排序方式： 共有103条查询结果，搜索用时 31 毫秒
81.
The Bureaucratisation of Universities 总被引：3，自引：0，他引：3
82.
The aim of this paper is to explore integrative worldview education as a platform for learning from worldviews in a diverse cultural context. This is done by exploring integrative worldview education in a Finnish secondary school context by examining the views of school stakeholders. The stakeholders examined in this article consist of 174 parents of the pupils and a total of six teachers and head teachers from two different lower secondary schools in Helsinki. We use the concept of learning from worldviews to examine the possibilities of the integrative classroom to facilitate learning from both personal and organised worldviews. The results indicate that the stakeholders view integrative worldview education as an important tool for widening the worldview of the pupil. Although the stakeholders view the sensitivity of the teacher as paramount in teaching an integrative classroom, integrative worldview education is also seen as important in offering tools for forging mutual understandings in an ever more complex world of worldviews. 相似文献
83.
Eivind Kaspersen Birgit Pepin Svein Arne Sikko 《International Journal of Research & Method in Education》2017,40(4):421-442
Several attempts have been made to measure and categorize beliefs and practices of mathematics teachers [Swan, M. 2006. “Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers”. Research in Education 75 (1): 58–70]. One of the reasons for measuring both beliefs and practices is to characterize teachers in terms of the relationship between their beliefs and practices. However, the practice-instruments and the beliefs-instruments discussed in the literature are predominately based on differing constructs. Consequently, it is challenging to compare the relationship between beliefs and practices solely based on these instruments. As such, we argue that practice- and beliefs-instruments based on the same construct would be desirable when both beliefs and practices are at stake. This paper presents two Rasch-calibrated instruments that measure the level of teacher-centredness with respect to student teachers’ practices and beliefs about teaching mathematics. From a sample of 160 student teachers, 15 items have been established as being beneficial for measurement, both when the items are translated as practice items and when translated as beliefs items. By studying the invariance between both translations, we conclude that measures from both instruments can be directly compared. 相似文献
84.
Eivind Å. Skille 《Sport in Society》2019,22(4):589-605
AbstractThe Sámi are the indigenous people of the North Calotte, living in Sápmi (land of the Sámi, which covers the north parts of Norway, Sweden, Finland and north east of Russia). This paper examines the role of Sámi sport with reference to the Nordic model – centred on the welfare state and social democracy – and draws on Norwegian and some Swedish empirical data. Theoretically, I combine Bourdieu’s field theory with two possible trajectories of post-colonialism: neo-traditionalism and biculturalism. Methodologically, I lean onresearch into Sámi sport, sport organization and state policy. The analysis shows that on a state level, Nordic sport policy towards Sámi sport corresponds to the neo-traditionalist perspective, that the revitalization of indigeneity is an issue primarily for the indigenous peoples and not for the entire population of the nation state. However, there are several nuances. First, the situation for Sámi sport is better in Norway than in other countries of the Sápmi region. Second, the experiences reported by representatives of local sport clubs show a bicultural, integrated approach to sport organizations. 相似文献
85.
Today visible proofs of excellence in teaching and learning are increasingly important aspects of institutional branding in higher education (HE). Teaching competence is brought forward as a central aspect of the quality of programmes. Still, the induction of new university teachers is managed in many different ways. Approaches may vary according to how teaching competence is perceived; as growing from practice only, requiring formal courses or, for instance, outlined in the Scholarship of Teaching and Learning (SoTL) movement. In Sweden, the HE Ordinance from 2002 states that to get permanent positions, lecturers should have completed Compulsory HE Teacher Training (CHETT). The size and organisation of the courses were not regulated in the Ordinance and institutional practices varied. In a three‐year project intended learning outcomes for CHETT was suggested. These outcomes are based on SoTL and linked to an estimated work‐load of 10 weeks. Based on a national survey in 2006, institutional responses to the proposals are analysed. 相似文献
86.
Teachers’ support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of competence and performance goals. A subsequent path analysis showed that these variables could be accounted for by a structural model that described basic need support as predictors of self-efficacy and achievement goals, which in turn predicted academic achievement level and perceived life satisfaction. Analysis of intra-class correlation and design effect showed that need support of relatedness also was accounted for by class level responses. Theoretical and practical implications were discussed in terms of the importance of basic need support as a predictor of personal motives in educational settings as well as the students adjustment to school and life. 相似文献
87.
Gerlese S. Åkerlind 《Scandinavian Journal of Educational Research》2018,62(6):949-958
Volume 60(3) of the Scandanavian Journal of Educational Research is a special issue on current trends in the phenomenography and variation theory research tradition. In the introduction to the special issue, Rovio-Johansson and Ingerman look towards the potential theoretical and methodological future of phenomenography and pose two questions: “Is phenomenography complete and finalised with no further development necessary?” and “Is phenomenography relatively insignificant in the future development of the tradition as it has been transcended by variation theory?” The aim of this paper is to address these two questions, and in the process elaborate the relationship between phenomenography and variation theory in educational research. 相似文献
88.
Lisbeth Åberg-Bengtsson Dennis Beach Agneta Ljung-Djärf 《Environmental Education Research》2017,23(8):1150-1168
Explanatory pictures and models are frequently used in teaching and learning situations. However, it seems to be simply assumed that they are always beneficial. In this article results from an investigation with 16 Swedish pupils aged 7–9 year are presented based on an analysis that has examined how well this assumption holds up. Concepts from multi-modal theory have been used to investigate how young learners deal with illustrations and text from an early reader booklet about composting domestic refuse. The analysis suggests that expectations that illustrations facilitate the meaning-making of young pupils may be exaggerated. Although the booklet claimed to provide interactive support between image and text most of the examples show pupils ignoring pictures or misinterpreting vital information about composting in both the verbal and non-verbal material. The illustrations did not compensate for the most crucial deficiencies in the written text. 相似文献
89.
90.
Imac M. Zambrana Eivind Ystrom Synnve Schjølberg Francisco Pons 《Child development》2013,84(2):560-573
This study examined whether poor pointing gestures and imitative actions at 18 months of age uniquely predicted late language production at 36 months, beyond the role of poor language at 18 months of age. Data from the Norwegian Mother and Child Cohort Study were utilized. Maternal reports of the children's nonverbal skills and language were gathered for 42,517 children aged 18 months and for 28,107 of the same children at 36 months. Panel analysis of latent variables revealed that imitative actions, language comprehension, and language production uniquely contributed to predicting late development of language production, while pointing gestures did not. It is suggested that the results can be explained by underlying symbolic representational skills at 18 months. 相似文献