Effect of hyperoxia during the rest periods of interval training on perceptual recovery and oxygen re-saturation time     

Peeling P  Andersson R 《Journal of sports sciences》2011,29(2):147-150

The effect of hyperoxic gas supplementation on the recovery time of oxygen saturation levels (S(a)O(2)), and its effect on perceptual recovery were assessed. Seven national-level kayak athletes completed two laboratory-based ergometer sessions of 6 × 3-min maximal aerobic intervals, with 2 min recovery between repetitions. During each recovery period, athletes either inhaled a hyperoxic gas (99.5 ± 0.2 % F(I)O(2)) or were given no external supplementation (control). Mean power output, stroke rate, heart rate, and ratings of perceived exertion were collected during each interval repetition, and the intensity was matched between trials. During each 2-min recovery period, post-exercise haemoglobin saturation levels were measured via pulse oximetry (S(p)O(2)), and the time taken for the S(p)O(2) to return to pre-exercise values was recorded. Subsequently, a rating of perceived recovery quality was collected. There were no differences in the levels of post-exercise de-saturation between the hyperoxic and control trials (P < 0.05), although the recovery time of S(p)O(2) was significantly faster in the hyperoxic trial (P < 0.05). There was no influence of oxygen supplementation on the athletes' perception of recovery quality. Hyperoxic gas supplementation during the recovery periods between high-intensity intervals substantially improves the recovery time of S(p)O(2) with no likely influence on recovery perception.  相似文献   

Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development     

Klas Andersson 《Environmental Education Research》2017,23(3):436-449

There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a course on SD held at the University of Gothenburg (n = 323) is presented. The surveys consisted of questions about pre-service teachers’ approach to teaching about SD. The study included a control group (n = 97). The results indicate a short-term effect among the pre-service teachers towards actively getting pupils to discuss issues concerning the environment but without influencing their opinions about it. The paper concludes by discussing the implications of the results for the idea of ESD in teacher training programmes.  相似文献   

“I am [not always] a maths hater”: Shifting students’ identity narratives in context     

Annica Andersson  Paola Valero  Tamsin Meaney 《Educational Studies in Mathematics》2015,90(2):143-161

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Informal math coaching by instant messaging: Two case studies of how university students coach K-12 students     

Stefan Hrastinski  Anneli Edman  Fredrik Andersson  Tanvir Kawnine  Carol-Ann Soames 《Interactive Learning Environments》2013,21(1):84-96

The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can be organized, whether coaching should be anonymous or personal, which tools can be used and how informal math coaching supports learning. Research shows that generating and answering questions are important in the process of understanding and learning, which means that both the students and the coaches can learn math through this type of project. The coaches perceive informal math coaching as complementing online math forums. For students to learn effectively, the coaches need to be able to interpret the students' competence level in order to coach on a level that is within their development zone. It seems particularly challenging to coach at the right level when using IM and, therefore, it is important to establish a personal relationship with the students.  相似文献   

Boundaries as mechanisms for learning in emergency exercises with students from emergency service organisations     

Annika Andersson 《Journal of Vocational Education & Training》2016,68(2):245-262

To prepare emergency response organisations for collaborative work in unpredictable and dynamic situations, various types of exercises are widely used. Still, our knowledge of collaboration exercises with emergency response students is limited. This study aimed to contribute to this field by exploring boundaries that emerged between collaborating organisations in exercise activities and how these boundaries could be understood for learning. Drawing on the Akkerman and Bakker framework of boundaries as learning mechanisms, this study explored an exercise, including full-scale scenarios and seminars with students from the police, ambulance and rescue services education in Sweden. Thematic analysis of interviews and observations illustrated boundaries that emerged regarding vocabulary, prioritisation, roles, knowledge gaps and overlapping responsibilities across organisations. Rather than dissolving boundaries, this article suggests that boundaries can be utilised in exercises to support the students to contextualise their knowledge in relation to the demands of collaborative work. The concepts boundary work and boundary awareness were suggested to capture more generally the dynamics of learning in exercise contexts.  相似文献   

Effects of Day-Care on Cognitive and Socioemotional Competence of Thirteen-Year-Old Swedish Schoolchildren   总被引：1，自引：0，他引：1  

Bengt-Erik Andersson 《Child development》1992,63(1):20-36

This is a follow-up study of an earlier one in which positive effects of early day-care experience were found on children's cognitive and socioemotional competence at age 8. 128 children were followed from their first year of life. At 8 and 13 years of age, 92% and 89% of the children, respectively, remained in the study. Most children could be classified according to age at first entry into day-care. Cognitive and socioemotional competence was rated by the children's classroom teachers. Hierarchical regression and path analyses were used in the statistical treatment of the data. It was possible to trace independent positive effects of age of entry into day-care as far as age 13. Children entering center care or family day-care before age 1 generally performed better in school when 8 and 13 years old and received more positive ratings from their teachers on several socioemotional variables. The path analyses indicated the following causal model: family characteristics, such as type of family, family's socioemotional status, and mother's educational level, influence the time of first entry into day-care. This variable, in turn, has consequences for children's competence at 8 and/or 13 years of age even after controlling for home background, child gender, and intelligence, which, of course, have their own effects. The effect of socioeconomic status was often mediated through age of entry into day-care.  相似文献   

Do you want your child to have a certified teacher?     

Christian Andersson  Nina Waldenström 《Economics of Education Review》2011,30(1):65-78

This study examines how the teaching staff composition with respect to certification affects student achievement in compulsory Swedish schools. We apply an instrumental variable to estimate the effect of the share of non-certified teachers on student achievement (measured by grade point average, GPA). We find statistically significant negative effects on the GPA. The effect is stronger for students with highly educated parents. A one percentage point increase in the share of non-certified teachers is expected to decrease student's GPA by, on average, 1.8 standard deviations per year. This is a substantial effect considering the large differences in the shares of non-certified teachers across schools and municipalities.  相似文献   

History of Education in Post‐war Educational Research in Finland: some trends and problems     

Håkan Andersson 《Scandinavian Journal of Educational Research》2013,57(3-4):333-346

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Qualification paths of adult educators in Sweden and Denmark     

Per Andersson  Susanne Köpsén  Anne Larson  Marcella Milana 《Studies in Continuing Education》2013,35(1):102-118

The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator's qualification path.  相似文献   

Governing through non/recognition: the missing ‘R’ in the PLAR for immigrant professionals in Canada and Sweden     

Per Andersson 《International Journal of Lifelong Education》2013,32(4):423-437

Despite claims that prior learning assessment and recognition (PLAR) can act as a transformative social mechanism and a means of social inclusion, this study reports that PLAR has become a serious barrier to adult learning rather than a facilitator. Drawing from Foucault’s concept of governmentality, the study examines the difficulties that immigrant professionals have experienced in having their foreign credentials and work experience recognized in the contexts of Canada and Sweden. Using document analysis and interviews, the study analyses how PLAR has created a system of governing through technologies of power and technologies of the self which work as dividing practices in discounting and devaluating immigrants’ prior learning and work experience. The study concludes that PLAR has become a technical exercise and a governing tool rather than a form of social transformation.  相似文献