Inequalities and the curriculum     

Alice Sullivan  Morag Henderson  Jake Anders  Vanessa Moulton 《牛津教育评论》2018,44(1):1-5

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Sapere aude revisited and revised     

Anders Buch  Joakim Juhl 《Educational Philosophy and Theory》2018,50(14):1506-1507

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Sweden’s Double Decade for Roma Inclusion: An Examination of Education Policy in Context     

Nafsika Alexiadou  Anders Norberg 《欧洲教育》2017,49(1):36-55

This article analyzes the Swedish Strategy for Roma Inclusion. Drawing on interviews and documentary materials produced around the Strategy by official sources and Roma organizations, we describe its background, rationale, and evolution, as well as the rifts it has revealed around the issues of minority representation and the framing of inclusion. We describe the Strategy as a framework for education policy, aligned with the European Framework for Roma integration, and discuss it in relation to issues of representation, inclusion, and policy formation. We argue that, at the discursive level, the Strategy has engaged positively with the politics of Roma inclusion and has introduced a number of new issues in the public debate. However, at the same time it has given rise to policy tensions that reflect inadequate representation of and discussions with Roma stakeholders. For policy makers this has presented opportunities to rethink the design of the Strategy and to opt for an open final text that allows for a more versatile and flexible set of policy options to emerge at the local level.  相似文献   

Generalizable aspects of the development of expertise in ballet across countries and cultures: a perspective from the expert-performance approach     

Carla U. Hutchinson  K. Anders Ericsson 《High Ability Studies》2013,24(1):21-47

The expert-performance approach guided the collection of survey data on the developmental history of elite professional ballet dancers from three different countries/cultures (USA, Mexico, and Russia). The level of ballet expertise attained by age 18 was found to be uniquely predicted by only two factors, namely the total number of accumulated hours of dance practice through age 17 and the age of first having the “idea of becoming a professional dancer.” Older starting ages were associated with a more rapid increase of weekly training, so starting ages were not correlated with amount of practice accumulated at age 17 or attained ballet performance by age 18. Different detailed developmental paths leading to elite ballet performance are described and their theoretical implications discussed.  相似文献   

In Search of the Loci for Sex Differences in Throwing     

Linda J. Duffy  Anders K. Ericsson  Bahman Baluch 《Research quarterly for exercise and sport》2013,84(2):71-78

Contemporary accounts of sex differences in perceptual-motor performance differ in their emphasis on nature and nurture. Study 1 examined the effect of extensive training on one of the largest sex differences, namely accuracy in dart throwing, and found that physical differences in height and reach could not explain sex differences in regional/national level dart players. Study 2 rejected accounts of sex differences based on participation rates by showing that male players recruited from a relatively small pool of club players were superior to the best female players selected from a much larger pool at the international level. Alternative accounts of the source of sex differences in darts, based on male and female players' differential development and practice histories, are discussed.  相似文献   

The ambiguous influence of high-stakes testing on science teaching in Sweden     

Anders Jonsson  Lotta Leden 《International Journal of Science Education》2013,35(14):1926-1943

ABSTRACT

Tests convey messages about what to teach and how to assess. Both of these dimensions may either broaden or become more uniform and narrow as a consequence of high-stakes testing. This study aimed to investigate how Swedish science teachers were influenced by national, high-stakes testing in science, specifically focusing on instances where teachers’ pedagogical practices were broadened and/or narrowed. The research design is qualitative thematic analysis of focus group data, from group discussions with Swedish science teachers. The total sample consists of six teachers, who participated in 12 focus group discussion during three consecutive years. Findings suggest that the national tests influence teachers' pedagogical practice by being used as a substitute for the national curriculum. Since the teachers do not want their students to fail the tests, they implement new content that is introduced by the tests and thereby broaden their existing practice. However, when this new content is not seen as a legitimate part of teachers' established teaching traditions, the interpretation and implementation of this content may replicate the operationalisations made by the test developers, even though these operationalisations are restricted by demands for standardisation and reliable scoring. Consequently, the tests simultaneously broaden and narrow teachers’ pedagogical practices.  相似文献   

Multilingual students’ use of translanguaging in science classrooms     

Annika Karlsson  Pia Nygård Larsson  Anders Jakobsson 《International Journal of Science Education》2013,35(15):2049-2069

ABSTRACT

This study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the students’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students’ ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students’ experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education.  相似文献   

Occupational transitions as a relational project     

Anders Hallqvist 《Studies in Continuing Education》2013,35(2):83-98

Looking at ‘biographical learning’ as part of a work transition, the aim of this paper is to investigate how social relations enable and constrain such a learning process in outplacement clients. To examine the process, its character and social conditions, the study draws on interviews with workers who had been made redundant and were enrolled at an outplacement agency. The interviews were analysed using a comparative cross-case analysis. A distinction was made between ‘strong’ (long-term and intimate), ‘weak’ (short-term and non-intimate) and ‘formal’ (e.g., professional counsellors) relations. Findings showed that strong and formal relations were rather influential on people's engagement in biographical learning while weak relations were important to the straightforward career. Since transitions in late modern society has become not only a passage but also a learning option, the different sources and functions of social relations should be considered a vital part of outplacement counselling. Future research should examine more closely both parties in strong relationships and the (joint) process of career decision-making inherent in occupational transitions.  相似文献   

COMPARE Forum: The idea of North-South and South-South collaboration     

Halla B. Holmarsdottir  Zubeida Desai  Louis Royce Botha  Anders Breidlid  Ms. Sheri Bastien  Wanjiru Mukoma 《Compare》2013,43(2):265-286

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Religious education and intercultural understanding: examining the role of religiosity for upper secondary students’ attitudes towards RE     

Anders Sjöborg 《British Journal of Religious Education》2013,35(1):36-54

Recent studies show that religious education (RE) may play an important role for teaching intercultural understanding in many Western societies facing increased cultural and religious pluralism. Quantitative and qualitative research have however failed to examine what role the religiosity of the students plays in their attitudes towards RE. A nationally representative Swedish sample of 1850 students answered a classroom questionnaire. The main result was that, when controlling for background variables such as gender, foreign background, parents’ education level and study programme, the students’ religiosity had a significant effect on their attitudes towards (a) existential issues, (b) preferences on what to study in RE as well as (c) incentives for studying RE. Regression analyses demonstrated that by entering individuals’ religiosity into the model the effect of foreign background was suspended in 11 out of 14 cases. In order to understand the attitude towards RE, it is useful to include the students’ religiosity. As a consequence, this article argues that in order to reach the citizenship goals of educating for intercultural understanding in RE, the subject should be developed to reach male students, students with parents with lower levels of education, students in vocational study programmes and students who are not religious.  相似文献