Education as an investment in our future     

Sven Groennings 《Innovative Higher Education》1993,18(2):99-107

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Municipal Intentions to Promote Preschool Children’s Capabilities and Health: A Descriptive Study of 25 Swedish Municipalities     

Karin?GuldbrandssonEmail author  Sven?Bremberg 《Early Childhood Education Journal》2005,33(1):31-38

Preschools are environments where children are given opportunities to develop emotional, social and intellectual capabilities, characteristics that by recent research have been revealed as health protecting. The objectives of this study were to examine the intentions of 25 Swedish municipalities to develop such capabilities through activities in preschool and to relate these intentions to municipal socio-economic conditions. Indicators on municipal intentions to promote preschool children’s emotional, social and intellectual capabilities were rather frequently utilised by the 25 municipalities in this study. However, promotion of physical activity, parent support, and children’s influence in preschool were not prioritised. The extent of intended preschool activities was not determined by municipal wealth, which might be due to a national system for equalizing municipal resources.  相似文献   

Die Bedeutung des pädagogisch-psychologischen Wissens für die Qualität der Klassenführung und den Lernzuwachs der Schüler/innen im Physikunterricht     

Gerlinde Lenske  Wolfgang Wagner  Joachim Wirth  Hubertina Thillmann  Eva Cauet  Sven Liepertz  Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2016,19(1):211-233

In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N?=?993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement.  相似文献   

Assess as you go: the effect of continuous assessment on student learning during a short course in archaeology   总被引：1，自引：1，他引：0  

Sven Isaksson 《Assessment & Evaluation in Higher Education》2008,33(1):1-7

A continuous classroom assessment technique, ‘Five‐minute’ essays, was applied during a short course called Scientific Methods in Archaeology—Applications and Problems, given at the Archaeological Research Laboratory, Department of Archaeology and Classical Studies, Stockholm University, Sweden. There was a strong positive and statistically significant correlation between the grades obtained by the students and time into the course. The results showed no significant difference based on gender but there might be a gender‐based difference in approach. The ‘Five‐minute’ essay was generally appreciated by the students even though some found it stressful. There was no significant difference in this appreciation based on gender. Several advantages of this assessment procedure in comparison with the more traditional final exam are presented.  相似文献   

Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs     

Sven Nilsen 《International Journal of Inclusive Education》2017,21(2):205-217

The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers cooperate on planning. The analysis is based on a qualitative interview study with special and general education teachers in four primary and lower secondary schools in two municipalities. A clear pattern is shown in the study, where curriculum planning for special and general education is not very coordinated and cooperation between special and general education teachers is often very limited. Thus, curriculum planning within special and general education appears to be more separated than coordinated. The two groups of teachers appear to adopt traditional and partly separate roles, and tend to plan individually rather than together. Responsibility for the education of pupils with special needs seems to be more divided than shared.  相似文献   

Towards utilising emerging technologies to address the challenges of using Open Educational Resources: a vision of the future     

Tlili  Ahmed  Zhang  Jingjing  Papamitsiou  Zacharoula  Manske  Sven  Huang  Ronghuai  Kinshuk  Hoppe  H. Ulrich 《Educational technology research and development : ETR & D》2021,69(2):515-532

Educational technology research and development - The rapid advancements in online education have pointed to a new open learning approach using Open Educational Resources (OER). In this approach,...  相似文献   

Permanent and temporary work practices: knowledge integration and the meaning of boundary activities     

Eva?Maaninen-Olsson  May?Wismén  Sven A?CarlssonEmail author 《知识管理研究与实践》2008,6(4):260-273

Knowledge integration is a critical topic in current knowledge management research and practice. Research on this topic focuses primarily on how knowledge is integrated within a work setting. A less researched area is knowledge integration between different work groups. The purpose is hence to describe and analyze how knowledge is integrated between different work groups. We present two intensive case studies – one permanent and one temporary (project) work settings – which were studied using a practice-based perspective. A main result of the study is that knowledge integration in the two cases was more complicated than the literature suggests. Both differences and similarities were found between the two cases. Differences were seen in the use of boundary spanning activities and boundary objects, whereas similarities were found in the organizational structures and mechanisms, that is, purposes, rules, and infrastructures, which facilitated the integration of knowledge and/or functioned as obstacles and impediments.  相似文献   

Approaches to teaching in higher education: Validation of a Dutch version of the Approaches to Teaching Inventory     

Ann Stes  Sven De Maeyer  Peter Van Petegem 《Learning Environments Research》2010,13(1):59-73

The Approaches to Teaching Inventory (ATI) is used to examine teachers’ teaching approaches in higher education. Analyses into the validity and reliability of the original English ATI yielded positive results. In this study, we examined the degree to which these positive results can also be found for the Dutch version that we developed. Data were gathered from 377 teachers at the University of Antwerp (Flanders, Belgium) and three Antwerp university colleges. Confirmatory factor analyses and principal factor analyses with oblique rotation support a model with sub-factors belonging to two main factors. Our research supports the reliability and validity of our current Dutch version of the ATI. Consequently, the instrument can be used in educational research or practice to obtain insights into the teaching approach of teachers. Further research into differences in the structure of the ATI when used in different cultures would be valuable.  相似文献   

The Practice Turn in Science Studies: Past and Present     

Sven Widmalm 《Science & Education》2016,25(7-8):943-946

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Teacher Education for Research‐based Practice in Expanded Roles: Finland's experience   总被引：3，自引：0，他引：3  

Ian Westbury  Sven‐Erik Hansén  Ole Björkvist 《Scandinavian Journal of Educational Research》2013,57(5):475-485

Preparing teachers for a research‐based professionalism has been the central mission of teacher education in Finland since the mid‐1970s. More recently, as a result of such national policy developments as school‐based curriculum development and local decision‐making, the conception of teachers' work and professionalism has expanded. Drawing on experience within the teacher education programmes at the University of Helsinki and Åbo Akademi University, this paper discusses some of the programmatic issues that these developments have raised in class‐teacher, i.e. “elementary”, teacher education programmes. We focus in particular firstly on the research thesis that is a part of every teacher education programme in Finland, and the hallmark of the research‐based professional ideal; and, secondly on the emerging issues that derive from the need to incorporate the expanded understanding of the teacher's role within the curriculum of teacher education.  相似文献