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11.
Carl Anders Säfström 《Asia-Pacific Journal of Teacher Education》2014,42(4):337-346
In this text, which was originally delivered as a speech, I discuss the massive critique of teachers in the public discourse on education in Sweden over the last decade. I speak in defence of teachers, and since I am a teacher I speak in defence of myself. The critique of teachers, schooling, and teacher education has been so overbearing that a purely rational response is simply not possible. Therefore, my response is rhetorical in tone. In highlighting the passion of teaching, I lift something central for teachers, which is seldom or never taught about teaching in teacher education. Neither is the passion of teaching present in the public discourse on education. Passion, I argue in the article, is that which adds excess or an overflow of meaning that cannot be contained within the order of discourse and which therefore puts this discourse out of balance. Finally, I discuss a new balance beyond this order in the context of a classroom. In a concluding section, I highlight the struggle over borders which define who can speak and think in “good” order and who cannot. 相似文献
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Anders Jake Has Silvan Jerrim John Shure Nikki Zieger Laura 《Educational Assessment, Evaluation and Accountability》2021,33(1):229-249
Educational Assessment, Evaluation and Accountability - The purpose of large-scale international assessments is to compare educational achievement across countries. For such cross-national... 相似文献
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This study explored a theory for motivation which included aspects of both attribution theory and goal theory. Motivational
variables included beliefs about intelligence (entity or incremental), goal orientation (mastery/learning, performance-approach,
performance-avoidance) and avoidant behaviours. Grades 4 and 5 students from a large, metropolitan school district were surveyed
regarding these motivational variables across the academic domains of reading and mathematics. The relationships among these
motivational variables were explored, as well as differences across domains. A diverse sample allowed differences across ethnic
groups and socioeconomic status to be studied. Results indicate that children could have a generalised notion of motivation
that becomes differentiated when students are asked to reflect on these variables within specified domains. The existence
of few differences across ethnic and socioeconomic groups suggest that instructional style could be a more powerful influence
than either of these variables. 相似文献
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AbstractThe subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district. 相似文献
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Higher education policy-making may attempt far-reaching reform of the post-secondary system and its inherited institutions. It may be oriented towards the replacement of distinctions between the academic and the non-academic as well as the transformation of the traditional university concept by means of a new conception of the organization of the post-secondary sector, the comprehensive university. Higher education policy-making may display not only great ambition but also policy extravagance. Maybe the Swedish 1977 higher education reform is the most ambitious attempt so far to implement the notions inherent in the comprehensive university. Maybe the element of policy extravagance was at times most conspicuous in the extended period of policy-making in Sweden culminating in the 1977 reform bill as it was even suggested that the universities of Uppsala (1477) and Lund (1668) were to be officially designated Högskolan i Uppsala and Högskolan i Lund-Malmö respectively. It may be interesting to find out the attitudes of those responsible for the day-to-day operations of the universities and colleges. This article presents the results of the first national survey of Swedish teachers and researchers in so far as they pertain to the evaluation of the 1977 reform. 相似文献
18.
A supportive relationship between teachers and students has been shown to have positive effects on students’ performance and social development. Preservice teachers’ relational competence is, however, an unexplored area. The purpose of this study is to contribute to educational research about relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. The study has three parts. In the theoretical part, a conceptualization of teachers’ relational competence using Thomas Scheff’s theory of interpersonal relationships is outlined. In the empirical (pilot) part, a methodology for prompting preservice teachers’ analyses of teacher–student relationships is described, as well as a thematic analysis of their responses. The theoretical conceptualization is then used together with the empirical data in the third part, in order to identify development needs of preservice teachers in terms of relational competence. According to the conceptualization, relational competence includes three sub-concepts: communicative, differentiation, and socio-emotional competence. From the analysis of preservice students’ texts, the article identifies development needs in relation to the three sub-concepts. The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence. 相似文献
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AbstractIt is often assumed that students’ personal achievement goals are most beneficial when they match the goal structures of the classroom, but interaction between achievement goals and goal structures is not well researched. In this study, we aim at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on test performance and autonomous motivation. We used multiple linear regressions, including interaction and quadratic terms, in combination with response surface methodology to analyze questionnaire data from students in Grades 6-10. We found no evidence for a general match effect, and only weak indications of interactions between achievement goals and goal structures. Thus, the match between classroom goal structures and students’ personal goals may be less important for students’ motivation and achievement than previously assumed. Still, based on our results we recommend a focus on mastery structures in the classroom. 相似文献
20.
Anders?JohanssonEmail author Staffan?Andersson Minna?Salminen-Karlsson Maja?Elmgren 《Cultural Studies of Science Education》2018,13(1):205-226
Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a “good quantum physics student” are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental “shut up and calculate”-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly. 相似文献