Teachers and academic partners in urban schools: threats to professional practice     

Susanne Gannon 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):486-490

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Doing time and motion diffractively: academic life everywhere and all the time     

Carol A. Taylor  Susanne Gannon 《International journal of qualitative studies in education》2018,31(6):465-486

This article offers a diffractive methodological intervention into workplace studies of academic life. In its engagement of a playful, performative research and writing practice, the article speaks back to technocratic organisational and sociological workplace ‘time and motion’ studies which centre on the human and rational, and presume a linear teleology of cause and effect. As a counterpoint, we deploy posthumanist new materialist research practices which refuse human-centric approaches and aim to give matter its due. As a means to analyse what comes out of our joint workspaces photo project we produce two ‘passes’ through data – two diffractive experiments which destabilise what normally counts as ‘findings’ and their academic presentation. The article deploys the motif of ‘starting somewhere else’ to signal both our intention to keep data animated, alive and interactive, and to utilise visual and written modes of seriality as enabling constraints which produce a more generative focus on the mundane, emergent, unforeseen, and happenstance in studies of daily working life.  相似文献   

Functioning and participation of young adults with ASD in higher education according to the ICF framework     

Dorien Jansen  Elke Emmers  Katja Petry  Laura Mattys  Ilse Noens  Dieter Baeyens 《Journal of Further & Higher Education》2018,42(2):259-275

Because of a better understanding of autism spectrum disorder (ASD) in all stages of life and the improvement of support of students with ASD in primary and secondary education, an increasing number of students with ASD are accessing higher education. Previous research suggests that these students have fewer opportunities in higher education due to a number of functioning and participation problems. However, literature regarding students with ASD in higher education is rather scarce. This article presents an overview of recent studies in a literature review describing the functioning and participation problems of young adults with ASD. This literature review is complemented by focus groups with student mentors and interviews with students with ASD to connect the insights from the literature review to the context of higher education and to check whether all functioning and participation problems are covered by the existing literature. The review showed that little is known about the functioning and participation problems of students with ASD in higher education. However, knowledge about the full spectrum of problems can be the first step towards a better match between the individual problems and the offered reasonable accommodations to increase the participation chances and success rate of these students in higher education.  相似文献   

Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes     

Jason M. Harley  Eric G. Poitras  Amanda Jarrell  Melissa C. Duffy  Susanne P. Lajoie 《Educational technology research and development : ETR & D》2016,64(3):359-388

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Special gender studies for engineering?     

Susanne Ihsen 《European Journal of Engineering Education》2005,30(4):487-494

Today we are confronted with a new challenge in product development: “Diversity” needs to be implemented in the engineering design and development teams. Such diversity means to “mirror” within the teams the characteristics of different customer groups: the two genders, the different age groups, and the different cultural background corresponding to the cultural differences represented in today’s society. Thus the products and services developed in this way are expected to serve more specifically the different customer groups within society. This approach has already been proven successful, {\rm e.g.}, in some areas of car design and consumer goods. Therefore, science and engineering should in this sense become concerned with diversity across society. In particular engineering education needs to focus on different student groups, especially women. Both enterprises and universities have to put emphasis on co-operation in order to achieve such focus on these new and different customers groups. But what sounds so easy in a pragmatic view, becomes more and more difficult under considerations of the traditional patterns in engineering education. It means accepting different motivations and experiences of students, especially women. It means also to accept different ways of teaching and learning and thus, different strategies in both engineering education and research. One way to develop engineering education further as suggested here, shows the new approach of “Gender Studies in Engineering” to be described in this paper.  相似文献   

Cognitive abilities of Kenyan children in relation to nutrition, family characteristics, and education   总被引：2，自引：0，他引：2  

M Sigman  C Neumann  A A Jansen  N Bwibo 《Child development》1989,60(6):1463-1474

The purpose of this study was to determine whether nutritional factors, family characteristics, and the duration of schooling were associated with cognitive and attentional capacities in children growing up in rural Kenya. Food intake was measured by direct observation and weighment twice monthly over the course of a year. Families were characterized in terms of socioeconomic status and the literacy of the parents. Children who were better nourished had higher composite scores on a test of verbal comprehension and the Raven's matrices. Better-nourished females were more attentive during classroom observations than malnourished female schoolchildren. Family characteristics and duration of school participation were associated with cognitive abilities for both boys and girls. For the children considered as a group, cognitive scores were best predicted by a combination of factors including duration of schooling, food intake, physical stature, and SES.  相似文献   

Documentation for students in residential care: network of relations of human and non-human actants     

Susanne Severinsson 《International Journal of Inclusive Education》2016,20(9):921-933

Swedish and international research points to serious problems for the education of students with social, emotional and behavioural difficulties (SEBD) in the care of social welfare, for example, in residential care. The aim of this article is to elucidate how documentation, care plans (CPs) and individual educational plans (IEPs) outline the educational prospects for SEBD students in residential care. A more specific aim is to study how the form or template partakes in the production of educational trajectories. Using post-structural theory and the concepts of actor-network theory, this paper highlights the forms or templates as agentive forces in a network with students, parents, teachers and social workers. Documentation reveals few expectations that these teenagers can become capable learners and almost all of the subjects have been given a reduced curriculum. The lack of headings such as ‘Student's or parents’ opinion’ or ‘School subjects’ can be understood as indications that these topics are considered to be of less importance. Individual differences between students disappear when the electronic document enables the use of the exact same phrases and words to describe different students. These results, along with previous research, point to an immediate need to discuss both the form and content of documentation in educational practice and to consider what, for what reason and for whom to document.  相似文献   

The prevalence,development and domain specificity of elementary school students’ achievement goal profiles     

Joost Jansen in de Wal  Lisette Hornstra  Frans J. Prins  Thea Peetsma  Ineke van der Veen 《教育心理学》2016,36(7):1303-1322

This study’s aim was to examine the prevalence, development and domain specificity of fifth- and sixth-grade elementary school students’ achievement goal profiles. Achievement goals were measured for language and mathematics among 722 pupils at three points in time. These data were analysed through latent profile analysis and latent transition analysis. Results indicated that three similar goal profiles could be discerned at all measurement waves for both language and mathematics. Profiles were labelled ‘multiple goals’, ‘approach oriented’ and ‘moderate/indifferent’. In both mathematics and language, around 80% of the participants remained stable in their goal profiles across measurements. Students who transitioned between goal profiles mostly moved from less to more favourable profiles. Profile membership and transitions between profiles were found to be relatively domain general with 60% overlap between domains. The high level of stability over time and across domains suggests that students’ goal profiles represent relatively stable personal dispositions.  相似文献   

Teachers’ student-specific self-efficacy in relation to teacher and student variables     

Susanne Schwab 《教育心理学》2019,39(1):4-18

This study aims to show the importance of explicitly identifying student-specific teachers’ self-efficacy. Data from 43 regular teachers who rated their self-efficacy towards 611 fourth-grade students from inclusive classes in Austria were analyzed. In addition, 15 regular teachers and 15 special needs teachers rated their student-specific self-efficacy levels of 136 students. Teachers’ sense of self-efficacy towards individual students was assessed using a short, adapted version of Tschannen-Moran and Woolfolk Hoy’s Teachers’ Sense of Efficacy Scale. Results of multilevel-regression analysis showed that the higher the teachers’ general self-efficacy the higher was their student-specific self-efficacy. In addition, teachers’ student-specific self-efficacy was lower for students whose special needs regarded learning or behavioural and emotional disorders. The outcomes of the study imply that measuring teachers’ self-efficacy specifically for individual students compared to a teachers’ general self-efficacy towards inclusion is an important addition to previous research.  相似文献   

Supporting medical decision making with argumentation tools     

Jingyan Lu  Susanne P. Lajoie 《Contemporary educational psychology》2008

This study investigated the collaborative decision-making and communicative discourse of groups of learners engaged in a simulated medical emergency in two conditions. In one condition subgroups used a traditional whiteboard (TW group) to document medical arguments on how to solve a medical emergency. In the other condition subgroups used interactive whiteboards (IW group) where they could document their medical arguments by using a structured template for constructing, annotating and sharing arguments. The discourse of each group was coded with respect to decision-making and communicative activities. The research goal was to identify relationships between the decision-making and collaborative discourse under the two conditions. The IW condition differed from the TW condition in that participants engaged in more adaptive decision-making behavior early on in the intervention. This early engagement led to shared understandings and subsequently to more effective patient management. Group differences were also found in the types of collaborative discourse and the IW groups produced more productive argumentation.  相似文献