Students’ Choice and Social Selection     

Per F. Laursen 《Scandinavian Journal of Educational Research》2013,57(4):279-291

In democratic countries, students make individual choices of courses of higher education; psychological theories have tried to explain the logic of these choices. The “flow” of young people into different courses of education and different parts of the labour market can also be viewed as a social process which can be studied sociologically. But both the psychological and the sociological theories are incomplete. The article tries to integrate the two kinds of theories using inspiration from the “structuration theory” of A. Giddens. Empirical support to the theory is given through a sketch of the history of the Danish admission policy and as a review of a survey of the choice of higher education by Danish students. The article concludes with proposals for further research.  相似文献   

Equity and Life‐Long Learning: An Analysis of White Paper no. 16 (2006/2007) of Norway     

Cecilie Rønning Haugen 《Scandinavian Journal of Educational Research》2013,57(4):357-376

Nationally and internationally equity in education has become a key goal. In Norway, a White Paper has been tabled to address how equity can be improved through education. In this paper the pedagogic and knowledge orientation of the initiatives are analyzed and discussed in relation to two models of equity: “equity through equality” and “equity through diversity.” The paper finds that although contradictions are present, the Norwegian ministry clearly favors the equality model. The author claims that the presented policies can be understood as a response to the global educational trend that Apple refers to as “conservative modernization.” This can further be related to Bernstein's “Totally Pedagogised Society,” where the adaptable, trainable individual is a key notion. The paper concludes that the lack of attention given to the diversity of citizens may be a major shortcoming, as lack of recognition is in many ways what causes educational failure in the first place.  相似文献   

Not quite so fast: effect of training at 90% sprint speed on maximal and repeated-sprint ability in soccer players     

Thomas Haugen  Espen Tonnessen  Svein Leirstein  Erlend Hem  Stephen Seiler 《Journal of sports sciences》2014,32(20):1979-1986

Abstract

The aim of the present study was to investigate the effect of training at an intensity eliciting 90% of maximal sprinting speed on maximal and repeated-sprint performance in soccer. It was hypothesised that sprint training at 90% of maximal velocity would improve soccer-related sprinting. Twenty-two junior club-level male and female soccer players (age 17 ± 1 year, body mass 64 ± 8 kg, body height 174 ± 8 cm) completed an intervention study where the training group (TG) replaced one of their weekly soccer training sessions with a repeated-sprint training session performed at 90% of maximal sprint speed, while the control group (CG) completed regular soccer training according to their teams’ original training plans. Countermovement jump, 12 × 20-m repeated-sprint, VO_2max and the Yo-Yo Intermittent Recovery Level 1 test were performed prior to and after a 9-week intervention period. No significant between-group differences were observed for any of the performance indices and effect magnitudes were trivial or small. Before rejecting the hypothesis, we recommend that future studies should perform intervention programmes with either stronger stimulus or at other times during the season where total training load is reduced.  相似文献   

Coping by Copying? Higher education institutions’ student recruitment strategies     

Frølich  Nicoline  Brandt  Synnøve  Hovdhaugen  Elisabeth  Aamodt  Per Olaf 《Tertiary Education and Management》2009,15(3):227-240

Growing national and international competition for students puts pressure on higher education institutions (HEIs) to develop marketing and student recruitment strategies; these are also driven by financial stress caused by performance-based funding mechanisms. In this paper we explore Norwegian HEIs’ student recruitment strategies. What type of student recruitment strategies do HEIs develop? How are the strategies linked to the institutions’ student market position? We combine qualitative research strategies including in-depth interviews and document analysis with quantitative analyses of the student market positions of different types of institutions in Norway.

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Trajectories in teacher education: Recognising prior learning in practice   总被引：1，自引：0，他引：1  

Per Andersson  Kristina Hellberg 《Asia-Pacific Journal of Teacher Education》2009,37(3):271-282

This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated – the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation.  相似文献   

Interaction of Imposter Phenomenon and Research Self-Efficacy on Scholarly Productivity     

Kelly L. Wester  Shreya Vaishnav  Carrie Wachter Morris  Jordan L. Austin  Jaimie Stickl Haugen  Heather Delgado  Lindsey K. Umstead 《Counselor Education & Supervision》2020,59(4):316-325

Research self-efficacy, imposter phenomenon, and scholarly productivity were explored among a sample of 247 counselor educators. In most cases, feeling like an imposter hindered scholarly productivity; however, the interaction of a moderate to frequent amount of imposter feelings with high research self-efficacy increased scholarly productivity.  相似文献   

Measuring learning outcomes          下载免费PDF全文

Joakim Caspersen  Jens‐Christian Smeby  Per Olaf Aamodt 《European Journal of Education》2017,52(1):20-30

The growing interest for measurement of learning outcomes relates to long lines of development in higher education, the request for accountability, intensified through international reforms and movements such as the development and implementation of qualifications frameworks. In this article, we discuss relevant literature on different approaches to measurement and how learning outcomes are measured, what kinds of learning outcomes are measured, and why learning outcomes are measured. Three dimensions are used to structure the literature: Whether the approaches emphasise generic or disciplinary skills and competence, self‐assessment or more objective test based measures (including grades), and how the issue of the contribution from the education program or institution (the value‐added) are discussed. It is pointed out that large scales initiatives that compare institutions and even nations seem to fall short because of the implicit and explicit differences in context, whilst small‐scale approaches suffer from a lack of relevance outside local contexts. In addition, competence (actual level of performance) is often confused with learning (gain and development) in many approaches, laying the ground for false assumptions about institutional process‐quality in higher education.  相似文献   

Introduction: Symposium on Digital Radio: Strategies and Visions     

Per Jauert 《Journal of Radio & Audio Media》2017,24(1):3-6

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Gesticulating science: Emergent bilingual students’ use of gestures          下载免费PDF全文

Zeynep Ünsal  Britt Jakobson  Per‐Olof Wickman  Bengt‐Olov Molander 《科学教学研究杂志》2018,55(1):121-144

This article examines how emergent bilingual students used gestures in science class, and the consequences of students’ gestures when their language repertoire limited their possibilities to express themselves. The study derived from observations in two science classes in Sweden. In the first class, 3rd grade students (9–10 years old) were involved in a unit concerning electricity. The second class consisted of 7th‐grade students (13–14 years old) working with acids and bases. Data were analyzed by using practical epistemological analysis (PEA). When students’ language proficiency limited their possibility to express themselves, using gestures resulted in the continuation of the science activities. Furthermore, both peers and teachers drew on the used gestures to talk about the science content. In some situations, the meaning of the gestures needed to be negotiated. Regardless, the gestures were always related to language. Both students and teachers participated in this process, but the teachers directed the communication toward the goal of the lessons: learning how to talk science. The study contributes to the field by showing the importance of paying attention to and valuing bilingual students’ use of gestures as a way to express scientific knowledge. In addition, it demonstrates how teachers might draw on students’ gestures to teach science and discusses the importance of creating multimodal learning environments. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 121–144, 2018  相似文献   

Kindergarten teachers’ orchestration of mathematical activities afforded by technology: agency and mediation     

Martin Carlsen  Ingvald Erfjord  Per Sigurd Hundeland  John Monaghan 《Educational Studies in Mathematics》2016,91(1):1-2

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