Problems in Improving Instruction and International Networking in a Turkish University     

Ömer Uyuklu 《Educational Media International》2013,50(4):265-268

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Institute notes     

Ögren  Gustaf 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(2):249-251

International Review of Education -  相似文献   

Missionary girl power: saving the ‘Third World’ one girl at a time   总被引：1，自引：0，他引：1  

Özlem Sensoy 《Gender and education》2010,22(3):295-311

Deborah Ellis’s The Breadwinner is a popular young adult novel about Muslim girls. In this paper, we offer an analysis of the representation of Muslim girls and women in the book as well as responses from undergraduate students enrolled in a children’s literature course to these constructions. Building on the work of postcolonial feminism (specifically the concept of paternalistic care) and critical pedagogy (the role of popular cultural texts as education), we argue that The Breadwinner, and similar historical fictions aimed at youth, wittingly or unwittingly focus on the real and/or imagined plight of ‘other’ girls/women. These representations build upon a care ethic central to the project and history of schooling in the West that in turn results in the stabilisation of colonial relations of domination between white women/girls and colonised women/girls.  相似文献   

Support or Control -- or Both? The Role of a National Agency     

Elmgren  Claes  Rom´n  Ola  Sjölund  Maivor  Wahlén  Staffan  Östling  Malin 《Tertiary Education and Management》1999,5(3):245-259

The article aims at critically discussing the role and position of a buffer agency from the point of view of some of its different tasks, viz. accreditation, quality audit, support of academic leadership and internal quality enhancement. The contribution seeks to illuminate the conflicting roles of a buffer organisation in the light of these tasks and pressures from the government and higher education institutions. It concludes that the different roles can support and complement each other, and that change is best accomplished by emphasising support in the early stages of the establishment of a national quality assurance system.  相似文献   

Professional support staff at higher education institutions in Sweden: roles and success factors for the job     

Ryttberg  Malin  Geschwind  Lars 《Tertiary Education and Management》2017,23(4):334-346

This paper aims to analyse and discuss the professional support staff at higher education institutions in Sweden in terms of how they view their roles and what the success factors for them are. The study is based on semi-structured interviews with support staff from the fields of business liaison, internationalisation and strategic research support. The results show that the participants have shaped their own roles and see themselves as back-office staff. This can make it challenging for them to prove their contribution to the academic activities of education and research. Because they neither identify themselves as administrators nor hold academic positions, their ability to build credibility on a personal basis is a central success factor. Aware of being actors in a culture dominated by academic values and norms, they see a more transparent discussion of their roles as a desirable development in the sector.  相似文献   

Touching the didactic contract—a student perspective on intergenerational touch in PE     

Annica Caldeborg  Ninitha Maivorsdotter  Marie Öhman 《Sport, Education and Society》2019,24(3):256-268

A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behavior that could be regarded as suspicious [Fletcher, 2013. Touching practice and physical education: Deconstruction of a contemporary moral panic. Sport, Education and Society, 18(5), 694–709. doi:10.1080/13573322.2013.774272; Öhman, 2016. Losing touch—teachers’ self-regulation in physical education. European Physical Education Review, 1–14. doi:10.1177/1356336X15622159; Piper, Garratt, & Taylor, 2013. Child abuse, child protection and defensive ‘touch’ in PE teaching and sports coaching. Sport, Education and Society, 18(5), 583–598. doi:10.1080/13573322.2012.735653]. Some also feel anxious about how physical contact might be perceived by the students. The purpose of this article is to investigate physical contact between teachers and students in PE from a student perspective. This is understood through the didactic contract. For this purpose, focus group interviews using photo elicitation have been conducted with upper secondary school students in Sweden. One of the major findings is that intergenerational touch is purpose bound, that is, physical contact is considered relevant if the teacher has a good intention with using physical contact. The main agreements regarding physical contact as purpose bound are the practical learning and emotional aspects, such as learning new techniques, preventing injury, closeness and encouragement. The didactic contract is in these aspects stable and obvious. The main disagreements are when teachers interfere when the students want to feel capable or when teachers interfere when physical contact is not required in the activity. In these aspects the didactic contract is easily breached. It is also evident that personal preference has an impact on how physical contact is perceived. In conclusion, we can say that physical contact in PE is not a question of appropriate or inappropriate touch in general, but rather an agreement between the people involved about what is expected. Consequently, we should not ban intergenerational touch, but rather focus on teachers’ abilities to deal professionally with the didactic contract regarding physical contact.  相似文献   

The elimination of combustion knock     

E.M. Barber  J.B. Malin  J.J. Mikita 《Journal of The Franklin Institute》1946,241(4):275-298

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Emerging new methods of peer review in scholarly journals          下载免费PDF全文

Bo‐Christer BJÖRK  Turid HEDLUND 《Learned Publishing》2015,28(2):85-91

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Teachers’ views on risk factors for problematic school absenteeism in Swedish primary school students     

Malin Gren-Landell  Cornelia Ekerfelt Allvin  Maria Bradley  Maria Andersson  Gerhard Andersson 《Educational Psychology in Practice》2015,31(4):412-423

In the present online survey, 158 teachers in regular and special education teaching in grades six to nine were asked to rate the importance of probable reasons for problematic school absenteeism. On average, the teachers estimated that among their students, 19 students had presented with problematic school absenteeism over the last five years. Teachers viewed school absenteeism as a multifactorial problem. Family factors were considered to contribute most and low mood or depression were rated as one of the five most contributing factors. Teachers in special education viewed school factors as more influential than teachers in mainstream education did (t₁₅₆ = ?3.94, p < 0.05). The current findings stress the importance of collaboration between the school, parents and the student to be able to address all factors that may lead to problematic school absenteeism.  相似文献   

Governing ‘eco-certified children’ through pastoral power: critical perspectives on education for sustainable development     

Malin Ideland  Claes Malmberg 《Environmental Education Research》2015,21(2):173-182

This article analyses how ‘eco-certified children’ are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become ‘natural’ and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault’s notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children’s books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectivity and faith in technological development. It emphasizes the right of the individual and the obligation to make free, however ‘correct’, choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language.  相似文献