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02185naaaa2200445uu 4500 |
001 |
25678 |
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20190322 |
020 |
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|a 86388714
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020 |
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|a 9783863887148
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024 |
7 |
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|a 10.3224/86388714
|c doi
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041 |
0 |
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|h German
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042 |
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|a dc
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100 |
1 |
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|a Klages, Benjamin
|e edt
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856 |
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|z Get fulltext
|u http://library.oapen.org/handle/20.500.12657/25678
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700 |
1 |
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|a Bonillo, Marion
|e edt
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700 |
1 |
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|a Reinders, Stefan
|e edt
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700 |
1 |
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|a Bohmeyer, Axel
|e edt
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700 |
1 |
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|a Klages, Benjamin
|e oth
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700 |
1 |
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|a Bonillo, Marion
|e oth
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700 |
1 |
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|a Reinders, Stefan
|e oth
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700 |
1 |
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|a Bohmeyer, Axel
|e oth
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245 |
1 |
0 |
|a Gestaltungsraum Hochschullehre : Potenziale nicht-traditionell Studierender nutzen
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260 |
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|a Leverkusen-Opladen
|b Verlag Barbara Budrich
|c 2015
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300 |
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|a 1 electronic resource (298 p.)
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506 |
0 |
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|a Open Access
|2 star
|f Unrestricted online access
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520 |
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|a With the "opening of universities" to "non-traditional students", education policy demands for far-reaching reforms are addressed to German universities. How do universities meet these demands and what curricular-didactical considerations result from them? The authors take up this question as a productive moment in development-oriented action based on didactics of higher education and explore the potential - both for changes and for stabilisations in the area of higher education teaching - in an exemplary manner. Against the background of the framework conditions of a university of applied sciences, they discuss the possibilities of a target group-specific, curricular-didactic further development of part-time, social-scientifically oriented study programmes and present further reflections.
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540 |
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|a Creative Commons
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546 |
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|a German
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650 |
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7 |
|a Higher & further education, tertiary education
|2 bicssc
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653 |
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|a opening of universities
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653 |
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|a non-traditional students
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653 |
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|a working class students
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653 |
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|a higher education
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653 |
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|a social inequality
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653 |
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|a Öffnung der Hochschulen
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653 |
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|a Arbeiterkind
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653 |
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|a Studium
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653 |
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|a Hochschullehre
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653 |
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|a soziale Ungleichheit
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653 |
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|a Bildungsungleichheit
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