If management can be learned,can learning be managed? Reflections on HEI‐based management training in smaller firms     

Håkan Ylinenpää 《International Journal of Lifelong Education》2013,32(6):507-524

This article explores the characteristics involved when higher education institutions (HEIs) engage in management training in smaller firms. Building on previous research on how smaller firms and small firm managers learn and how these learning characteristics relate to the dominating culture in HEIs, the article suggests a tentative framework within which HEI‐based training of SME managers better could be understood and more effectively implemented. Founded on this framework, the article advocates dialogue as a main pedagogical strategy for designing HEI‐based management training programmes; programmes that should also benefit from including consultants as a lubricating interface between the academic world and the smaller firms’ world of practice. The implications drawn from this framework are illustrated by experiences from a pilot management‐training programme for small business managers in northern Sweden.  相似文献   

Task-oriented reading of multiple documents: online comprehension processes and offline products     

Øistein Anmarkrud  Matthew T. McCrudden  Ivar Bråten  Helge I. Strømsø 《Instructional Science》2013,41(5):873-894

We explored readers’ judgments of text relevance and strategy use while they read about a controversial scientific issue in multiple conflicting documents using a think-aloud methodology and had them write a short essay after reading. Participants were university-level students. There were three main findings. First, readers discriminated between more- and less-relevant information while they read. Second, the frequency with which they used strategies differed while they read more- and less-relevant information. Specifically, while they read more-relevant information, students were more likely to build connections between that information and information in other texts. Third, their judgments of more-relevant segments as relevant and their evaluation of less-relevant information while they read were related to the quality of students’ essays after they read. We discuss how the findings may contribute to the literature on task-oriented reading of multiple documents.  相似文献   

A social skills intervention programme for kindergarten children at risk of developing behavioural problems     

Annlaug Flem  Ragnar Thygesen  Harald Valås  Elin Magnes 《欧洲特需教育杂志》2013,28(2):208-215

ABSTRACT

A programme for training social skills to a group of 6‐year‐old children was developed and evaluated. The group consisted of eight children, four boys and four girls; three of these were considered to be at risk of developing emotional and behavioural problems. The targeted skills were supporting, cooperating, establishing social contacts, participating, reducing aggression and handling conflict situations. The theoretical framework underlying the social skills intervention programme was based on cognitive‐social learning theory and scaffolding. The programme consisted of nine, 30‐35 minute, training sessions which were presented over a one and a half month period. Pretest/posttest assessment indicated that the intervention programme was effective in increasing some positive and reducing some negative behaviours. The sociometric assessment, however, showed few changes from pre‐training to posttraining.  相似文献   

Microcultures and informal learning: a heuristic guiding analysis of conditions for informal learning in local higher education workplaces     

Torgny Roxå  Katarina Mårtensson 《International Journal for Academic Development》2015,20(2):193-205

This article contributes to knowledge about learning in workgroups, so called microcultures in higher education. It argues that socially constructed and institutionalised traditions, recurrent practices, and tacit assumptions in the various microcultures influence academic teachers towards certain behaviour. In line with this perspective, we present a heuristic with the potential to differentiate various types of microcultures: the commons, the market, the club, and the square. The heuristic is based on a socio-cultural perspective and research on collective action. Its purpose is to assist academic developers to fine-tune their approaches while engaging with colleagues, but also to aid further inquiry into how institutionalised norms and traditions influence academic teaching and student learning.  相似文献   

Three dimensions and four levels: towards a methodology for comparative religious education     

Oddrun Marie Hovde Bråten 《British Journal of Religious Education》2015,37(2):138-152

This article is an abstract of a suggested methodology for comparative studies in religious education. It is based on a study where religious education in state schools in England and Norway were compared. The methodology is a synthesis of two sets of ideas. The first is an idea of three dimensions in comparative education: supranational, national and subnational processes. The second regards levels of curriculum: societal, institutional, instructional and experiential. I exemplify how this methodology can be used by referring to my particular study, but also suggest ways of developing it for further uses.  相似文献   

Physical education cultures in Sweden: fitness,sports, dancing … learning?     

Håkan Larsson  Inger Karlefors 《Sport, Education and Society》2015,20(5):573-587

In a significant article from 1993, Crum describes the purpose of physical education (PE) as a ‘planned introduction into movement culture’. In broad terms, this purpose is tantamount to the stated purpose of Swedish PE in national steering documents. Crum contends, however, that physical educators do not prioritise learning, which is largely due to the different ‘movement cultures’ that constitute the PE lessons. This article explores how practice unfolds in movement cultures that are included in Swedish PE and their implications for teaching and learning in the subject. Some 30 (indoor) PE lessons in eight secondary schools in four cities throughout Sweden were video recorded. At ‘first glance’ these lessons indicated the prevalence of four logics of practice: a physical training logic, a sports logic, a sport technique logic and a dance logic. However, further analysis revealed that the teachers' and students' actions were not entirely in line with a logic of practice of training the body, winning the game, learning sporting skills or learning to dance. Instead, the PE practice largely unfolded as a ‘looks-like-practice’, where the purpose of teaching was blurred, and where any ‘planned introduction into movement culture’ was difficult to identify. In the final section, the authors discuss how physical activity logics can be recontextualised in a PE setting in order to emphasise the educational contribution of PE.  相似文献   

The case of the Swedish-speaking Finns     

Håkan Andersson  Kjell Herberts 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(4):384-388

Conclusion It has often beeen stated that the Swedish-speaking population in Finland, compared to other linguistic minorities, has achieved a privileged position. Historically the Finnish nation-state was born and grew by the efforts of both language groups, and the constitution was influenced by this unity. The geopolitical situation has gained from the fact that the resources of the whole population have been taken into account in the development of the Finnish nation and state, located in a Northern Europe, where, for centuries, different political, cultural and religions forces have met. The fact that the Orthodox Church together with the predominant Lutheran Church became the state church is another example of the efforts of the young Finnish state to both integrate and mobilize the personal resources.Regarding the future it will be wise to support specific traditions, competencies and creative forces from the whole population. The education, rooted in a language and a specific culture can, in such a perspective, probably not be overevaluated. From the Swedish point of view it is therefore of the greatest importance to maintain fundamental guarantees for a Swedish-speaking education. Only far-going guarantees liberate creative resources for the future challenges nationally and above all internationally. Otherwise too much energy and interest will be needed to guard the specific and in itself justified interests.Today, when the economic prerequisites in a welfare state are not taken for granted it is by all means a wise policy to defend the approved strategy to at the same time integrate and mobilize the total resources from different groups in the society.  相似文献   

Experiments with Audio-Visual Aids at the Stockholm School of Education     

Nils Håkanson 《Educational Media International》2013,50(2):22-28

The current educational plans for different school grades consider the use of AV aids as something quite natural and self-evident. But in order to put the plans into action it is important that the various training colleges spend enough time on teaching the use of AV aids.  相似文献   

Classroom leadership: the effect of a school development programme   总被引：1，自引：0，他引：1  

Sigrun K. Ertesvåg 《教育心理学》2009,29(5):515-539

Using a cohort longitudinal design, this study examined pupils' perceptions of their teachers' classroom leadership, both before and after implementation of the Respect programme. Pupils in Grades 5–10 (age 11–16) in four Norwegian schools reported their perceptions of their teachers' emotional support, academic support, and monitoring five times over a period of five years. The results revealed increases in the pupils' perceptions of one or more of the three aspects of classroom leadership for all grade levels except Grade 9. Pupils in Grades 5, 7, 8, and 10 reported effect sizes larger than .20 for all three aspects. The largest effect size reported was .80, for increases in Grade 6 pupils' perception of teachers' monitoring. In order to rule out selection bias, which is a major threat to cohort longitudinal designs, pupils' reports of three measures of aggression were used as a control. The results indicated that there were no biases.  相似文献   

Developmental dynamics of early reading skill,literacy interest and readers’ self-concept within the first year of formal schooling     

Bente Rigmor Walgermo  Njål Foldnes  Per Henning Uppstad  Oddny Judith Solheim 《Reading and writing》2018,31(6):1379-1399

Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field.  相似文献