School Choice in Sweden: Effects on Student Performance,School Costs,and Segregation     

Anders Lindbom 《Scandinavian Journal of Educational Research》2013,57(6):615-630

This article presents empirical analyses of the effects of independent schools in Sweden. The most important result is that the impact—both the positive and the negative—is relatively marginal. This said, there are now a number of studies that show that when independent schools are established the pupils in municipal schools perform better. Municipal school costs will, however, tend to rise marginally. The effects on school segregation are complex, but the tentative overall result is that independent schools may have added somewhat to the much more significant effect of increasing residential segregation.  相似文献   

Framed School – Frame Factors,Frames and the Dynamics of Social Interaction in School     

Anders Persson 《Scandinavian Journal of Educational Research》2013,57(5):499-514

This paper aims to show how the Goffman frame perspective can be used in an analysis of school and education and how it can be combined, in such analysis, with the frame factor perspective. The latter emphasizes factors that are determined outside the teaching process, while the former stresses how actors organize their experiences and define shared situations. In this light, an analysis of framing of and in Swedish compulsory school, based on governing documents, is carried out. Since the frame factors are contradictory, different possibilities to frame school in the Goffmanian sense present themselves to the school actors. In spite of frame factors, school can be framed in different and inconstant ways, for example, as an institution, an organization, a movement, or a seminar. Such nuance shifts show different dynamics of social interaction in school and can be used to understand variations between and within schools.  相似文献   

Identifying and promoting self‐regulated learning in higher education: roles and responsibilities of student tutors     

Vidar Gynnild  Anders Holstad  Dag Myrhaug 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):147-161

This article reports on a case study of learning and academic achievement in engineering education. Two sets of oral exams were used as a source of information in relation to students’ learning and needs in the learning situation. Through ensuing interviews, patterns of learning strategies were discerned. Academically successful students utilised self‐monitoring skills, such as self‐evaluation and comprehension monitoring, while these skills were used only to a minor extent by those less successful. Promoting self‐regulated learning could be one way to improve student learning. The research literature, however, suggests that merely teaching self‐monitoring skills does not necessarily make a difference. This study therefore focuses on roles of tutors in identifying and promoting self‐regulated learning.  相似文献   

To be or not to be a technical university: organisational categories as reference points in higher education     

Geschwind  Lars  Broström  Anders 《Higher Education》2022,84(1):121-139

Higher Education - Classifications of higher education institutions into categories that are more or less clearly differentiated through prestige and status are legion in the world of higher...  相似文献   

Understanding Nonuse of Interactivity in Online Newspapers: Insights From Structuration Theory     

Anders Olof Larsson 《The Information Society》2013,29(4):253-263

While some online newspapers have embellished their online presence with a variety of interactive features, most online newspapers still appear to take on the role of cautious traditionalists, adopting a mostly conservative stance toward the new medium. Correspondingly, most audience members appear to act in a similar way. This article shows how concepts related to structuration theory can be utilized to further our theoretical understanding of the use (and nonuse) of interactive features in the online newspaper context. It employs concepts from the structuration theory to provide another interpretation of the existing empirical research. The paper concludes by suggesting that “nonuse” in this regard can be understood as part of reproducing what might be called a “structure of audiencehood” rather than a “structure of prosumerism.”  相似文献   

Power and pacing calculations based on real-time locating data from a cross-country skiing sprint race     

Mikael Swarén  Anders Eriksson 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(2):190-201

Pacing strategies in cross-country skiing have been investigated in several studies. However, none of the previous studies have been verified by collected skiing data giving the skiing velocities along a measured track. These can be used to calculate the propulsive power output. Collected real-time positioning data from a cross-country sprint skiing race were used to estimate the propulsive power by applying a power balance model. Analyses were made for the time-trial and the final for one female and one male skier. The average propulsive power over the whole race times were 311 and 296 W during the time trial and 400 and 386 W during the final, for the female and male skier, respectively. Compared to the average propulsive power over the whole race, the average active propulsive phases were calculated as 33 and 44% higher in the time trials and 36 and 37% higher in the finals for the female and male, respectively. The current study presents a novel approach to use real-time positioning data to estimate continuous propulsive power during cross-country sprint skiing, enabling in-depth analyses of power output and pacing strategies.  相似文献   

Teaching Determinants Using Rook Arrangements     

Anders O. F. Hendrickson 《PRIMUS》2018,28(2):153-165

Teaching determinants poses significant challenges to the instructor of a proof-based undergraduate linear algebra course. The standard definition by cofactor expansion is ugly, lacks symmetry, and is hard for students to use in proofs. We introduce a visual definition of the determinant that interprets permutations as arrangements of non-attacking rooks on an n × n chessboard. We show that under this definition, many of the usual lemmas about determinants admit natural, insightful proofs that students themselves can readily discover.  相似文献   

Brainjacking in deep brain stimulation and autonomy     

Jonathan?PughEmail author  Laurie?Pycroft  Anders?Sandberg  Tipu?Aziz  Julian?Savulescu 《Ethics and Information Technology》2018,20(3):219-232

'Brainjacking’ refers to the exercise of unauthorized control of another’s electronic brain implant. Whilst the possibility of hacking a Brain–Computer Interface (BCI) has already been proven in both experimental and real-life settings, there is reason to believe that it will soon be possible to interfere with the software settings of the Implanted Pulse Generators (IPGs) that play a central role in Deep Brain Stimulation (DBS) systems. Whilst brainjacking raises ethical concerns pertaining to privacy and physical or psychological harm, we claim that the possibility of brainjacking DBS raises particularly profound concerns about individual autonomy, since the possibility of hacking such devices raises the prospect of third parties exerting influence over the neural circuits underpinning the subject’s cognitive, emotional and motivational states. However, although it seems natural to assume that brainjacking represents a profound threat to individual autonomy, we suggest that the implications of brainjacking for individual autonomy are complicated by the fact that technologies targeted by brainjacking often serve to enhance certain aspects of the user’s autonomy. The difficulty of ascertaining the implications of brainjacking DBS for individual autonomy is exacerbated by the varied understandings of autonomy in the neuroethical and philosophical literature. In this paper, we seek to bring some conceptual clarity to this area by mapping out some of the prominent views concerning the different dimension of autonomous agency, and the implications of brainjacking DBS for each dimension. Drawing on three hypothetical case studies, we show that there could plausibly be some circumstances in which brainjacking could potentially be carried out in ways that could serve to enhance certain dimensions of the target’s autonomy. Our analysis raises further questions about the power, scope, and necessity of obtaining prior consent in seeking to protect patient autonomy when directly interfering with their neural states, in particular in the context of self-regulating closed-loop stimulation devices.  相似文献   

Apprentice or Student? The Structures of Construction Industry Vocational Education and Training in Denmark and Sweden and their Possible Consequences for Safety Learning     

Regine Grytnes  Martin Grill  Anders Pousette  Marianne Törner  Kent J. Nielsen 《Vocations and Learning》2018,11(1):65-87

There is a notable difference in occupational injury rates in the two Scandinavian countries, Sweden and Denmark, with the latter having a 40% higher rate of fatal occupational injuries in the construction industry. This study explored differences in the vocational education and training (VET) systems between Sweden and Denmark that may be important for students’ safety learning and practice during VET. In both countries, students participate in full-time education, and the curriculum includes school-based as well as company- based training. However, during company- based training Swedish students retain their student status, whereas Danish students are employed as apprentices. From a perspective of viewing safety as a social practice developed through interactions of different social and institutional bodies, the analysis points to this difference in employment status as important for their safety practices and also for the teachers’ position to influence safety learning and practices during company-based training. An analysis of interview and survey data focusing on how VET students enact safety ‘knowings’ across learning sites, suggest how different forms of connectivity models in VET promote various forms of safety learning among students.  相似文献   

Erratum to: Apprentice or Student? The Structures of Construction Industry Vocational Education and Training in Denmark and Sweden and their Possible Consequences for Safety Learning     

Regine Grytnes  Martin Grill  Anders Pousette  Marianne Törner  Kent J. Nielsen 《Vocations and Learning》2018,11(1):89-90

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