Didactics: Swedish and Norwegian understandings compared by a Norwegian   总被引：1，自引：1，他引：0  

Britt Ulstrup Engelsen 《Scandinavian Journal of Educational Research》2013,57(4):285-299

A debate concerning didactics as a concept and research field has been conducted in Sweden during the 1980s. This article presents central points of view from this debate, and discusses them on the basis of a Norwegian understanding of didactics. From this perspective the author holds that the Swedish discussion of didactics may appear somewhat near‐sighted. The conclusion drawn is that the primary task of didactics must be the establishment of a basis for the attainment of more knowledge about, better understanding of, and deeper insight into education. Such a task is scarcely best solved through a fight over the right understanding of didactics. A better strategy would comprise efforts at fruitful dialogue and focus on research aimed at illuminating all aspects of education and its influencing factors.  相似文献   

Teachers’ professional development: a theoretical review     

May Britt Postholm 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):405-429

Background and purpose:?The article reviews studies that focus on the professional development of teachers after they have completed their basic teacher training. Teacher professional development is defined as teachers’ learning: how they learn to learn and how they apply their knowledge in practice to support pupils’ learning. The research question addressed in the article is: How do experienced teachers learn?

Main argument:?The review is framed by theories within the constructivist paradigm. From this perspective, knowledge is perceived as the construction of meaning and understanding within social interaction. The social surroundings are seen as decisive for how the individual learns and develops. It is argued that courses and lectures, or ‘times for telling’, and teachers’ development of a metacognitive attitude are decisive factors for teachers’ learning within a constructivist frame of reference.

Sources of evidence and method:?To attempt to answer the research question, a search was conducted of the subject of pedagogy in the ISI WEB of Science (search undertaken 9 August 2011) using the search strings ‘teacher learning’, ‘teacher development’ and ‘teacher professional development’, and covering the period from 2009 to 2011 to probe the most recent decade of research. Articles that dealt with basic education, primary and secondary school, were selected, and articles that dealt with learning using digital tools and the internet and newly trained teachers were rejected. A set of 31 articles was selected from this search. To ensure width and depth of coverage, this was supplemented by a selection of review studies and research on further education in respect of teachers’ learning. The texts were analysed by means of open and axial coding, developing main and sub-categories.

Conclusions:?The review of articles shows that both individual and organisational factors impact teachers’ learning. Teacher co-operation has importance for how they develop, and some of the teachers can lead such learning activities themselves. Moreover, a positive school culture with a good atmosphere and understanding of teachers’ learning, in addition to co-operation with external resource persons, may impact the professional development of teachers. The article concludes with the reflection that learning in school is the best arena for further development of teachers.  相似文献   

Education to Promote Positive Attitudes About Aging     

Diane Austrin Klein  Kathy J. Council  Sandra L. McGuire 《Educational gerontology》2013,39(8):591-601

ABSTRACT

This longitudinal study examined what a one-time intervention about aging does to the attitudes of high-school students toward aging. Early findings from the study support previous research that indicates ageist attitudes formed in early childhood become difficult to change as children reach adolescence. This research further supports the need for aging education to begin in early childhood.  相似文献   

THE CO‐OPERATION SCHEMES LINKING BERLIN HUMBOLDT UNIVERSITY (GDR) WITH UNIVERSITIES AND ACADEMIC ESTABLISHMENTS IN DEVELOPING COUNTRIES     

Helmut Klein  Ulrich Zückert 《Higher Education in Europe》1986,11(3):16-18

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Sport und Wirtschaft     

M. -L. Klein 《Sportwissenschaft》1988,18(3):333-337

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Solution of anagrams: a developmental study     

H W Stevenson  R E Klein  G A Hale  L K Miller 《Child development》1968,39(3):905-912

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QuickDOC: an interlibrary loan department in a microcomputer     

Klein P  Hewison NS 《Medical reference services quarterly》1991,10(2):11-32

Interlibrary loan (ILL) is a critical service in most libraries and one that may consume much staff time. QuickDOC, a software program written by a medical librarian, has been designed to expedite and organize the process of requesting loans, keeping records, and preparing reports on ILL activity. The software communicates with DOCLINE, the automated ILL and referral system of the National Library of Medicine (NLM), and simplifies the management of all borrowing and lending, regardless of how requests are transmitted. QuickDOC's creator is very responsive to suggestions from users and continues to enhance the capabilities of this excellent software package.  相似文献   

Socio-economic status and motor performance of children and adolescents     

Markus Klein  Michael Fröhlich  Andrea Pieter  Eike Emrich 《European Journal of Sport Science》2016,16(2):229-236

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Do students’ beliefs about knowledge and knowing predict their judgement of texts’ trustworthiness?     

Helge Ivar Strømsø  Ivar Bråten  M. Anne Britt 《教育心理学》2011,31(2):177-206

We examined whether epistemic beliefs predict students’ evaluation of documents. Undergraduates read two texts on climate change. Participants judged the trustworthiness of each text and then indicated the criteria for their rating. We found that readers who believe strongly in relying on personal interpretations rather than on authorities trusted both documents less and used the document’s content or their own opinion as criteria for judging trustworthiness. We also found that readers who believe that knowledge claims should be critically evaluated through logic and rules rated the science text as more trustworthy and used the criteria of their own opinion, author and content more than readers who believe in relying on their own experiences. These effects hold true while controlling for readers’ prior knowledge and text comprehensibility.  相似文献   

A completed research and development work project in school: The teachers’ learning and possibilities, premises and challenges for further development     

May Britt Postholm 《Teaching and Teacher Education》2011,27(3):560-568

The article is based on a follow-up study of a research and development work project with school leaders and teachers conducted in a Norwegian lower secondary school. The purpose is to present an understanding of what the practitioners find they have learned during the project and how they experience the situation with regard to development about two years after the project has ended. The study concludes that continuity in both leadership and the teaching staff means that the involved practitioners can develop an identity with a common objective over time, and that development can then be seen as improvement.  相似文献