reforming Secondary Education“. Phi Delta Kappan 86, Nr. 1 (September 2004): 3–4. http://dx.doi.org/10.1177/003172170408600102.

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Shavit, Yossi, und Walter Muller. „VOCATIONAL SECONDARY EDUCATION“. European Societies 2, Nr. 1 (Januar 2000): 29–50. http://dx.doi.org/10.1080/146166900360710.

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Duarte Suescún, Alix Rocio, César Augusto Barajas Mendoza und Nubia Andrea Prada Quintero. „Empowering Secondary Education“. Revista Digital de Investigación y Postgrado 5, Nr. 9 (12.01.2024): 93–106. http://dx.doi.org/10.59654/2m728d64.

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El artículo se enfoca en la importancia de desarrollar la inteligencia emocional en los estudiantes de educación secundaria. En este propósito se destaca la necesidad que los docentes se enfoquen en el desarrollo de habilidades emocionales en los estudiantes, ya que esto puede mejorar su rendimiento académico y su bienestar emocional. Además presenta una revisión de la literatura sobre la inteligencia emocional y su relación con el aprendizaje, así como una descripción de las estrategias que los docentes pueden utilizar para fomentar el desarrollo de la inteligencia emocional en el aula. También destaca la importancia de la formación docente en este tema y sugiere que se incluya en los programas de formación inicial y continua.
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Choon Boey Lim, Fion. „Transnational Education in Chinese Secondary Education“. International Higher Education, Nr. 87 (01.09.2016): 12–13. http://dx.doi.org/10.6017/ihe.2016.87.9503.

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This article discusses the development of transnational activities in the Chinese secondary school sector, particularly at the senior level. It describes how growth has outpaced quality control, and discusses the role that the China Centralised Government is likely to take in terms of future quality management.
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Erkinov, Ilhom Erkinovich, Alisher Sagdullaevich Kuchkorov und Azamat Nizamkulovich Atamurodov. „The Importance Of Military Patriotic Education In Higher And Secondary Special Educational Institutions“. American Journal of Social Science and Education Innovations 02, Nr. 12 (17.12.2020): 88–92. http://dx.doi.org/10.37547/tajssei/volume02issue12-16.

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One of the urgent tasks of today is to educate young people in the spirit of patriotism, to prepare them physically and spiritually for the defense of the Motherland. Organizes the organization, content, forms and methods of spiritual, political, psychological and physical training of students to serve in the Armed Forces of the Republic of Uzbekistan. This article discusses the military patriotic education of students in higher education institutions. The information provided in the article also includes ideas on patriotic education of students and military personnel.
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OKAZAKI, Hiroki. „Sociology in Secondary Education“. Japanese Sociological Review 61, Nr. 3 (2010): 257–76. http://dx.doi.org/10.4057/jsr.61.257.

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Chalmers, F. Graeme, F. L. Henry und P. Luckenbach-Sawyers. „Revisioning Secondary Art Education“. Studies in Art Education 27, Nr. 3 (1986): 159. http://dx.doi.org/10.2307/1320484.

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Dissertationen zum Thema "Secondary education"

1

Rideout, Roxanne Sharon. „Partnerships in education : secondary/post-secondary collaboration /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ62419.pdf.

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English, Rebecca Maree. „Internationalising Australian Secondary Education“. Thesis, Griffith University, 2013. http://hdl.handle.net/10072/367966.

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This thesis presents the findings of a case study of international students who enrol in Australian secondary schools. Specifically, it focuses on the ways that staff in three schools and two international colleges position Eastern Asian international students through discourses of cultural difference. It draws together the Discourse Historical Approach to Critical Discourse Analysis with the work of Basil Bernstein and Pierre Bourdieu. The study finds that groups of students are positioned positively or negatively depending on their relationship to the dominant discourses of the Australian school. Australian students, while rarely mentioned, were positioned positively. By contrast, the Eastern Asian international students were positioned negatively in relation to the privileged discourses of Australian schooling. These discourses reflected the cultural capital that was valued in the schools. In particular, the cultural capital of active and willing engagement in competitive sports and being rough, rugged and an ‘ocker’ were privileged at the schools. International students from Papua New Guinea, and a few Eastern Asian students who behaved as ockers, were positioned positively because they realised cultural capital that was valued at the schools. By contrast, the students who were unable to be positioned through these discourses, because they did not realise cultural capital that was valued, were not viewed favourably. As a result, the data showed that there was a hierarchy of positions at the schools that were constructed in staff accounts. The analysis of data suggests that only some students are positioned favourably in Australian schools. The students who were already able to construct privileged Australian school discourses were positioned positively.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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English, Rebecca M. „Internationalising Australian secondary education“. Thesis, Griffith University, 2012. https://eprints.qut.edu.au/61416/1/Internationalising_Australian_Secondary_Education.pdf.

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This thesis presents the findings of a case study of international students who enrol in Australian secondary schools. Specifically, it focuses on the ways that staff in three schools and two international colleges position Eastern Asian international students through discourses of cultural difference. It draws together the Discourse Historical Approach to Critical Discourse Analysis with the work of Basil Bernstein and Pierre Bourdieu. The study finds that groups of students are positioned positively or negatively depending on their relationship to the dominant discourses of the Australian school. Australian students, while rarely mentioned, were positioned positively. By contrast, the Eastern Asian international students were positioned negatively in relation to the privileged discourses of Australian schooling. These discourses reflected the cultural capital that was valued in the schools. In particular, the cultural capital of active and willing engagement in competitive sports and being rough, rugged and an ‘ocker’ were privileged at the schools. International students from Papua New Guinea, and a few Eastern Asian students who behaved as ockers, were positioned positively because they realised cultural capital that was valued at the schools. By contrast, the students who were unable to be positioned through these discourses, because they did not realise cultural capital that was valued, were not viewed favourably. As a result, the data showed that there was a hierarchy of positions at the schools that were constructed in staff accounts. The analysis of data suggests that only some students are positioned favourably in Australian schools. The students who were already able to construct privileged Australian school discourses were positioned positively. The data suggest that the majority of the Eastern Asian students were represented through negative discourses because they did not realise cultural capital that was valued at the schools. Findings of this study may assist schools to identify international students who may experience their Australian school education negatively. The findings may also contribute to assisting staff to better engage with international students.
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Meier, Lori T. „Episode 4: Primary & Secondary Sources“. Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.

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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.
https://dc.etsu.edu/social-studies-education-oer/1003/thumbnail.jpg
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Nzuki, Charles Kyalo. „Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education“. Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10686052.

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The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya’s Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits’ theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke’s thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study’s findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya’s progress toward universal access to secondary education.

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Nzuki, Charles Kyalo. „Kenya's Constituency Development Fund, Free Secondary Education Policy, and Access to Secondary Education“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4664.

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The effects of the Constituency Development Fund (CDF) and the Free Secondary Education Policy (FSEP) on access to secondary school education in Kenya's Yatta sub-county have not been adequately explored in available public policy literature. Hence, this qualitative multiple-case study was designed to understand the effects of the 2 policies on both enrollment and dropout among secondary school age children in Yatta. The study was conducted in 1 mixed-boarding secondary school and 1 secondary day school in Yatta. The study was built on an adapted Huisman and Smits' theoretical model on dropout among students in developing countries. The data were gathered through semi-structured interviews with 14 purposefully selected participants: 2 principals, 2 deputy principals, and 10 parents whose children had benefited from the CDF bursary scheme. Interview data were inductively coded and then subjected to Braun and Clarke's thematic analysis procedure, which aided in identification, analysis, and reporting of patterns (themes) in the data. Results showed that the CDF had contributed significantly to the improvement of enrollment with the establishment of new day schools that are more affordable, hence making secondary school education less costly and thus more available to low income families. The study's findings also showed that student dropout had declined with both the CDF and FSEP. The positive social change implications of this study are that it provides evidence for advocacy among policy makers for increased allocation of resources to the education sector through the CDF and FSEP. Increased allocations will contribute to Kenya's progress toward universal access to secondary education.
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O'Grady, Kevin. „Motivation in secondary religious education“. Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2848/.

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I show how my previous MA research indicated useful data regarding motivation in secondary school Religious Education (RE) but needed augmented theoretical and empirical substance to inform a general pedagogy (chapter 1): to this end I address issues of adolescent agency and identity (chapter 2) and creativity (chapter 3). Draft recommendations for an active, creative, existential and hermeneutical RE pedagogy result from these augmentations (chapter 2, revised in chapter 3). The heart of this thesis is a classroom-based empirical study designed to apply and assess my recommendations for RE practice. I argue action research and ethnographic strategies fit for my field study purposes (chapter 4). I then present and analyse my field study data, identifying categories of student motivation in RE, namely dialogue with difference, existential or ethical interest and personal significance. These categories are seen to be highly compatible with my earlier draft recommendations for RE practice (chapters 5, 6, 7 and 8). Next, I integrate my data into a critique of Andrew Wright’s religious literacy pedagogy, arguing that Wright’s oppositions of language to experience and intrinsic to pragmatic value are misleading, but conceding that his fundmental principles are sound and that his recent theory overcomes some earlier difficulties. This includes consideration of Ninian Smart’s phenomenological Religious Studies and John Dewey’s educational philosophy. I go on to re-affirm that dialogue with difference, existential or ethical interest and personal significance are basic to what motivates RE pupils. Therefore, effective RE requires hermeneutical learning, including attention to the development of pupils’ own ideas and values over time; action research indicates ways for teachers to handle this requirement (chapter 9).
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Grgurina, Nataša. „Computational thinking in Dutch secondary education“. Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6455/.

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We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students’ Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students’ CT and design a curriculum intervention geared toward teaching and improving students’ CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally.
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Alsaif, A. S. „Islamic Education in Saudi Secondary Schools“. Thesis, University of Manchester, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498390.

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Haney, Randall McGarey. „Secondary Student Perceptions of Vocational Education“. UNF Digital Commons, 2002. http://digitalcommons.unf.edu/etd/181.

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The central focus of the present study was to examine the relationship between student personal factors (i.e., gender, race, academic performance, career awareness, and socio-economic factors) and the perceptions of secondary school students regarding vocational education. In recent years, traditional vocational programs have not done well throughout the nation. Enrollment within vocational education has dropped to approximately 10%, while enrollment in college preparation courses has increased to over 50%. The subjects of this study were secondary school students enrolled in the Duval County Public School system. The research was conducted using a two-part survey instrument containing 24 demographic questions and 76 questions related to vocational education. The survey instrument was subjected to content validity analysis by a panel of experts from various universities. Additionally, a validation panel, consisting of 12 vocational education teacher interns, critiqued the instrument. This study was helpful in illuminating the contradictions in commonly held perceptions of vocational educators, guidance counselors, school administrators and political decision makers towards secondary students and their declining interest in vocational education. Five hypotheses were tested relative to the relationship between student personal factors and perceptions of vocational education. The five hypotheses sampled were statistically significant, and R squared values indicate that an appreciable amount of variation in perceptions can be accounted for by student background. Demographic factors are related to students' perceptions of vocational education, with socio-economic status most appreciable among the several predictors.
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Bücher zum Thema "Secondary education"

1

Keeves, John. Secondary education. Paris: Unesco, 1986.

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Council, Durham (England) County. Secondary education. Durham: County Council, 1996.

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O'Connor, Maureen. Secondary education. London: Cassell, 1990.

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Stockton-on-Tees (England). Education Department. Secondary education. Stockton-on-Tees: Stockton-on-Tees Borough Council, 2000.

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Drijvers, Paul, Hrsg. Secondary Algebra Education. Rotterdam: SensePublishers, 2010. http://dx.doi.org/10.1007/978-94-6091-334-1.

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Kolde, Rosemary. Secondary vocational education. Columbus, Ohio: National Center for Research in Voctional Education, The OhioState University, 1986.

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Kolde, Rosemary. Secondary vocational education. Columbus, Ohio: National Center for Research in Vocational Education, 1986.

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Armstrong, David G. Secondary education: An introduction. 2. Aufl. New York: Macmillan, 1990.

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Committee, Professional Council for Religious Education Examinations. Secondary/tertiary religious education. Isleworth, Middlesex: CEM/PCFRE, 1987.

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V, Savage Tom, Hrsg. Secondary education: An introduction. 3. Aufl. New York: Macmillan College Pub. Co., 1994.

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Buchteile zum Thema "Secondary education"

1

Lee, Sara Hirschfeld, und Rina Lazebnik. „Secondary Education“. In Encyclopedia of Immigrant Health, 1332–34. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_361.

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Clutterbuck, Richard. „Secondary Education“. In Families, Drugs and Crime, 77–102. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26874-0_9.

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Willis, Richard. „Secondary Education“. In Testing Times, 79–107. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-482-6_5.

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Walkling, Phil, und Chris Brannigan. „Secondary education“. In Youth Policy in the 1990s, 28–44. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003343042-3.

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Pollard, Diane S. „Secondary education.“ In Encyclopedia of psychology, Vol. 7., 202–6. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10522-089.

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Lauglo, Jon. „Vocationalized Secondary Education“. In International Handbook of Education for the Changing World of Work, 2295–312. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_151.

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Bull, Glen, Randy Bell, Cheryl Mason und Joe Garofalo. „Elementary/Secondary Education“. In Handbook on Information Technologies for Education and Training, 543–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-662-07682-8_34.

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Vongvichith, Sisouk, Chaleunsouk Sisouvong und Richard Noonan. „General Secondary Education“. In Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 87–110. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3319-8_4.

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Faltis, Christian, und Frank Ramírez-Marín. „Secondary Bilingual Education“. In The Handbook of Bilingual and Multilingual Education, 336–53. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118533406.ch20.

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Quince, Stacey. „Coral Secondary School“. In Indigenous Education, 49–62. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9_5.

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Konferenzberichte zum Thema "Secondary education"

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Giannakos, Michail, Spyros Doukakis, Panagiotis Vlamos und Christos Koilias. „Programming in secondary education“. In the 16th annual joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999863.

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Ericson, Barbara, Mark Guzdial und Maureen Biggers. „Improving secondary CS education“. In Proceedinds of the 38th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1227310.1227416.

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Gal-Ezer, J. „Session details: Secondary education“. In ITiCSE07: 12th Annual Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2007. http://dx.doi.org/10.1145/3259042.

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Armoni, Michal. „Early Education“. In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2834898.

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Domaratskaya, Anna Nikolaevna. „From non-formal education to secondary education“. In IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113854.

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Ioannou, Ioannis, und Charoula Angeli. „Teaching computer science in secondary education“. In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532755.

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Rücker, Michael, und Niels Pinkwart. „Petri nets in secondary CS education“. In the 9th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670766.

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Riel, Manuel, und Ralf Romeike. „IT security in secondary CS education“. In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421623.

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Mannila, Linda, Fredrik Heintz, Susanne Kjällander und Anna Åkerfeldt. „Programming in primary education“. In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421598.

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Majherova, Janka, Hedviga Palasthy und Viola Gazdikova. „Virtual excursion in secondary education“. In 2014 IEEE 12th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2014. http://dx.doi.org/10.1109/iceta.2014.7107602.

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Berichte der Organisationen zum Thema "Secondary education"

1

Brown, Jessie. Personalizing Post-Secondary Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.221030.

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Alvarez, Benjamin. Secondary Education: Critical Policy Issues. Inter-American Development Bank, Dezember 2000. http://dx.doi.org/10.18235/0012258.

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The purpose of this report is to identify critical issues for consideration in the development of secondary education policies in Latin America. The document follows a simple and direct logic. First, grand forces affecting the expansion, structure and curriculum of secondary schools in Latin America are briefly described. Next, dilemmas that countries typically face are posed. Finally, critical issues, that is, central policy making problems and aspects that allow international comparisons and country-specific lessons are identified.
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Jallade, Jean-Pierre. Secondary Education in Europe: Main Trends. Inter-American Development Bank, Dezember 2000. http://dx.doi.org/10.18235/0007900.

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Lemieux, Thomas. Post-Secondary Education and Increasing Wage Inequality. Cambridge, MA: National Bureau of Economic Research, März 2006. http://dx.doi.org/10.3386/w12077.

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Fitzpatrick, Rachael. Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.122.

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This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
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Robinson, Natasha Robinson, und Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Toronto, Ontario Canada: Mastercard Foundation, März 2019. http://dx.doi.org/10.15868/socialsector.36807.

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7

Alattar, Manar. Food Waste Diversion Programming in Post-Secondary Education. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6140.

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8

Rodríguez, Alberto, und Carlos Alberto Herrán. Secondary Education in Brazil: Time to Move Forward. Inter-American Development Bank, Dezember 2000. http://dx.doi.org/10.18235/0011027.

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This study represents a collaborative effort between the two Banks, developed in close consultation with brazilian government officials and education authorities, both at the federal and state level. The report is based on new research commissioned to brazilian social scientists focusing on both supply and demand factors affecting student attainment and performance. It explores the main challenges faced by brazilian secondary education in terms of access, equity, quality and financing, and presents a menu of policy options -not prescriptions- to address them.
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Stol, Jacqueline Stol, Rebecca Houwer Houwer und Sarah Todd Todd. Bridging Programs: Pathways To Equity In Post-Secondary Education. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), September 2016. http://dx.doi.org/10.15868/socialsector.33747.

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10

Zubiri, Asma Zubiri, und Pauline Rose Rose. Equitable Financing of Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, Februar 2019. http://dx.doi.org/10.15868/socialsector.36866.

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