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AbstractThe 12th European Youth Olympic Festival (EYOF) was arranged in Austria and Liechtenstein in January 2015. By using a stakeholder framework, the study aims to: (a) identify and differentiate between primary and secondary stakeholders based on their level of influence in planning, implementation and impact of the event; and (b) analyze the challenges and issues caused by the co-hosting. Qualitative data stemming from interviews, observations and document analysis indicate that EYOF is a less formalized event with a scaled down budget. The local stakeholders turned out to have most to gain and were willing to pay for such an event. Therefore, the Organizing Committee involved local sponsors, companies and communities, who became core or primary stakeholders, whereas the usual IOC core stakeholders played a reduced role. Major challenges in co-hosting were the coordination and administration of a border, two currencies, transportation and accommodation. EYOF as an international event might not have international influence, but it may have a sustainable impact on the communities due to the co-host. This implies that co-hosting is a good model for future Olympic hosts if one wants to attract smaller countries, and have the benefits of cost-reduction, strengthening the community and cross-border relations. 相似文献
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This article investigates the composition of the Norwegian lower secondary school curriculum with a special emphasis on pre-vocational education from a contemporary perspective. The data consist of four official national curricula enacted from the 1970s until the present. Despite differences between the curricula, the main structure of school subjects has remained stable over time. Norwegian lower secondary school curricula mainly include academic subjects, even though pre-vocational education is, to varying degrees, present in all curricula, especially amongst elective subjects. This consolidated position of academic subjects results in a consistency in the composition of the curriculum. Curriculum change is most likely to happen amongst electives and is related to changes in policy making and societal changes. Pre-vocational education is mainly included in the first and current curriculum contrary to the second and third curriculum. These findings indicate that the international policy agenda and its emphasis on the relevance of education through stressing the linkage between education and the world of work only has a minor impact on Norwegian curricula. Further, the allocation of teaching hours shows that the status of pre-vocational subjects is low compared to that of academic subjects. International policies emphasizing basic skills strengthen the academic subjects even further. 相似文献
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Anne Berit Emstad 《Educational Assessment, Evaluation and Accountability》2011,23(4):271-288
This article refers to a study on how the school principal engaged in the process after a school self-evaluation. The study
examined how two primary schools followed up the evaluation. Although they both used the same evaluation tool, the schools’
understanding and application of results differed greatly. This paper describes and discusses the post evaluation process
based on Erik Johnsen’s ideal leadership model (2002). It argues that formal leadership makes a difference in the use of the
school evaluation for development by providing a proper context for knowledge sharing and reflection. This involves the prioritization
and facilitation of individual and organisational reflection for learning, as well as transformation of knowledge through
interaction across the whole school. 相似文献
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Berit Skirstad 《Sport Management Review》2009,12(4):202-216
The purpose of this article is to draw upon Pettigrew's contextualist approach to organizational change to examine the implications of gender policy on the imbalance between female and male board members in sport organizations. The paper is based on a case study of the General Assembly (GA) of Sports in Norway over more than three decades. The central focus is on the evolution of gender equality as expressed in changes in the relevant statutes of the sport organization, the preparatory work for the changes, the environment in which the changes have occurred, and the process itself with its critical incidents and the behaviour of key actors. The period of study is divided into three according to which approach was mainly used for promoting equality: equal rights (1971–1984), positive action (1984–1994), and gender mainstreaming (1994–2007). The study facilitates an understanding of how change has been achieved. Evolutionary or incremental change has impacted organized sport resulting in a more equal gender balance, with the proportion of women delegates increasing from 8% to 39% in the General Assembly of Sports. Despite this considerable development, a proposal for a 40% quota of women in all sport organizations was turned down by the Executive Board and not put before the General Assembly in 2007. It is suggested that Pettigrew's contextualistic approach helps in seeing the processes of change more clearly, and who are the key-persons and incidents involved in the process. 相似文献
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The study investigated effects of day care quality in interaction with child and family characteristics on socioemotional development concurrently at 29 months and longitudinally at 4 years. By international standards, the study was performed in high-quality day care settings and in a fairly homogeneous group of well-functioning families. In a group of 52 children (M day care EXPERIENCE = 12.6 months at the age of 29 months), main effects of day care quality and effects due to interactions between such quality and the background characteristics of SES, home environment quality, gender, and infant manageability were studied. Socioemotional development was studied both in terms of children's problems (externalizing and internalizing) and positive aspects of functioning (positive emotional expressions and ego strength/effectance). The results showed a main effect of day care quality on expressions of positive emotions, and interactive effects were demonstrated for several of the other indicators of socioemotional functioning. Compensatory effects of high-quality care on externalizing behaviors for children from less advantaged homes as well as positive effects on boys' internalizing problems and ego strength/effectance were among the findings. Thus, using culturally relevant measures of day care quality, clear influences can be demonstrated even in a culture with a fairly uniform and high standard of care. 相似文献
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Gunnar Engvik Anne Berit Emstad 《International Journal of Leadership in Education》2017,20(4):468-490
This article focuses on the importance of school leaders’ commitment to socialising newly qualified teachers (NQTs) into the teaching profession. Framed by a social constructivist perspective, the article is based on four challenges novice teachers face as described by four school leaders. The aim is to illuminate how school leaders have understood the conflicts and differences that come to light in these challenges. School leaders’ experiences of the encounter between NQTs and schools point to how the facilitation of the teachers’ professional development at their schools was challenged and how follow-up and guidance of NQTs only started after the problems were disclosed to colleagues and the school leaders. This study indicates that there is a lack of insight into NQTs’ work situation, a fact that seems to exacerbate a negative development in the school environment. We argue that school leaders must be more proactive by being aware of the dynamics of the teaching team when NQTs join a previously established team. School leaders should communicate the expectations they have for how the team can welcome NQTs’ new ideas, on the one hand, and offer support if they encounter challenges, on the other. Furthermore, our findings indicate that the composition of teaching teams must be reassessed from year to year so that they serve as an arena that promotes professional development for both NQTs and established teachers. Poor relationships with colleagues and a lack of cooperation within teacher teams may also have a detrimental effect on student learning. School leaders have a great amount of power and influence, perhaps much more than they are aware of, when it comes to the wellbeing of NQTs and their decision to remain in the profession. We underline the importance of the role school leaders have in socialising NQTs into the teaching profession by paying attention to how they are welcomed and mentored by their colleagues in school. 相似文献
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