Individualisation in Swedish Adult Education and the Shaping of Neo-liberal Subjectivities     

Andreas Fejes  Maria Olson  Lina Rahm  Magnus Dahlstedt  Fredrik Sandberg 《Scandinavian Journal of Educational Research》2018,62(3):461-473

In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general when a discourse on individualisation operates in the ways described and, more specifically, asks what is happening to FHS as an educational practice that upholds its self-image as a last bastion of a collective notion of learning and subjectivity and nurturing an educational practice of learning democracy?  相似文献   

Concurrent and Longitudinal Associations among Preschool Boys' Conflict Management, Disruptive Behavior, and Peer Rejection     

Nancy L. McElwain  Sheryl L. Olson  Brenda L. Volling 《Early education and development》2002,13(3):245-264

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Dissonant futures: occupational trajectories,gender and class in contemporary municipal adult education in Sweden     

Magnus Dahlstedt  Fredrik Sandberg  Andreas Fejes  Maria Olson 《Journal of Education & Work》2018,31(1):16-27

The aim of this article is to problematize the ways class and gender are played out in adult students’ narratives about their occupational choice and future. Drawing on Beverly Skeggs, we analyse how students think about future occupations, what motivates them towards these and how they are able to form their future in relation to them. Taking on Sweden as a case, our results show that students’ narratives on their future occupations are classed as well as gendered. In their vision of future occupations, working-class students tend to focus on occupations helping and caring for others, while middle-class students tend to focus on work more as a means of fulfilling themselves as individuals. These differences are also gendered. Female students are more likely than their male counterparts to picture their future occupations in relation to having children and a family. This tells us that in the female students’ narratives, there tends to be a strong focus on caring – for their families as well as in future occupations.  相似文献   

A New Method of Linking Courses: A Theologian and a Sociologist Share Their Experience     

Michaela Galles  Paul J. Olson 《Innovative Higher Education》2008,33(1):39-48

In this article we briefly address the rationale for linking courses and the types of student learning communities that exist in various institutions of higher education. We then describe a new method we used to link our theology (Protestant Churches in America) and sociology (Racial, Ethnic, and Gender Inequality) courses in which no students were enrolled in both courses. We discuss the practical aspects of our linkage and conclude by highlighting the evaluation of the linked courses. We found that the students went beyond the stated learning objectives and that all parties involved in the courses were satisfied with the new undertaking. Sr. Michaela Galles (M.S., M.A., University of Notre Dame) is Associate Professor of Theology at Briar Cliff University, and she specializes in the theology of sacraments and Christology. Paul J. Olson (Ph.D., University of Nebraska-Lincoln) specializes in the sociology of religion and is Assistant Professor of Sociology at Briar Cliff University.  相似文献   

Teaching and assessing the nature of science: An introduction     

Michael P. Clough  Joanne K. Olson 《Science & Education》2008,17(2-3):143-145

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The Fourth Interamerican Congress of Psychology Puerto Rico,December 1956     

Willard C. Olson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(4):497-498

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Genetic and environmental influences on early literacy     

Brian Byrne  Richard K. Olson  Stefan Samuelsson  Sally Wadsworth  Robin Corley  John C. DeFries  Erik Willcutt 《Journal of Research in Reading》2006,29(1):33-49

Prereading and early reading skills of preschool twin children in Australia, Scandinavia and the United States were explored in a genetically sensitive design (max. N=627 preschool pairs and 422 kindergarten pairs). Analyses indicated a strong genetic influence on preschool phonological awareness, rapid naming and verbal memory. Print awareness, vocabulary and grammar/morphology were subject primarily to shared environment effects. There were significant genetic and shared environment correlations among the preschool traits. Kindergarten reading, phonological awareness and rapid naming were primarily affected by genes, and spelling was equally affected by genes and shared environment. Multivariate analyses revealed genetic and environmental overlap and independence among kindergarten variables. Longitudinal analyses showed genetic continuity as well as change in phonological awareness and rapid naming across the 2 years. Relations among the preschool variables of print awareness, phonological awareness and rapid naming and kindergarten reading were also explored in longitudinal analyses. Educational implications are discussed.  相似文献   

The impact of self-assessment,planning and goal setting,and reflection before and after revision on student self-efficacy and writing performance     

Chung  Huy Q.  Chen  Vicky  Olson  Carol Booth 《Reading and writing》2021,34(7):1885-1913

Reading and Writing - Writing on-demand, text-based analytical essays is a challenging skill to master. Novice writers, such as the sixth grade US students in this study, may lack background...  相似文献   

真实性评价:促进本科课程与教学改革的重要途径——基于对美国纽约州立大学奥斯威戈分校的考察     

张葳  埃立克·奥尔森 《教育发展研究》2021,41(7):20-27

真实性评价注重发挥综合学业评价的教育功能,不仅关注学科知识,更注重真实情境下发展学生多方面的能力,客观、真实评价学生的学习水平,运用多种方法,综合评价学生的知识、能力和学科价值观,尤其是高阶思维与实践能力的变化与进步等.本文从真实性评价的内涵入手,对美国纽约州立大学奥斯威戈分校"综合科学教学论"课程的评价方式进行剖析,并结合中国高校课程评价的实际,从课程总体规划、具体任务设计、评价量规制定,教学多元反馈四个方面总结高校开展真实性评价的步骤,并对我国高校实施真实性评价提出建议和对策.  相似文献   

The relationship between selected body composition variables and muscular endurance in women     

Esco MR  Olson MS  Williford HN 《Research quarterly for exercise and sport》2010,81(3):272-277

The primary purpose of this study was to determine if muscular endurance is affected by referenced waist circumference groupings, independent of body mass and subcutaneous abdominal fat, in women. This study also explored whether selected body composition measures were associated with muscular endurance. Eighty-four women were measured for height, weight, body mass index (BMI), waist circumference (WC), and abdominal skinfold thickness (SFAB) and performed 60-s sit-ups (SU) and maximal push-ups (PU) tests. Mean differences in SU and PU scores were tested across three groups based on WC as follows: WCG1 < 70 cm; WCG2 between 70 and 89 cm; WCG3 > or = 90 cm. There were no significant differences in SU and PU scores between WCG1 and WCG2. WCG3 had significantly lower SU and PU scores compared to the other groups. After adjusting for the influence of SFAB, BMI, and weight, the differences disappeared. The regression analysis revealed a two-variable (BMI and SFAB) model that accounted for the variation in SU performance. For PU, only BMI loaded into the regression model. The results of this study suggest that women with a WC > or = 90 cm have decreased muscular endurance compared to their lower WC counterparts. This difference is related to higher body masses.  相似文献