Social citizenship formation at university: a South African case study     

Melanie Walker  Sonja Loots 《Compare》2016,46(1):48-68

The paper considers citizenship formation at universities, drawing on the example of a student leadership project at the University of the Free State, a formerly White South African university, in a higher education context and society where racialised difference continues to influence peer relationships. The paper proposes a multi-dimensional conceptualisation of social citizenship, as described by T.H. Marshall, enriched by the capabilities approach, which adds specific citizenship dimensions of deliberation, acknowledgment of heterogeneity, and agency goals and activities as core elements of being able to be and to do as citizens. This is operationalised by investigating the student development intervention, based on biographical interview data from 50 of the 71 students who participated in the first iteration of the programme. The data is analysed for the three capability dimensions and for student criticisms of the programme, before an overall judgment is made of the programme’s contribution to democratic values and citizenship formation.  相似文献   

Erratum to: A Comparative Study of Finland and Chile: the Culture-Dependent Significance of the Individual and Interindividual Levels of the Mathematics-Related Affect     

Laura Tuohilampi  Anu Laine  Markku S. Hannula  Leonor Varas 《International Journal of Science and Mathematics Education》2016,14(6):1197-1197

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Dimensions of pedagogical quality in preschool     

Sonja Sheridan 《International Journal of Early Years Education》2007,15(2):197-217

Four dimensions of pedagogical quality focusing on children's opportunities for learning and development in preschool are suggested. This article explores how they are constituted and how they can be used for evaluation to discern pedagogical quality as a whole and part of a whole and to understand how quality is experienced and valued from different perspectives. The four dimensions are: those of society, the child, the teacher and the learning context. This approach to evaluation has evolved from a meta‐analysis of the results of four empirical studies. The object of research in this article was children's possibilities for participation and influence in preschool. When the four dimensions of quality were used for evaluation, a broader and deeper picture of influence and participation as a pedagogical quality emerged. The results highlight the complexity of pedagogical quality and how it is constituted in the interaction between various dimensions and aspects of human and material resources. It shows that, in order to grasp the complexity of pedagogical quality, it is necessary to study the same aspect, phenomenon and situation from more than one perspective at one and the same time.  相似文献   

Perceptions of “Acting Black” Among African American Teens: Implications of Racial Dramaturgy for Academic and Social Achievement     

Sonja Peterson-Lewis  Lisa M. Bratton 《The Urban Review》2004,36(2):81-100

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‘We’ve got a lack of family values’: an examination of how teachers formulate and justify their approach to teaching sex and relationships education     

Keeley Abbott  Sonja J. Ellis  Rachel Abbott 《Sex education》2016,16(6):678-691

Sex and Relationship Education (SRE) in England has been the focus of critical scrutiny on several occasions, but there has been little attention paid to how teachers formulate their provision, especially given their crucial role in determining what is taught in the classroom. While current policy suggests that provision should be inclusive of sexual diversity, it simultaneously gives educators the scope to determine the form this takes. This is an important issue given the substantial impact that teachers’ views and discourses have on what is taught. Using a discourse analytical framework, this study sought to examine how teachers of SRE formulate and account for their provision, with a particular focus on how their assumptions about young people’s sexual health needs underpin their actions. Initially, teachers sought to formulate their activities in terms of an overall ethos, providing legitimacy for the key elements of their programme being aligned with official government health promotion strategy, as opposed to other areas such as pleasure and diversity. This was supported by their constructions of young people, particularly young women and individuals from ‘at risk’ communities, as being particularly vulnerable.  相似文献   

Der Weg Nach Europa: Bildungsreformen in Mittel- und Osteuropa     

Sonja Steier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,3(2):553-573

THE WAY TO EUROPE: EDUCATION REFORM IN CENTRAL AND EASTERN EUROPE – Since embarking for the European Union in 1989, the countries of Central and Eastern Europe have been reorganising and restructuring their educational systems. In doing so, they have not only departed from the Soviet-style education model, but also recognised that education constitutes a key issue in competition. Despite some economic problems, the education reforms in these countries have been regarded as part of a major effort at integrating themselves into the European sphere of knowledge. Many of the efforts and measures in education policy envisaged and carried out since the systemic change occurred have led not only to revitalizing national educational heritages, but also to the independent adoption of other European and international trends and topics in educational discourse. Thereby, these states have proved to be considerably more innovative and flexible than the “older” members of the EU. The prospect of being taken up into the EU has probably helped accelerate the entire process. The present study focuses on some key overarching developments in the educational landscape of states in Central and Eastern Europe, even as it is apparent that these are proceeding along different paths at different speeds.  相似文献   

Book reviews     

D. P. Pattanayak  Lachman M. Khubchandani  Sonja Vandermeeren  Peter Nelde  Hans-Jürgen Krumm  Zlata Godler  Yvette Amon-Tanoh 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(1):173-184

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Utilitarian and experiential aspects in acceptance models for learning technology     

Dimitrijević  Sonja  Devedžić  Vladan 《Educational technology research and development : ETR & D》2021,69(2):627-654

Educational technology research and development - Identifying and understanding factors influencing the adoption of a specific technology in various educational settings is critical for maximizing...  相似文献   

A comparative study of variations in arithmetic fluency between Norwegian and Finnish third graders     

Tonje Funderud  Jelena Radišić  Anu Laine 《欧洲特需教育杂志》2013,28(5):572-585

ABSTRACT

The study aimed to investigate variations in addition and subtraction fluency by observing grade three students in Norway (n = 253, M_age = 8.38 y.) and Finland (n = 209, M_age = 9.35 y.) while controlling for their age and non-verbal reasoning. Gender differences were also examined. The focus of the study was on the performance of the low-achieving (LA) students in comparison to the typically achieving (TA) group, not neglecting differences in how early educational support was organised across the two countries. Two-minute speed tests in both addition and subtraction within the 1–20 number range were used to assess fluency. The Finnish students outperformed students in the Norwegian sample both in addition and subtraction fluency. There were more Norwegian students in the LA group (i.e. performance at or below the 25th percentile) in both addition (37.9% vs. 20.1%) and subtraction (39.1% vs. 15.8%). In comparison to the TA students, the LA students made more errors and skipped over more arithmetic tasks in an attempt to solve them. Observed differences are discussed in relation to both country characteristics concerning early mathematics education and early educational support.  相似文献   

The Finnish public discussion of giftedness and gifted children     

Sonja Laine 《High Ability Studies》2010,21(1):63-76

The purpose of this paper is to present the results of research in which the Finnish public discussion of giftedness and gifted children, and conceptions of giftedness and gifted children presented in it, were examined. The research was conducted by analyzing articles from the Finnish newspaper Helsingin Sanomat and the teachers’ periodical Opettaja, using the content analysis method. The results show that giftedness is seen as multidimensional, and both intrapersonal and environmental contributions are recognized as essential in talent development. The conceptions of gifted children were quite diverse, and gifted children’s possible problems were frequently discussed. Moreover, misunderstandings were revealed as well as areas that have not been adequately addressed.  相似文献