Dr. Jane Weiß
Profil
Forschungsthemen3
"Bildung für alle". Eigen- und Fremdbilder bei der Produktion und Zirkulation eines zentralen Mythos im transnationalen Raum
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 03/2019 - 06/2023 Projektleitung: Prof. Dr. Marcelo Caruso, Dr. Jane Weiß
Rassismus- und diskriminierungskritische Bildungsforschung mit dem Schwerpunkt Antiziganismus
Quelle ↗Förderer: DFG Heisenberg Programm Zeitraum: 12/2025 - 11/2028 Projektleitung: Dr. Jane Weiß
Verbundprojekt: Bildungs-Mythen – eine Diktatur und ihr Nachleben. Bilder(welten) über Praktiken und Wirkungen in Bildung, Erziehung und Schule der DDR Hier: Teilprojekt Kindheitserinnerungen – Narrative im Erinnerungsdialog von Grundschüler*innen mit alten Menschen aus der DDR (Prof. Dr. Detlef Pech/Humboldt-Universität)
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 03/2019 - 06/2023 Projektleitung: Prof. Dr. Detlef Pech, Prof. Dr. Sabine Reh
Mögliche Industrie-Partner10
Stand: 26.4.2026, 19:48:44 (Top-K=20, Min-Cosine=0.4)
- 14 Treffer64.0%
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PT15 Treffer64.0%- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerP64.0%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 14 Treffer64.0%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerP64.0%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 14 Treffer64.0%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige SchülerP64.0%
- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 15 Treffer64.0%
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- Unterstützung einer inklusiven Anleitung für den Englischunterricht als Fremdsprache für gehörlose und schwerhörige Schüler
- 20 Treffer57.0%
- Begleitforschung zum Berliner Schulversuch HybridunterrichtP57.0%
- Begleitforschung zum Berliner Schulversuch Hybridunterricht
- 17 Treffer55.5%
- Realizing Leibniz's Dream: Child Languages as a Mirror of the Mind (LeibnizDream)P55.5%
- Realizing Leibniz's Dream: Child Languages as a Mirror of the Mind (LeibnizDream)
- 13 Treffer55.4%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion UnderstandingP55.4%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion Understanding
- 15 Treffer55.4%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion UnderstandingP55.4%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion Understanding
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion UnderstandingP55.4%
- Promoting Deaf and Hard of Hearing Children's Theory of Mind and Emotion Understanding
Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
Journal of Educational Psychology · 92 Zitationen · DOI
34 Zitationen · DOI
Differentiation within the United States Capitalist Class: Workforce Size and Income Differences
1981American Sociological Review · 28 Zitationen · DOI
A particularly important but neglected source of differentiation in the capitalist class in the United States is the amount of economic resources capitalists control, especially the number of workers they employ. Workforce size is a major dimension of stratification within the U.S. business population and in the capitalist class. Analysis of income determination among 468 small business owners demonstrates the usefulness of a continuous rather than a categorical conceptualization offractions within the capitalist class. Workforce size is a more powerful predictor of income than other variables traditionally used in studies of economic inequality.
International Journal of Environmental Research and Public Health · 11 Zitationen · DOI
This qualitative study aimed to elicit the perspectives of individuals with food insecurity (FI) who were enrolled in a Fresh Food Prescription (FFRx) delivery program through a collaboration between an academic medical center and multiple community partners in the southeastern United States. Semi-structured interviews and open-ended survey responses explored the experiences of participants enrolled in a FFRx delivery program during the COVID-19 pandemic. The interviews probed the shopping habits, food security, experience, and impact of the program on nutrition, health, and well-being; the surveys explored the perceptions of and satisfaction with the program. A coding scheme was developed inductively, and a thematic analysis was conducted on raw narrative data using Atlas.ti 8.4 to sort and manage the data. The themes included that the program promoted healthy dietary habits, improved access to high-quality foods, improved well-being, enhanced financial well-being, and alleviated logistical barriers to accessing food and cooking. Participants provided suggestions for FFRx improvement. Future studies may facilitate improved clinical-community partnerships to address FI.
Journal of Educational Psychology · 6 Zitationen · DOI
TESOL Journal · 4 Zitationen · DOI
Modern Language Journal · 2 Zitationen · DOI
Abstract As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high‐stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated by students’ motivation, investment, and agency, suggesting that learners’ goals and purposes for communication are key drivers of language learning. A contradiction therefore exists in institutionalized language teaching: How can curricularized goals—that, by definition, are not created for individual students—be negotiated such that students’ own language goals and curricularized ones work together rather than in opposition? We take up recent calls for teacher‐informed research and use qualitative case‐study and constructivist grounded theory to synthesize insights from a set of US elementary teachers teaching in English‐medium classrooms. We engaged in an inquiry‐based professional development initiative with these teachers to explore how they address students’ purposes and goals for language use in the context of the curricularization that takes place in schools. Findings suggest a complex and interdependent set of instructional practices that form a possible pedagogical model that navigates expectations found in curricularized classroom settings with multilingual students.
2 Zitationen · DOI
Peter Lang D eBooks · 2 Zitationen · DOI
1 Zitationen · DOI
‘This Pestilence Which Walketh in Darkness’: Reconceptualizing the 1832 New York Cholera Epidemic
2003Palgrave Macmillan UK eBooks · 1 Zitationen · DOI
On Tuesday 2 July 1832, Susan Warner, a 12-year-old in Brooklyn, wrote in her journal, 'The Cholera is in New York; Father told us so last night. I do not feel much afraid.'1 Her offhand comment underplays the epidemic's impact, both for New Yorkers of her time and for twentieth-century historiography. The city's newspapers did not share her sanguinity: as the menace moved south from Quebec, the headlines read like montages in horror films as a monster crept toward the metropolis.2 In the fast-growing city, the threat of Asiatic cholera provided a flashpoint for every sort of social anxiety, producing discourses involving class and industrialization, religion and secularism, immigration and political unrest, physicality and sexuality, and not least the power of language in an already media-conscious city.
Frontiers in Education · DOI
Educational leaders and researchers have stressed the value of centering communities in research. Yet, substantive research collaborations have remained the exception rather than the rule. Critical, organizational, and learning theories suggest the need to modify research systems, organizations, and infrastructure for the broad adoption of collaborative paradigms. We present a framework for normalizing collaborative research in the field of education: a desire for research impact animates these changes and will require actions that support egalitarian funding, power-leveling design, deliberate learning opportunities, expansive communication, and justice-aligned incentives. We build on the work of the Collaborative Education Research Collective to explore our framework through a sample of eight researchers’ vignettes describing their collaborative learning experiences. We find that authors center their narratives on individually compelling experiences with research impact, design, and learning opportunities. However, less emphasized action areas of our framework—funding, communication, and incentives—highlight the importance of expanding from individual to organizational change. Our findings and illustrative examples serve as a charge to proactively advance the role of research in creating more liberated educational futures.
The literary culture produced by the Lowell mill girls attracted international attention in the mid-nineteenth century and was often cited as evidence of American exceptionalism. This chapter analyses the ways the Lowell factory workers stretched the boundaries of literary genres, combining Gothic romance, realist humour, and scientific and philosophical essays with labour advocacy across publications ranging from company-sponsored periodicals (Lowell Offering and New England Offering) to more independent journals such as the Voice of Industry and Operatives’ Magazine. This chapter challenges claims of American exceptionalism by comparing the Lowell workers with the indomitable canuses (female silk-weavers) of Lyon. Although canuses did not write as voluminously as their New England counterparts, traces of their vibrant intellectual and creative energy exist in novels such as La Revolte de Lyon en 1834, ou La Fille du Proletaire (1835), and extraliterary texts such as the newspapers L'Echo de la Fabrique and Citoyen Lyonnaise.
Kooperationen3
Bestätigte Forscher↔Partner-Paare aus HU-FIS — Gold-Standard-Positive für das Matching.
Verbundprojekt: Bildungs-Mythen – eine Diktatur und ihr Nachleben. Bilder(welten) über Praktiken und Wirkungen in Bildung, Erziehung und Schule der DDR Hier: Teilprojekt Kindheitserinnerungen – Narrative im Erinnerungsdialog von Grundschüler*innen mit alten Menschen aus der DDR (Prof. Dr. Detlef Pech/Humboldt-Universität)
other
Verbundprojekt: Bildungs-Mythen – eine Diktatur und ihr Nachleben. Bilder(welten) über Praktiken und Wirkungen in Bildung, Erziehung und Schule der DDR Hier: Teilprojekt Kindheitserinnerungen – Narrative im Erinnerungsdialog von Grundschüler*innen mit alten Menschen aus der DDR (Prof. Dr. Detlef Pech/Humboldt-Universität)
university
Verbundprojekt: Bildungs-Mythen – eine Diktatur und ihr Nachleben. Bilder(welten) über Praktiken und Wirkungen in Bildung, Erziehung und Schule der DDR Hier: Teilprojekt Kindheitserinnerungen – Narrative im Erinnerungsdialog von Grundschüler*innen mit alten Menschen aus der DDR (Prof. Dr. Detlef Pech/Humboldt-Universität)
university
Stammdaten
Identität, Organisation und Kontakt aus HU-FIS.
- Name
- Dr. Jane Weiß
- Titel
- Dr.
- Fakultät
- Kultur-, Sozial- und Bildungswissenschaftliche Fakultät
- Institut
- Institut für Erziehungswissenschaften
- Arbeitsgruppe
- Historische Bildungsforschung
- Telefon
- +49 30 2093-66873
- HU-FIS-Profil
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- 26.4.2026, 01:13:53