Discerning selective traditions in science education: a qualitative study of teachers’ responses to what is important in science teaching     

Per Sund 《Cultural Studies of Science Education》2016,11(2):387-409

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IN SEARCH OF THE FUTURE ROLE OF GOVERNMENT IN HIGHER EDUCATION POLICIES: REPORT OF A MULTI‐CRITERIA ANALYSIS     

Olaf C. McDaniel 《Higher Education in Europe》1995,20(3):59-74

The role that governments play in higher education systems in the western world is being generally criticized. Most studies on desirable future models show that most of the experts and individuals involved favour a reduction in government influence. At the same time, however, governments are ‐ in publicly‐funded higher education systems ‐ accountable to the public for the funds allocated to the institutions, and are held responsible for a number of (political) aims and goals associated with higher education policy. This article considers which type of relationship between governments and higher education systems might be considered to be the most prominent for the future. It combines critical signals on the present methods, on the one hand, and the generally accepted responsibilities of governments, on the other, in a multi‐criteria analysis. Contrary to the general outcome of studies on governance, the participants in the study have opted for a relatively orthodox scenario in which governments remain influential actors with regard to higher education policies.  相似文献   

Engaging youth of color in applied science education and public health promotion     

Linda Sprague Martinez  Edmond Bowers  Amanda J. Reich  Uchenna J. Ndulue  Albert An Le  Flavia C. Peréa 《International Journal of Science Education》2016,38(4):688-699

Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to supplementary science programming, and fewer opportunities to engage in inquiry-based education. This paper describes outcomes associated with an inquiry-based out-of-school time science education program, Nuestro Futuro: Applied Science Education to Engage Black and Latino Youth (NFASE), which sought to build the capacity of middle school students of color to ‘think’ like health scientists from diverse disciplinary perspectives. The program was designed with the intent of (1) improving student attitudes toward and motivation for science and (2) increasing active and engaged citizenship (AEC). NFASE students explored health inequity and the social determinants of health locally and engaged in developing health promotion, outreach and education efforts targeted to their peers, parents/families, and community. Interest in the program was high overall, but implementation was not without challenges. Although evaluation outcomes indicate that there were no statistically significant changes in science-related attitudes or motivation, students reported significant increases in neighborhood social connection, as well as overall AEC.  相似文献   

A generic method for distribution and transfer of ECTS and other norm-referenced grades within student cohorts     

Per Warfvinge 《European Journal of Engineering Education》2008,33(4):453-462

The ECTS grade transfer scale is an interface grade scale to help European universities, students and employers to understand the level of student achievement. Hence, the ECTS scale can be seen as an interface, transforming local scales to a common system where A–E denote passing grades. By definition, ECTS should distribute the passing students into five cohorts representing fixed percentiles. This paper presents a generic method to distribute cohorts of students with differentiated passing local grades into ECTS, or any other grading scale, cohorts. It takes into account historic student performance, the percentiles required for the scale in question as well as the relative performance of a student group in relation to student groups previously graded in the same course module. This method can handle any number of equally or unequally spaced local grade cohorts of any size, and it allows direct transfer between local grades in the spirit of ECTS.  相似文献   

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology     

Melissa Bond  Olaf Zawacki-Richter  Mark Nichols 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):12-63

Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A text-mining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET’s rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in-service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co-authorship and collaborative research.  相似文献   

Socialization content in schools and education for sustainable development – I. A study of teachers’ selective traditions     

Per Sund  Per-Olof Wickman 《Environmental Education Research》2011,17(5):599-624

This article studies content issues by examining teachers’ communicated socialization content. The value-laden socialization content constitutes the educational context for the teaching of integrated subject matter and has not yet been thoroughly studied empirically in environmental education research. The implications of the results can be fruitful in discussions about how educational traditions evolve, as well as discussions about the relationships between environmental education (EE) and education for sustainable development (ESD). In this study, ten upper secondary teachers are interviewed and their expressed socialization content is examined. Various qualitative positions regarding five important educational aspects can be described in terms of three selective traditions. To strengthen the validity of the socialization content found in this study, the students of the same teachers were interviewed regarding their experiences of the socialization content of these teachers’ teaching. This is reported in a supplementary article (Sund and Wickman 2011; Sund 2008). Together these three studies (this article; Sund and Wickman 2011; Sund 2008) work to establish and test a method of discerning qualitative aspects in socialization content. Although the amount of data is limited, the ambition has been to triangulate socialization content qualitatively from three different sources: a literature study, teacher interviews, and student interviews.  相似文献   

Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science,social science and language teachers     

Per Sund  Niklas Gericke 《Environmental Education Research》2020,26(6):772-794

Abstract

In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching contributions in their own subject areas to education for sustainable development (ESD). The overall aim is to understand how teachers of these three subject areas can contribute to cross-curricular teaching in teacher teams in the context of ESD. This is done by analysing the group responses from data collected in group discussions concerning the teaching dimensions what (content), how (methods) and why (purposes) in relation to ESD. We first analyse the teacher group responses and arguments regarding their contribution to ESD teaching from each subject area separately. Thereafter, we comparatively analyse how the different subject areas’ contributions overlap or complement each other in a potential collaborative ESD teaching. The results show that teachers from different subject areas stress different yet complimentary dimensions of teaching and perspectives of ESD. The implications for cross-curricular teaching in ESD are also discussed.  相似文献   

An extension to the internal/external frame of reference model to two verbal and numerical domains     

Jens Möller  Lilian Streblow  Britta Pohlmann  Olaf Köller 《European Journal of Psychology of Education - EJPE》2006,21(4):467-487

Beside interindividual social comparisons, intraindividual dimensional comparisons in which students compare their achievements in one subject with their achievements in other subjects have an impact on their academic self-concepts. The internal/external frame of reference (I/E) model by Marsh (1986) assumes that dimensional comparisons lead to negative paths from achievement in one subject (e.g., math) to self-concept in another subject (e.g., English). In the present study, the I/E model was extended to two verbal domains (German as the native language and English as a foreign language) and two numerical domains (mathematics and physics). Grades and domain-specific academic self-concepts ofN=1440 students from 63 classes were assessed. In support of the extended I/E model, (a) math, physics, German, and English achievement were positively correlated, as were; (b) self-conceptswithin the verbal and numerical domains, while; (c) self-conceptsbetween the verbal and the numerical domains were almost uncorrelated; (d) positive paths were received from math, physics, German, and English achievement on the corresponding self-concepts; (e) negative paths were found from achievement in one domain to self-concept in the other; (f) positive paths were found from math (physics) achievement to physics (math) self-concept. Finally, (g), almost no effects were found within the verbal domain, i.e., from English (German) achievement to German (English) self-concept. Therefore, there is some support for the I/E model between domains; whereas effects from achievements on self-concepts within the domains were not negative.  相似文献   

Adolescent Weak Decoders Writing in a Shallow Orthography: Process and Product     

Mark Torrance  Vibeke Rønneberg  Christer Johansson  Per Henning Uppstad 《Scientific Studies of Reading》2016,20(5):375-388

It has been hypothesized that students with dyslexia struggle with writing because of a word-level focus that reduces attention to higher level textual features (structure, theme development). This may result from difficulties with spelling and/or difficulties with reading. Twenty-six Norwegian upper secondary students (M = 16.9 years) with weak decoding skills and 26 age-matched controls composed expository texts by keyboard under two conditions: normally and with letters masked to prevent them reading what they were writing. Weak decoders made more spelling errors and produced poorer quality text. Their inter-key-press latencies were substantially longer preword, at word end, and within word. These findings provide some support for the word-level focus hypothesis, although we found that weak decoders were slightly less likely to engage in word-level editing. Preventing reading did not affect differences between weak decoders and controls, indicating that their reduced fluency was associated with production rather than reading difficulties.  相似文献   

Predicting Mathematics Achievement of Eighth Grade Students in Germany: An Application of Parts of the Model of Educational Productivity to the TIMSS Data     

Olaf Köller  Jürgen Baumert  Marten Clausen  Ingmar Hosenfeld 《Educational Research and Evaluation》2013,19(2):180-194

Parts of the model of educational productivity provided by Walberg and colleagues (e.g., Walberg, 1981) were tested on the basis of the German TIMSS data. Due to its national extensions, the German study allows longitudinal analyses. Structural equation modelling was applied to the data at student level. Findings supported cum grano salis the model of educational productivity. The most powerful predictors were cognitive variables. Nevertheless, motivational determinants, leisure activities and students’ gender were also significant predictors of achievement. Mass media as well as home background, that is, the educational level of parents, their job prestige and their number of books at home, had no direct impact on learning.  相似文献