The Transformation of an Invented Tradition: The School Banner as a Symbol of Education     

Nina Volckmar 《Scandinavian Journal of Educational Research》2017,61(4):430-447

The children's parade, the use of national flags and school banners are key features in the celebration of Norwegian Constitution Day. This article provides a historical analysis of the origin of the school banner and its emergence and development into a living and popular tradition from the late-nineteenth century. This article shows how the emergence of the school banner connects to the establishment of compulsory schooling and the school as an active site for nation building in the Norwegian struggle for independence. Today, the school banner has transformed to promote the schools’ identity and self-representation. The article adds new insight into the history of schooling in Norway and offers an additional perspective to the research on national symbols.  相似文献   

Special needs educators’ roles and work in relation to recently arrived immigrant pupils in need of special educational support     

Anna Johansson  Nina Klang  Gunilla Lindqvist 《Journal of Research in Special Educational Needs》2021,21(4):355-367

Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes’ (1958) concept of ‘dirty work’ and Abbott’s theory of profession (1988).  相似文献   

Three global conditions for biodiversity conservation and sustainable use: an implementation framework     

Harvey Locke  Erle C Ellis  Oscar Venter  Richard Schuster  Keping Ma  Xiaoli Shen  Stephen Woodley  Naomi Kingston  Nina Bhola  Bernardo B N Strassburg  Axel Paulsch  Brooke Williams  James E M Watson 《国家科学评论(英文版)》2019,6(6):1080

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Unplugging the communication bottleneck     

Nina Fishman 《Performance Improvement》1989,28(10):36-38

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PREDICTING NORMATIVE AND PROBLEMATIC FAMILY PATHWAYS TO THE TRANSITION TO SIBLINGHOOD: COMMENTARY ON VOLLING ET AL.'S MONOGRAPH     

Nina Howe 《Monographs of the Society for Research in Child Development》2017,82(3):184-195

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Book reviews     

Jennifer Alford  Nina Burridge  Rhonda G. Craven  Carol Reid 《The Australian Educational Researcher》2010,37(2):127-137

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Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention,and mainstream instruction     

Nina L. Saine  Marja-Kristiina Lerkkanen  Timo Ahonen  Asko Tolvanen  Heikki Lyytinen 《Learning and individual differences》2010,20(5):402-414

The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised pre-reading skills. The participants were 7-year-old Finnish school beginners (N = 166). Two remedial interventions took place in four weekly sessions of 45 min over a period of 28 weeks in Grade 1. For a child with deficits in the core pre-reading skills (letter knowledge, phonological awareness or rapid automatized naming), the computer-assisted remedial intervention would be the most successful in remediating reading fluency in the transparent Finnish language. Furthermore, children in the computer-assisted intervention were able to reach the average level of the mainstream children by the end of Grade 2.  相似文献   

Automatic item generation of probability word problems     

Heinz Holling  Jonas P. Bertling  Nina Zeuch 《Studies in Educational Evaluation》2009,35(2-3):71-76

Mathematical word problems represent a common item format for assessing student competencies. Automatic item generation (AIG) is an effective way of constructing many items with predictable difficulties, based on a set of predefined task parameters. The current study presents a framework for the automatic generation of probability word problems based on templates that allow for the generation of word problems involving different topics from probability theory. It was tested in a pilot study with N = 146 German university students. The items show a good fit to the Rasch model. Item difficulties can be explained by the Linear Logistic Test Model (LLTM) and by the random-effects LLTM. The practical implications of these findings for future test development in the assessment of probability competencies are also discussed.  相似文献   

The road to collaborative and integrated education: Success and struggle in a university classroom     

Bárbara C. Cruz  Nina Zaragoza 《The Teacher Educator》2013,48(3):135-151

Abstract

Although much of the contemporary discourse on collaborative teaching is positive, there is a dearth of information about and research on the practical issues of undertaking such an endeavor at the university level. The authors of this article team taught a course that combined three educational methods classes (Instruction in Elementary Language Arts, Instruction in Elementary Reading, and Instruction in Elementary Social Studies). This undertaking evoked positive experiences for the instructors and students but also evinced areas that caused conflict and concern, including conflicts regarding student assessment, amount of time required, and lack of administrative support. As we continue to incorporate and refine collaborative teaching at the university level, economics, recognition, and status issues also need to be examined.  相似文献   

Book review     

Nina Saunders 《Journal of Adventure Education & Outdoor Learning》2013,13(1):103-104

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