The sound of silence! Reflections on inclusion and exclusion in the field of gender and education     

Elisabet Öhrn 《Gender and education》2009,21(4):423-430

The aim of this article is to start a debate about the inclusiveness/exclusiveness of the field of gender and education, and what change might be possible. While we focus on the field of gender and education as a whole (including its journals and academic practices), our main sources of evidence are our own experiences as gender researchers on different sides of the Anglophone divide, and a small survey of articles in this journal, Gender and Education, chosen because it is the main journal of choice for those hoping to make a contribution to the field. We examined articles published in three years, 1990, 1998 and 2007, in order to identify if and how the journal (and hence the field) has changed in orientation over time. Following a discussion of the survey outcomes, we draw attention in particular to the journal’s Anglophone orientation and the implications this has for the field as a whole. We further argue for greater reflexivity about our and other’s practices as feminist academics, and propose some strategies for action with the aim of making the field more inclusive.  相似文献   

Supervising mentors’ lived experience on supervision in teaching, nursing and social care education. A participation-oriented phenomenological study     

Anna Löfmark  Åsa Morberg  Lennart S. Öhlund  Julian Ilicki 《Higher Education》2009,57(1):107-123

Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based, off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished in four different phases. The data collecting method used was interview. The results constituted a main essence entitled “Struggle of power and control of professional quality enhancement” built upon four themes: “Constitutes a motivating force”, “Feelings of responsibility”, “Feelings of frustration” and “Wishes for alteration”. Conclusions from the study are that communication, information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising mentors’ motivating force and to give them support.  相似文献   

The Effectiveness of Mime‐Based Creative Drama Education for Exploring Gesture‐Based User Interfaces          下载免费PDF全文

Adviye Ayça Ünlüer  Mehmet Aydın Baytaş  Oğuz Turan Buruk  Zeynep Cemalcilar  Yücel Yemez  Oğuzhan Özcan 《The International Journal of Art & Design Education》2018,37(3):353-366

User interfaces that utilise human gestures as input are becoming increasingly prevalent in diverse computing applications. However, few designers possess the deep insight, awareness and experience regarding the nature and usage of gestures in user interfaces to the extent that they are able to exploit the technological affordances and innovate over them. We argue that design students, who will be expected to envision and create such interactions in the future, are constrained as such by their habits that pertain to conventional user interfaces. Design students should gain an understanding of the nature of human gestures and how to use them to add value to UI designs. To this end, we formulated an ‘awareness course’ for design students based on concepts derived from mime art and creative drama. We developed the course iteratively through the involvement of three groups of students. The final version of the course was evaluated by incorporating the perspectives of design educators, an industry expert and the students. We present the details of the course, describe the development process, and discuss the insights revealed by the evaluations.  相似文献   

Linkages between approaches to learning,perceived stress and expected and actual academic outcomes among first-semester psychology students     

Maria Öhrstedt  Petra Lindfors 《Journal of Further & Higher Education》2018,42(1):116-129

Previous research indicates that higher educational students’ perceptions of stress are in part related to the teaching and learning context, and influence academic outcomes. This study intends to deepen our understanding of these processes by examining the linkages between approaches to learning, perceived stress and expected and actual academic outcomes within a specific educational setting. First-semester psychology students (N = 191) completed a questionnaire, including short versions of ASSIST and PSS, and estimated their course grade before a written examination. Later, actual grades were added. The results suggest that surface approach to learning is positively associated with high levels of perceived stress, and reflected in lower levels of expected grades. The relationships between deep and strategic approaches to learning and perceived stress seem to be more ambivalent, despite positive associations with expected grades. Coping and motivational aspects of the concepts of surface and strategic approaches to learning seem to be crucial to understanding the linkages between the examined factors. Also, the significance of a strategic approach in relation to actual academic outcomes is highlighted.  相似文献   

Testing Measurement Equivalence of Eudaimonic and Hedonic Entertainment Motivations in a Cross-cultural Comparison     

Özen Odağ  Matthias Hofer  Frank M. Schneider  Katharina Knop 《Journal of Intercultural Communication Research》2016,45(2):108-125

Within Hofstede’s framework of individualistic and collectivistic cultures, this contribution examines measurement equivalence of hedonic and eudaimonic entertainment motivations in two different cultures, namely Germany representing a more individualistic culture (N = 180) and Turkey representing a more collectivistic culture (N = 97). By means of a multi-group confirmatory factor analysis, we could secure configural invariance for both hedonic and eudaimonic entertainment motivations across the German and Turkish sample. Metric invariance, however, could only be obtained for hedonic, but not for eudaimonic motivations. Scalar invariance was obtained for neither of the two entertainment motivations. The study points to the importance of equivalence testing when conducting cross-cultural research.  相似文献   

Die schwedische Schulreform     

Gustaf Ögren 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1965,11(1):112-115

Ohne Zusammenfassung  相似文献   

Transient heat conduction in an anisotropic medium in cylindrical coordinates     

M.N. Özişik  S.M. Shouman 《Journal of The Franklin Institute》1980,309(6):457-472

Three dimensional, time dependent heat conduction for an anisotropic medium of a triclinic system is solved for an infinitely long hollow or solid cylinder of finite radius with a restriction ε₂₃ = ε₁₂ε₁₃. Several special cases are obtained from the present solution.  相似文献   

World-wide adult education     

Gustaf Ögren 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(1):85-86

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Targeting efficient studying – first-semester psychology students’ experiences     

Maria Öhrstedt  Max Scheja 《Educational research; a review for teachers and all concerned with progress in education》2018,60(1):80-96

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Science Teachers’ Professional Development about Science Centers     

Eren-Şişman  Ece N.  Çiğdemoğlu  Ceyhan  Kanlı  Uygar  Köseoğlu  Fitnat 《Science & Education》2020,29(5):1255-1290

Science & Education - The purpose of this study is twofold: first, to delve into professional development (PD) of science teachers’ views about nature of science (NOS) throughout...  相似文献