A Conceptual Approach to Teaching Mathematics to Students With Intellectual Disability     

Kerstin Göransson  Tina Hellblom-Thibblin  Eva Axdorph 《Scandinavian Journal of Educational Research》2016,60(2):182-200

Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes for students with ID were filmed, and the teachers were interviewed in connection with the lessons. A qualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students’ perceptions of mathematical content, and encouraging dialogue between students.  相似文献   

Predictors of teachers’ use of ICT in school – the relevance of school characteristics,teachers’ attitudes and teacher collaboration     

Kerstin Drossel  Birgit Eickelmann  Julia Gerick 《Education and Information Technologies》2017,22(2):551-573

This paper is based on the research question of what predictors (school characteristics, teachers’ attitudes, teacher collaboration and background characteristics) determine secondary school teachers’ frequency of computer use in class. The use of new technologies by secondary school teachers for educational purposes is an important factor regarding school and teaching processes. The use of digital media in schools is, among other things, associated with the goal of supporting learning processes and improving the quality of education. This contribution identifies relevant factors by means of multiple regression analyses of the teachers’ frequency of computer use for instruction in five countries (the Netherlands, Denmark, Australia, Poland and Germany) to get an idea of how to support the frequency of the use of computers in class. The analyses and findings are based on the International Association for the Evaluation of Educational Achievement (IEA) study of International Computer and Information Literacy Study 2013 (ICILS), which investigates the computer and information literacy (CIL) of secondary school students and the contexts in which students develop CIL in 21 countries. Antecedents concerning school characteristics, teachers’ attitudes and teacher collaboration on the process level and background characteristics of secondary school teachers (N = 8.920) are examined in order to gain further insight into the nature and effect of predictors for secondary school teachers’ in-class use of information and communications technology. The analyses show that there are more country-specific results than similarities between the countries selected. In all countries, antecedents concerning teachers’ attitudes are more relevant for teachers’ in-class use of computers than school characteristics or teacher collaboration on the process level.  相似文献   

Global social issues in the curriculum: perspectives of school principals     

Venka Simovska  Åsa Kremer Prøsch 《课程研究杂志》2016,48(5):630-649

In this article, we discuss principals’ perspectives on the priority given to the place in the curriculum of and the supporting practices related to health and sustainability education in schools in Denmark (for pupils aged 6–16). The study is situated within the discourses about critical health and sustainability education and treats the two issues as societal challenges that are important to address in schools as educational examples. We draw on the literature on school leadership challenges linked to global neoliberal trends in educational reform. The context of the study is the ongoing school reform in Denmark. The data were generated through an online survey of principals in Denmark (n = 118). The findings show that although the principals view school as an important arena for health and sustainability education, their actual support for such education lags behind. Health education is prioritized somewhat more than sustainability education; however, both are characterized by insufficient attention to teachers’ professional development and the low prioritization of collaboration within the school and between the school and community actors. Acknowledging the contradicting demands that principals face in the context of the reform, we argue for reconnecting the concept of leadership with the wider purposes of schooling and for providing space for an emergent, whole-school curriculum that addresses health and sustainability.  相似文献   

Verbal abuse in school. Constructions of gender among 14‐ to 15‐year‐olds   总被引：1，自引：0，他引：1  

Miriam A. Eliasson  Kerstin Isaksson  Lucie Laflamme 《Gender and education》2007,19(5):587-605

Verbal abuse has been identified as a common element in the life of children in school. This paper explores how this discursive practice is used in the construction of masculinities and femininities among children aged 14–15 through observations and interviews in classes in two schools in Stockholm. Verbal abuse, often with sexual content, contributed to ‘toughness’, a central component of hegemonic masculinity in the schools. Popular, tough boys generated most of the verbal abuse, but were not necessarily regarded as verbally abusive; rather, responsibility for the bulk of verbal abuse was attributed to ‘rowdy’ boys. Girls’ verbal abuse was not similarly advantageous for their femininity; instead, both through being verbally abusive and being the target of abuse, girls risked being positioned negatively. It appears that verbal abuse in school simultaneously orders masculinities and femininities, and structures heterosexual relations between the genders.  相似文献   

Identity strategies in light of a low-prestige occupation: the case of retail apprentices     

Kerstin Duemmler  Isabelle Caprani 《Journal of Education & Work》2017,30(4):339-352

Occupations differ in their prestige, but little research has examined how workers manage working in a low-prestige occupation. This case study with retail-clerk apprentices in Switzerland uncovers the identity strategies the apprentices employ to help them normalise the situation they find themselves in: they are learning an occupation that is not assumed to require any specific knowledge or skills. We base our arguments on theories about occupational prestige, identity and stigma management, as well as on a qualitative study in VET (vocational education and training) schools. Three identity strategies are dominant among retail-clerk apprentices and are deeply embedded within the retail context and the Swiss apprenticeship programme. First, apprentices embrace ideas of discontinuous careers and lifelong learning, which encourage them to improve their occupational position through mobility within or outside the retail sector. Second, the VET programme builds on apprentices’ consumer interests and encourages their self-valorisation through the prestige of products and shops. Third, apprentices emphasise that retail work is skilled work, a strategy that is consistent with the positive societal perception of the Swiss VET system. These strategies provide insights into how apprentices construct positive occupational identities although they are placed low on the occupational prestige hierarchy.  相似文献   

Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening     

Panayiota?KendeouEmail author  Julie?S.?Lynch  Paul?van den?Broek  Chris?A.?Espin  Mary?Jane?White  Kathleen?E.?Kremer 《Early Childhood Education Journal》2005,33(2):91-98

Developing the ability to read is a complex process involving a variety of skills, including both basic language skills and language comprehension skills. Although a balanced reading program would include the development of basic language and comprehension skills, comprehension has often been overlooked in early reading instruction. In this article, we examine recent research findings on how comprehension skills develop in young children and discuss the implications of those findings for comprehension assessment and interventions.  相似文献   

德国图书学研究与教育——"图书学研究与教学"学术研讨会综述     

科尔斯廷·埃姆里希  丁恺 《出版科学》2008,16(1):74-77

2007年5月在德国埃朗根举行了"图书学研究与教学"学术研讨会。会议分三个部分:第一部分由设有图书学专业的德国高校代表作报告;第二部分是来自档案馆、图书馆和相关协会的代表作报告;第三部分是一个国际化的讨论,由来自瑞士、奥地利和中国的从事图书学研究和教学的代表发言。  相似文献   

Supervisors’ Inner World: professional perspectives     

Lya Kremer‐Hayon 《欧洲师范教育杂志》1986,9(2):181-187

The study presents an attempt at revealing some professional perspectives of student‐teachers’ supervisors. The discussions of 12 supervisors in a teachers’ college were protocolled and content‐analysed. Content‐analysis yielded several guiding perspectives: professionalism, values, structure and organisation, integration. In addition, some personal distinct profiles emerged differentiating between emotional and rational orientations. Findings shed some light on the inner world of student‐teachers’ supervisors and these may contribute to better understanding of their supervisory behaviour and guide their professional development.  相似文献   

Facilitators and Barriers to Implementation of the Ankle Brachial Index in Outpatient Physical Therapy Practice: A Qualitative Study     

Kristin M. Lefebvre  Crystal Cody  Erika Jayne  Jennifer Mason  Rebecca Monaghan  Kerstin Palombaro 《Cardiopulmonary Physical Therapy Journal》2013,24(1):7-13

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Understanding Students' Experiments—What kind of support do they need in inquiry tasks?     

Julia Caroline Arnold  Kerstin Kremer  Jürgen Mayer 《International Journal of Science Education》2013,35(16):2719-2749

Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades, an empirical study consisting of two parts was conducted. The first part, a quantitative test (N?=?96), tested students' competences in designing an experiment. It was found that students need scaffolding in basic aspects of designing (like dependent and independent variables), to reach higher levels, since only about thirty percent reach levels II or III out of three levels. On more reflective aspects (like confounding variables, test times and repetitions), only a maximum of twenty-five percent reached level I or higher; therefore, even more support is needed on these aspects. The second part of the study was a qualitative video-analysis of students' discussions, designs and implementations of an experiment. It was found that support is needed on procedural knowledge and understanding. Possible implications for inquiry support are discussed.  相似文献