‘We did see the lapwing’ – practising environmental citizenship in upper-secondary science education     

Elisabeth Iversen  Guðrún Jónsdóttir 《Environmental Education Research》2019,25(3):411-421

This article explores factors that promote the practice of environmental citizenship in science education and aims to contribute to the development of the concept of practising environmental citizenship. We follow six Norwegian secondary students (aged 16–17) participating in a small-scale intervention study conducting an assignment on a socioscientific issue (SSI) in their local district. Our findings reveal that dealing with an SSI in real-world settings through out-of-school activities set in the students’ local district is important for practising environmental citizenship. This article also addresses the tensions between the practice of environmental citizenship and the cultural issues related to school science. Our findings reveal that tensions exist between working with ready-made-science, as students normally do, to deal with science-in-the-making through an SSI. This research discuss the practical implications of the concept of practising environmental citizenship in science.  相似文献   

School leaders’ and teachers’ work with national test results: Lost in translation?     

Ann Elisabeth Gunnulfsen 《Journal of Educational Change》2017,18(4):495-519

Studies have shown that school leaders are important in work with large-scale policy reforms in schools. However, the issue of how school leaders and teachers discuss and enact policy is under-studied. This article explores the discursive processes in school leaders’ and teachers’ policy enactment as they construct responses to policy. The data consists of video recordings and observation of leadership meetings and teacher-team meetings. A critical discourse analytical approach combined with perspectives of policy enactment as a process of interpretation serve as analytical concepts. The findings indicate the school leaders act more as narrators and enthusiasts, while the deputy managers and teacher-team leaders are more messengers and enforcers. The teachers mostly keep the discursive role as critics and preventers of ‘overburdening.’ A main argument is that the policy expectation of using national test results as a tool to develop school quality and student learning seems to be lost in translation.  相似文献   

How do university teachers’ values and beliefs affect their teaching?     

Elisabeth Fischer  Martin Hänze 《教育心理学》2020,40(3):296-317

Abstract

This study investigated university teachers’ characteristics and their influence on teaching practices: Coming from expectancy-value theory, teachers’ personal value of teaching was introduced as a possibly relevant variable and examined along with constructivist and transmissive teaching beliefs as to how they affect various aspects of university teaching. The sample consisted of 79 university teachers, whose data were combined with the teaching assessment of 2552 students enrolled in their courses and of external observers. Multiple regression analyses showed that value of teaching affected observed structuring, student active involvement, and rapport. Transmissive beliefs impacted the observed quality of instruction, and constructivist beliefs were positively related to student-reported clarity of instruction, the stimulation of student involvement, and rapport. Notably, the predictors displayed a data source specific result pattern. As potential reasons for the link between student-reported variables and constructivist beliefs a general factor in the students’ assessment and a survivor bias associated with teachers’ constructivist beliefs are discussed.  相似文献   

Helping Students Help Themselves: Strategies for Successful Mentoring Relationships     

Linda L. Black  Elisabeth C. Suarez  Sondra Medina 《Counselor Education & Supervision》2004,44(1):44-55

Mentoring has long been heralded as a method of training and socializing the next generation of professional counselors and counselor educators. Yet, there appears to be a disparity between the promotion and the practice of mentoring in counselor education. The authors attempted to reconcile this disparity by suggesting a set of strategies that mentors and apprentices may use as they establish and maintain successful mentoring relationships. Implications for counselors and counselor educators are discussed.  相似文献   

Learning leadership: becoming an outdoor leader     

Elisabeth Enoksen  Pip Lynch 《Journal of Adventure Education & Outdoor Learning》2018,18(2):176-188

Recent leadership research has demonstrated a need for better understanding the process of becominga leader because it might be qualitatively different to being a leader. If so, there is likely to be a need for pedagogies designed deliberately to support first-time outdoor leadership experiences and any such pedagogies must be informed by the needs of first-time leaders. Becoming a leader in outdoor educational settings involves moving from the relative equality of being one participant among several in a group to a position of some influence in the group. This paper draws on empirical data from in-depth semi-structured interviews with adult outdoor education (friluftsliv) students in Norway to explore factors influencing initial leadership experiences in a formal educational setting. We found that becoming an outdoor leader involves transformations that can be complicated by the educational setting. We discuss implications for pedagogical approaches to outdoor leadership development in formal education settings.  相似文献   

Classroom and community influences on youths' perceptions of science in a rural county school system     

Elisabeth H. Charron 《科学教学研究杂志》1991,28(8):671-687

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Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context     

Line T. Hilt  Hanne Riese  Gunn Elisabeth Søreide 《课程研究杂志》2019,51(3):384-402

21st century skills is a global network of corporate and governmental influences that promotes competences suited to fit the future knowledge economy. Through a discourse analysis of an influential Official Norwegian Report, ‘The School of the Future. Renewal of Subjects and Competences’ (NOU 2015:8), this paper explores how ideas of 21st century skills are translated into the Norwegian education policy context. Firstly, the paper analyses the context-specific reasons for receptiveness by investigating discursive warrants. Secondly, the paper identifies how the policy document constructs a set of preferred subject positions that constitute an image of an ideal student. Thirdly, the paper investigates the discursive framing of these subject positions. We find that the policy document constructs an image of an ideal student who is creative, responsible, cooperative, engaged, self-regulated and in complete control of herself, her learning and her future. This image draws on more pronounced neo-liberal discourses, but also well-established discourses in the Norwegian context, such as social democratic progressivism. This intertwining of discourses shows how traits of homogeneity related to global ideas, as well as heterogeneity related to the Norwegian policy context, are both visible in the Norwegian translation of 21st century skills.  相似文献   

Morphological decomposition supports word recognition in primary school children learning to read: evidence from masked priming of German derived words     

Elisabeth Fleischhauer  Gunnar Bruns  Michael Grosche 《Journal of Research in Reading》2021,44(1):90-109

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Intersectionality and Student Outcomes: Sharpening the Struggle against Racism,Sexism, Classism,Ableism, Heterosexism,Nationalism, and Linguistic,Religious, and Geographical Discrimination in Teaching and Learning     

Carl A. Grant  Elisabeth Zwier 《Multicultural Perspectives》2013,15(4):181-188

In this article the authors consider NAME's focus on intersectionality as a tool for theorizing, researching, and employing in pre-K through college practice at preservice and inservice levels. A review of research using three or more identity axes to investigate student outcomes is included. The authors also discuss the benefits of analyzing educational questions intersectionally, noting cautions.  相似文献   

College Students with Disabilities: Factors Influencing Growth in Academic Ability and Confidence     

Kim  Mikyong Minsun  Kutscher  Elisabeth Louise 《Research in higher education》2021,62(3):309-331

Research in Higher Education - Using large-scale longitudinal data, this study sought to examine factors influencing two important student development outcomes in students with disabilities...  相似文献