A fragile autonomy in a performativity culture? Exploring positions in the recontextualising field in a Norwegian rural municipality     

Cecilie Rønning Haugen 《教育政策杂志》2019,34(1):133-152

Internationally, the autonomy of schools and teachers is under pressure. In Norway, recent policies emphasise output control through national testing, combined with holding schools and teachers accountable for students’ results. Whereas recent research documents that the autonomy of schools and teachers is weakening in Oslo, there is little research on the rural parts of Norway. Recent political intentions aim to improve the results by establishing a better learning environment and classroom management. These intentions are related to the regulative discourse, ‘the rules of social order’, which is crucial to control as it dominates the instructional discourse. Two different projects were implemented in a rural municipality. Analysing their positions on three levels (author, actor and identity) this study finds considerable autonomy from the state in the pedagogic recontextualising field. However, this autonomy may be fragile as the teachers seem to have surrendered personal values. If teachers are disciplined, then the state may effectively reduce the potential discursive gap by reducing the autonomy of key agents in education. Investigating teachers’ rationalisations is imperative if we are to understand the relations between interests, ideology and class, and thereby the potential for autonomy in the recontextualising field in a performativity culture.  相似文献   

Primary teachers’ experiences with weekly education outside the classroom during a year     

Erik Mygind  Mads Bølling  Karen Seierøe Barfod 《Education 3-13》2019,47(5):599-611

The aim of the present study was through semi-structured interviews to explore udeskole teacher’s perceptions of motivational factors and challenges while teaching regularly outside the classroom on a weekly basis during a year. Six females and two male udeskole teachers participated and answered an interview guide containing five themes about their motivations, student relations, teaching experiences, challenges and recognition. Udeskole was perceived to have substantial potentials to improve both academic learning and life skills and ‘the common third’, i.e. teacher–pupil relations, was mentioned as a value added to the indoor teaching. Health and safety issues were not perceived as barriers.  相似文献   

Educational practice,student experience,and the purpose of education—a critique of ‘Pedagogy in Practice’     

Jacob Klitmøller 《牛津教育评论》2016,42(6):646-660

The focus of the present paper is a critical discussion of the recently developed concept Pedagogy in Practice (PiP) with the intention of improving the concept for future research. PiP aims to understand ongoing educational practice from the students’ perspective by interviewing groups of students about their understanding of learning. By emphasising ‘pedagogy’ and ‘practice’ and drawing from a theoretical foundation that takes practice and action as key concepts, PiP is an appealing alternative to research in student voice, to which it is closely related. However, a critical analysis of PiP in relation to its stated theoretical sources (Bourdieu, Bernstein, Dewey) shows that the approach contradicts these sources in key areas. In PiP students’ understanding of learning is taken as basic for improving educational practice, however, PiP is developed without an explicit notion of what education is for. This paper introduces a specific formulation of the purpose and functions of education based on the work of Gert Biesta, and outlines how a revised version of PiP might contribute to future empirical research in education.  相似文献   

The Practicum in Study of Student Development: Its Relation to Counselor Preparation     

C. E. Kennedy  D. G. Danskin  S. K. Edelman  J. D. Steffen 《Counselor Education & Supervision》1970,9(4):272-276

This paper identifies several kinds of counselor activity for which practicum experiences have been or are being designed. These include individual and group counseling, outreach consultation, supervision of practicum students, and the study of student development. The SSD practicum is seen as sensitizing and predisposing the personnel worker to view action research as a relevant and crucial part of counselor education.  相似文献   

Functional reading difficulties in Denmark     

Carsten Elbro  Susan Møller  Elisabeth Munk Nielsen 《Reading and writing》1995,7(3):257-276

In this first Danish study of adult reading skills, 1124 adults between 18 and 67 years of age participated in an interview about reading habits and skills, and 445 were tested individually at home using six common texts. Great care was taken to ascertain that subjects were representative of the whole adult population and that the texts covered most types of everyday reading. Three percent of the participants were found to have severe functional reading difficulties and a further 9 percent to have moderate difficulties. Regression analyses found several unique predictors of reading difficulties: age (adults over 45 years reading more poorly than younger adults), limited basic education, no vocational training nor higher education, and a small amount of reading needed at work. The rate of poor readers was about four times higher among persons with low income than among others. Men and women read equally well although men tended to rate themselves lower as readers than women did. Methodological issues and some educational implications are discussed.  相似文献   

Skills utilisation at work,the quality of the study programme and fields of study     

Liv Anne Støren  Clara Åse Arnesen 《Quality in Higher Education》2016,22(2):127-138

This paper examines the factors that may have impact on the extent to which the knowledge and skills of master’s degree graduates in Norway are utilised at work, three years after graduation. The focus is on the impact of the quality of the study programme as well as the graduates’ fields of study, when also taking into account other factors influencing the utilisation of skills. The analysis indicates that the quality of the study programme has an independent effect on skills utilisation at work. The analysis also shows large differences in skills utilisation according to fields of study, even among graduates who are not formally overeducated for their job. Not formally overeducated graduates in humanities and social science utilise their knowledge and skills less frequently than other similar graduates. The findings involve challenges for higher education institutions and graduates, as well as employers, to find ways that the expertise of master's degree graduates could be better exploited.  相似文献   

Characterising the different blogging behaviours of students on an online distance learning course     

Lucinda Kerawalla  Shailey Minocha  Gill Kirkup  Gráinne Conole 《Learning, Media and Technology》2008,33(1):21-33

Since the early years of the twenty‐first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be difficult and cites problems with issues such as student compliance. We adopt a learner‐centred perspective and explore students’ (rather than their educators’) understanding of how blogs and blogging can support distance learning in Higher Education. We report on a study of UK Open University (OU) students on an online distance learning Masters course, that has enabled us to determine the issues that are important to these bloggers, and we describe five ways in which they appropriated blogging to suit their individual needs. We discuss the importance of making blogging activities flexible so that students can blog to meet their own needs whilst still attending to the requirements of their course.  相似文献   

The Cavendish Experiment as a Tool for Historical Understanding of Science     

Steffen Ducheyne 《Science & Education》2012,21(1):87-108

Following an ever growing literature which takes serious the relevance of case-studies in the history of science for science education and understanding of science, I provide a detailed historical reconstruction of the Cavendish Experiment, which remains as close as possible to the original. In this paper, I call attention to three educational benefits of familiarizing students with the Cavendish Experiment and its aftermath.  相似文献   

The reading efficiency model: an extension of the componential model of reading     

Høien-Tengesdal I  Høien T 《Journal of learning disabilities》2012,45(5):467-479

The purpose of the present study was twofold: First, the authors investigated if an extended version of the component model of reading (CMR; Model 2), including decoding rate and oral vocabulary comprehension, accounted for more of the variance in reading comprehension than the commonly used measures of the cognitive factors in the CMR. Second, the authors investigated the fitness of a new model, titled the reading efficiency model (REM), which deviates from earlier models regarding how reading is defined. In the study, 780 Norwegian students from Grades 6 and 10 were recruited. Here, hierarchical regression analyses showed that the extended model did not account for more of the variance in reading comprehension than the traditional CMR model (Model 1). In the second part of the study the authors used structural equation modeling (SEM) to explore the REM. The results showed that the REM explained an overall larger amount of variance in reading ability, compared to Model 1 and Model 2. This result is probably the result of the new definition of reading applied in the REM. The authors believe their model will more fully reflects students' differentiated reading skills by including reading fluency in the definition of reading.  相似文献   

The case for investing in secondary education in sub-Saharan Africa (SSA): challenges and opportunities     

Birger Fredriksen  Camilla Helgø Fossberg 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(2):235-259

Over the next two decades, sub-Saharan Africa will face substantial pressure to expand its secondary education system. This is driven by the current low development of secondary education compared to other world regions, continued rapid population growth, the increase in the enrolment and completion rates at the primary education level, and the upsurge in the demand for skills. This paper suggests that in order to help countries respond to these pressures, external partners should now increase their support for secondary education, in terms of academic as well as technical and vocational skills training. Given the attributes of the African economies and the continuing need for foundation skills, this paper argues that in the current situation, particularly the lower secondary level will have to be strengthened, in many cases through a longer basic education cycle for all. The necessary rapid expansion of secondary education will require substantial investments, and this paper discusses how aid allocation can be made more evidence-based and used in a more strategic way to make these investments more effective and sustainable. While aid will continue to have a role to play over the next decade especially in fragile states, in the long run it is African countries’ capacity to achieve sustained economic growth which will be the single most important factor determining their ability to meet the financing needs.  相似文献