New conceptualizations for special education     

Sip Jan Pijl  Per Frostad  Per Egil Mjaavatn 《欧洲特需教育杂志》2013,28(1):16-28

During their secondary school years, a considerable number of students seriously consider choosing between learning and leaving. Leaving school early means that students do not complete their education. Early school leaving is the last step in a process in which students gradually lose interest and develop the intention to leave school. This study focuses on students with special needs and the impact of their social relations with parents, teachers and peers on their intentions to leave school early. The sample for this study comprises 1873 typical students and 132 students with special needs aged 16 from secondary schools in a large region of Norway. The intention to leave early can be predicted by teacher support and by loneliness as an indicator for peer support. The findings suggest that especially peer support is, for all students, a key variable in staying motivated for school. For students with special needs, teacher support is also important to stay in school in the early years. Over time, however, the support from teachers becomes less important for students with special needs. They too become more dependent on support from peers.  相似文献   

Developing an ambivalence perspective on medical labelling in education: case dyslexia     

Per Solvang 《International Studies in Sociology of Education》2013,23(1-2):79-94

There are several social actors involved in the process of constructing the social meaning of dyslexia—namely, parents, teachers, educational authorities and organisations representing dyslectics. Some of these actors emphasise the constructive social powers related to the dyslexia label, while others perceive dyslexia as diagnostic reasoning counter productive to the learning processes. In the discussion of this paradox, this article uses sociological medicalisation theory as a provider of perspectives on medical labelling as contested, and on how the labelling process is socially structured. Empirically, the article is based on four studies in Scandinavia of the construction of dyslexia in different social settings, such as individual life stories, parent stories, educational politics and the legal system. The medicalisation perspective is found most useful for the understanding of undesirable effects. To understand reported experience of medical labelling as empowering, other sociological perspectives are more useful.  相似文献   

En merknad på grunnlag av en undersøkelse.     

universitetsstipendiat mag art. Per Rand 《Scandinavian Journal of Educational Research》2013,57(1):196-199

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International sports organizations 1919–25: Sweden and the German question     

Per Olof Holmäng 《国际体育史杂志》2013,30(3):455-466

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焦点组访谈——一种值得推广的社会科学定性研究方法     

向志强 《怀化学院学报》2002,21(4):21-23

焦点组访谈是社会科学定性研究中一种不可或缺的获取资料的方法 ,但目前在我国并不为科研者所常用 ,其原因主要是科研者对其具体操作不甚了解和熟悉。因此 ,全面系统地介绍了这种方法的使用步骤以及特点 ,以期为科研者使用提供参考  相似文献   

Two Suspicious Persons     

Per Jørgen Ystehede 《Media History》2014,20(4):368-383

In Norway, one of the best examples for examining cultural narratives of murder is what is known as the Lensmannsmordersaken, i.e., ‘the case of the county police officers murder’. After summarising the key events of this sensational 1926 case, this article will consider its presentation in the Norwegian press, the impact of contemporary debates around the death penalty, the influence of scientific understandings of criminality, and the case's subsequent reimagining in literature and film. This article shows how inter-war criminalistic fantasies reflected a broad variety of fears, notably those related to ethnic otherness and anxieties related to Norway's then recent achievement of full political independence. A literary version of the case from the 1930s—one of Norway's first ‘true-crime’ novels—is also considered, as is a post-war feature film based on the murder that was banned (for privacy reasons) in 1952 and not released again until 2007.  相似文献   

Evaluation for Improvement ‐a Case Study     

Per Lauvås  Ole Skogedal  Frithjof Ramm Von Der Fehr 《Scandinavian Journal of Educational Research》2013,57(2):61-78

Abstract: Lauvås, P., Skogedal, O. & von der Fehr, F. R. 1980. Scandinavian Journal of Educational Research 24,61‐78. The present paper is a micro‐level study of one lecture within dental education directed at 3 problems, all related to the problems of having one's own teaching evaluated and improved. The results suggest that some cautiousness should be placed on interpreting student ratings of teaching to indicate teaching effects on student learning. Student ratings are valuable feedback on the presentation made by the teacher but do not always correspond to learning results.  相似文献   

Pedagogical content knowledge in science education: perspectives and potential for progress     

Vanessa Kind 《Studies in Science Education》2013,49(2):169-204

Pedagogical content knowledge (PCK), since its inception as teacher‐specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various researchers, together with methods of elucidating PCK in experienced and novice teachers, is provided. The paper argues that making PCK more explicit in the teacher education process may help novices adjust to teaching, as well as aiding experienced teachers in developing more reflective practices.  相似文献   

Academics' Strategies and Obstacles in Achieving Collaboration between Universities and SMEs     

Jan Karlsson  Shirley Booth  Per Odenrick 《Tertiary Education and Management》2013,19(3):187-201

There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including ‘service to the community’. This empirical study reveals that researchers who are engaged in collaboration with small and medium enterprises (SMEs) encounter many hindrances within the academic structure and obstacles due cultural differences that needs to be overcome. But it is also evident that they are creative and learn different strategies in accomplishing their goals and they also bring back useful experiences and knowledge from their cooperation into their research and teaching within the academic organization. We suggest that attention should be paid to the broader and more elaborate view of collaborative knowledge production that we present in the article if university structures are to provide better support for their academic staff to interact profitably with the community, and thereby create a ‘win–win situation’ for everyone involved.  相似文献   

Old Players—New Rules: Higher education institutions’ response to educational demand     

Nicoline Frølich  Per Olaf Aamodt 《Tertiary Education and Management》2013,19(2):163-179

Performance indicators and performance‐based funding are becoming integral components of higher education (HE) policy around the globe. We explore some of the implications of this type of policy on Norwegian HE. We believe the case will be of significant interest to policy‐makers, stakeholders and academics alike, not least because our empirical analysis indicates that competition for students is relatively stable and not particularly aggressive across groups of higher education institutions (HEIs) and over time. Despite this fact, a few HEIs have improved their share of applications, while others have fallen behind in the competition for students. The paper is based on a unique data set drawn from the Norwegian Universities and Colleges Admission Service during the period 2003–2009.  相似文献