“I want to speak like the other people”: Second language learning as a virtuous spiral for migrant women?     

Johanna Ennser-Kananen  Nicole Pettitt 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(4):583-604

This article contributes to scholarship on migrant women’s second language (L2) education in North America and Europe. Questioning reductionist understandings of the relationship between female migrants, their receiving communities and L2 education, the authors consider existing literature as well as their own qualitative work to investigate the challenges, opportunities and agency of migrant women. Weaving together and thematically presenting previous scholarship and qualitative data from interviews, participant observations and classroom recordings from a mixed-gender L2 adult migrant classroom in Austria and an all-women L2 migrant classroom in the United States, they trouble conceptualisations which position women primarily as passive recipients of education and in need of emancipation, while simultaneously elevating communities as agentic providers of these. Specifically, the authors emphasise that (1) L2 proficiency is not a guarantee for migrant women’s social inclusion or socioeconomic advancement; (2) migrant women’s complex challenges and agency need to be recognised and addressed; and (3) all involved in L2 education of migrant women do well to become learners of their own experiences of oppression, including their complicity in it.  相似文献   

The trust continuum in the information age: a Canadian perspective     

Dara M. Price  Johanna J. Smith 《Archival Science》2011,11(3-4):253-276

This paper examines the role of trust in the information continuum. It argues that in the context of Canadian federal government records, an analogous ??trust continuum?? is a useful model for analysing the relationships that exist between creator, archives and user in the information-abundant environment. The paper borrows from sociological theory to posit that creator, archives and user are bound together in a complex expert system that facilitates trust and mitigates risk in a broad societal context and contends that these interactions are shaped at the macro level by a dominant public discourse of accountability. These points are illustrated through three recent examples at Library and Archives Canada. First, the relationship between Canadian society and the archives is explored by interrogating the concept of relevance and assessing the feasibility of managing a pan-Canadian collection via a national network of knowledge institutions. Then, the role of trust between the archives and the creator in the management of government digital information resources is examined in light of the recently issued Directive on Recordkeeping, and in the context of LAC??s Trusted Digital Repository. Finally, Commissions of Inquiry??and the Indian Specific Claims Commission in particular??demonstrate both the power of archival records in repairing trust between a society and its government and the iterative nature of the relationship between the user and the archives.  相似文献   

Mathe mit der Matte – Verkörperlichtes Training basisnumerischer Kompetenzen     

Tanja Link  Eva Johanna Schwarz  Stefan Huber  Dr. Ursula Fischer  Prof. Dr. Hans-Christoph Nuerk  Prof. Dr. Ulrike Cress  Prof. Dr. Korbinian Moeller 《Zeitschrift für Erziehungswissenschaft》2014,17(2):257-277

Basic numerical representations are seen as the building block for the successful development of more complex numerical and arithmetic competencies. Extending previous studies focusing on improving basic numerical representations by means of embodied training schemes, the current study focused on an embodied training of children’s place-value understanding. In this vein, 49 secondgraders were trained on solving a number line estimation task by stepping on different fields of a dance mat allowing for separate estimations of tens and units with more effort needed to step on the tens. In a partially randomized cross-over design, two control conditions were used to controll for training effects caused exclusively by the numerical content trained or the use of the dance mat. Interestingly, results revealed specific training effects after both the embodied and the control conditions. However, training effects were significantly more pronounced after the embodied training, thereby providing further evidence for the benefit of an embodied training of the place-value structure of the Arabic number system.  相似文献   

The management of the information department: Denis V. Arnold,André Deutsch,London, 1976, 143 pp. £3.95 net UK only. ISBN 0-233-96652-8 (Institute of information scientists monograph series)     

Johanna E. Tallman 《Information processing & management》1977,13(4):262-263

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Are Students Customers in Finnish Higher Education?     

Vuori  Johanna 《Tertiary Education and Management》2013,19(2):176-187

This study examines Finnish higher education students’ perceptions of whether students are customers, based on qualitative interview data. The article contributes to the discussion on students as customers by giving attention to students’ own voices from a country where tuition fees are not generally collected. The data are presented and analysed using a matrix of preference and perception of seeing students as customers. While the data contained student voices insisting that it is not appropriate to talk about customers because money is not involved, different orientations showing either a preference or perception of students as customers were also described. It is concluded that seeing a student as a customer might be a solution to various higher education challenges which are not all related to tuition fees.  相似文献   

Tracing discursive processes of shared knowledge construction in a technology-enhanced higher education setting     

Maarit Arvaja  Johanna Pöysä-Tarhonen 《Interactive Learning Environments》2013,21(4):321-337

This study focused on combining both the group- and individual-level analyses in studying a collaborative activity in technology-enhanced interactions in a higher education setting. The aim was to make visible, with empirical examples, the quality of the students' web-based discussions and trace the route for shared understanding. By quantifying various communicative functions, the analysis provided general knowledge on the quality and purpose of the discussion in the group and highlighted the different functional positions each student had within the group. However, only a detailed interpretative analysis of the relationships between specific thematic contents, communicative functions, and the collaborative features of the discussion, in the temporal frame, made it possible to trace and gain a deeper understanding of the true acts of collaboration. It also highlighted the individual participants' different participatory and discursive positions in the different phases of the task. Over the study, it became evident that any attempts to define a collaborative activity from either the group's or individual's perspective would only result in a partial interpretation of the collaborative enterprise.  相似文献   

The toxic university: zombie leadership,academic rock stars,and neoliberal ideology     

Johanna Waters 《British Journal of Sociology of Education》2018,39(5):729-732

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Emerging trends and issues in education     

Johanna Hanley 《教育政策杂志》2019,34(4):596-597

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Continuing professional development: pedagogical practices of interprofessional simulation in health care     

Sofia Nyström  Johanna Dahlberg  Samuel Edelbring  Håkan Hult  Madeleine Abrandt Dahlgren 《Studies in Continuing Education》2017,39(3):303-319

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.  相似文献   

Parent-preschool partnership: many levels of power     

Johanna Einarsdottir  Arna H. Jónsdóttir 《Early Years: An International Journal of Research and Development》2019,39(2):175-189

This study aims to examine the meaning-making of parents in five Icelandic preschools concerning the collaboration between preschools and families. Further, the perspectives of educators on the views of the parents were also sought. The theoretical background was Moss’s ideas of democratic early childhood education and MacNaughton’s ideas of power relationships between parents and educators. Data were gathered in two steps: first, focus group interviews were conducted with parents; and second, focus group interviews were conducted with a group of preschool educators who reflected upon the parent interviews. The parents and educators seemed to have similar experiences and views of the parent-professional collaboration, and of the division of power and knowledge between the two groups. The type of collaboration the parents and the educators described is not in line with democratic preschool pedagogy as explained by Moss. The parents from other cultures who participated in the study were in a marginalised position, and the educators seemed to be unsure about how to communicate with and accommodate families from cultures different from their own. The study reveals power relationships on many levels in the preschool community.  相似文献