Special issue: professional practice,education and learning: a sociomaterial perspective     

Madeleine Abrandt Dahlgren  Maria Gustavsson  Andreas Fejes 《Studies in Continuing Education》2018,40(3):239-241

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Learning for the professions: lessons from linking international research projects     

Madeleine Abrandt Dahlgren  Anna Reid  Lars Owe Dahlgren  Peter Petocz 《Higher Education》2008,56(2):129-148

At the core of higher education is the experience of students whose focus for learning is often directed towards their future employability. In this paper, we explore the intersections between two large international research projects involving over 500 students. Interviews with students yielded their conceptions of learning and work in specific discipline and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students’ individual ideas about learning and future work with their workplace. A meta-analysis of the two projects highlights the utility of higher education for students’ future working life and suggests ways in which institutions and policy makers can critique current practice in a way that will incline curriculum and teaching development towards professional formation.  相似文献   

Theorising simulation in higher education: difficulty for learners as an emergent phenomenon†     

Madeleine Abrandt Dahlgren  Tara Fenwick  Nick Hopwood 《Teaching in Higher Education》2016,21(6):613-627

Despite the widespread interest in using and researching simulation in higher education, little discussion has yet to address a key pedagogical concern: difficulty. A ‘sociomaterial’ view of learning, explained in this paper, goes beyond cognitive considerations to highlight dimensions of material, situational, representational and relational difficulty confronted by students in experiential learning activities such as simulation. In this paper we explore these dimensions of difficulty through three contrasting scenarios of simulation education. The scenarios are drawn from studies conducted in three international contexts: Australia, Sweden and the UK, which illustrate diverse approaches to simulation and associated differences in the forms of difficulty being produced. For educators using simulation, the key implications are the importance of noting and understanding (1) the effects on students of interaction among multiple forms of difficulty; (2) the emergent and unpredictable nature of difficulty; and (3) the need to teach students strategies for managing emergent difficulty.  相似文献   

The formation of the willing citizen – Tracing reactive nihilism in late capitalist adult education     

Maria Olson  Magnus Dahlstedt  Andreas Fejes  Fredrik Sandberg 《Educational Philosophy and Theory》2018,50(1):95-103

The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the question of the role of adult education in adult student citizen subjectivity formation. Taking on Diken’s concept of ‘reactive nihilism’, we wish to make the following arguments. First, that citizen formation in adult education, when students are asked about it, is actualised as processes of re(dis)covery of will in order to be(come) a successful and happy citizen in society. Secondly, that these processes point towards a role of adult education as one where these formation processes work in tandem with those of the reactive nihilists. This means that the citizen formation processes made possible in this educational site are those marked out by the desire to mobilise one’s will formation so that it adapts to the prevailing societal situation—that of late capitalism, which is a situation not considered by the adult students as possible to change.  相似文献   

Institutional response to the expansion of the student population in norway     

Ms Nina Sandberg 《Tertiary Education and Management》1996,2(2):178-185

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Children’s Perspective on Learning: An International Study in Denmark,Estonia, Germany and Sweden     

Anette Sandberg  Stig Broström  Inge Johansson  Thorleif Frøkjær  Christa Kieferle  Anja Seifert  Angela Roth  Maire Tuul  Aino Ugaste  Meeli Laan 《Early Childhood Education Journal》2017,45(1):71-81

This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of the international study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learning in preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that, in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning.  相似文献   

Discourse comprehension intervention for high‐functioning students with autism spectrum disorders: preliminary findings from a school‐based study     

Jakob Åsberg  Annika Dahlgren Sandberg 《Journal of Research in Special Educational Needs》2010,10(2):91-98

Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high‐functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom‐based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child's discourse comprehension under scaffolding and modelling from the teacher. In the pre‐testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post‐intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study.  相似文献   

A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis          下载免费PDF全文

Fredrik Sandberg 《British Educational Research Journal》2014,40(4):682-698

This paper analyses a recognition of prior learning (RPL) placement process where health care assistants' prior learning is recognised through dialogue with and observation by tutors. This process is part of a procedure that uses RPL for accreditation through the administration of an in‐service training program in the health care sector. The aim of the reconstructive analysis in this paper is to examine the potential for critical learning and change in the RPL placement process by analysing this procedure using Habermas's theory of communicative action. Although prior research has justifiably been critical of the use of RPL for accreditation, these critiques are not always helpful. Rather than simply rejecting this form of RPL, this paper argues for a balance between the social environment (i.e., lifeworld) in the workplace and the education system. Viewed and analysed from the angle of communicative action, the paper argues that when RPL for accreditation is founded within worthwhile learning experiences and conducted through mutual understanding, critical learning and change can be achieved. RPL for accreditation can then be something more than a process of instrumental assessment.  相似文献   

Development of a complex intervention to improve health literacy skills     

Astrid Austvoll‐Dahlgren  Stein Danielsen  Elin Opheim  Arild Bjørndal  Liv Merete Reinar  Signe Flottorp  Andrew David Oxman  Sølvi Helseth 《Health information and libraries journal》2013,30(4):278-293

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USING CURRICULUM‐BASED MEASUREMENT TO EXAMINE SUMMER LEARNING LOSS     

Karen L. Sandberg Patton  Amy L. Reschly 《Psychology in the schools》2013,50(7):738-753

Summer loss of reading is a potential factor in maintaining, and potentially widening, the achievement gap. This study used curriculum‐based measurement of reading (R‐CBM) to investigate the effect of the summer on reading. For this study, 317 students in Grades 2 to 5 were assessed in the spring and fall using Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency (ORF) measure. Repeated measures analysis of variance modeled overall change in ORF scores by grade, family income, ethnic minority status, English language learner status, and special education (SPED) status. Students in Grades 2 and 3 evidenced overall summer loss, whereas students in Grades 4 and 5 did not exhibit summer loss. In addition, students in Grade 2 showed differential loss based on family income and SPED status. These results support the broadening application of R‐CBM and add to the summer loss literature. Findings are discussed relative to prevention and intervention.  相似文献