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Gender Mainstreaming im Politikfeld Bildung : eine vergleichende Analyse der Stadtstaaten Berlin, Bremen und Hamburg
Crcic, Jasmina - 2017
Persistent link: https://www.econbiz.de/10011566234
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Vermarktlichung und Managerialisierung von Bildungspolitiken in international vergleichender Perspektive
Pavolini, Emmanuele - In: Governance und Arbeit im Wandel : Bildung und Pflege …, (pp. 27-49). 2019
Persistent link: https://www.econbiz.de/10011936834
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Genügt Geld allein? : Was wir aus internationalen Leistungsvergleichen für die Schulpolitik lernen können
Woessmann, Ludger - In: Nach dem PISA-Schock : Plädoyers für eine Bildungsreform, (pp. 96-101). 2002
Persistent link: https://www.econbiz.de/10001756182
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Universities: Commonwealth and American : a comparative study
Carmichael, Oliver Cromwell - 1959
Persistent link: https://www.econbiz.de/10001713058
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Capital Markets and industrial investment in Germany and France : lessons for the UK
Bayliss, Brian T.; Butt Philip, Alan - 1980
Persistent link: https://www.econbiz.de/10000067252
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The modern philanthropic foundation in America and Germany : a comparative legal study
Conviser, Richard James - 1964
Persistent link: https://www.econbiz.de/10000152528
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The personality of lawyers : a comparative study of subjective factors in law, based on interviews with German Lawyers
Weyrauch, Walter O. - 1964
Persistent link: https://www.econbiz.de/10014366274
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Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries
Hanushek, Eric Alan; Woessmann, Ludger - 2005
Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international...
Persistent link: https://www.econbiz.de/10010274166
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Does educational tracking affect performance and inequality? Differences-in-differences evidence across countries
Hanushek, Eric Alan; Woessmann, Ludger - 2005
Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international...
Persistent link: https://www.econbiz.de/10010288175