The gap between educational research and practice: Views of teachers,school leaders,intermediaries and researchers     

Ruben Vanderlinde  Johan van Braak 《British Educational Research Journal》2010,36(2):299-316

The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised with teachers, school leaders, researchers, and intermediaries. Questionnaire data were obtained from educational research professors in Flanders. Results indicate that the gap between educational research and practice should be approached as a complex and differentiated phenomenon. All participants agreed that more cooperation between researchers and practitioners is necessary. This could be achieved by establishing ‘professional learning communities’ or by promoting a ‘design‐based research’ model.  相似文献   

On the structure and function of transnational universities     

Johan Galtung 《Prospects》1980,10(4):369-378

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From sectoral agricultural and nature policy to integrated rural policy     

M. Wagemans 《The Journal of Agricultural Education and Extension》2013,19(2):21-30

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The organizing and regulation of mountain guiding in Scandinavia 1820–2016, with a glance at the Alps     

Cleng Andersen Eikje  André Horgen  Johan Arnegård 《Sport in Society》2019,22(4):555-572

Abstract

In this article, we study how mountain guiding was organized and regulated in Scandinavia and the Alps between 1820 and 2015 and focus on the most important differences and similarities in Scandinavia, and between Scandinavia and the Alps. We conclude that Switzerland and Chamonix (France) represent two different systems in the Alps during the nineteenth century. However, through the emergence of national and international guide unions the regulation of mountain guiding in the Alps today appears unified, with a close connection between national regulation and mountain guide unions. In Scandinavia, Norway and Sweden historically had similar practices organizing and regulating mountain guiding, where a relatively strong layman tradition emerged during the 1960s and 1970s. In 2008, legal decisions led Sweden to change its system to match the Alp model, while Norway held on to the layman tradition. This leaves mountain guiding in Norway as a distinctly less regulated field than in France, and Switzerland, as in and Sweden.  相似文献   

TIJAH: Embracing IR Methods in XML Databases   总被引：1，自引：0，他引：1  

Johan?ListEmail author  Vojkan?Mihajlovi?  Georgina?Ramírez  Arjen?P.?de?Vries  Djoerd?Hiemstra  Henk?Ernst?Blok 《Information Retrieval》2005,8(4):547-570

This paper discusses our participation in INEX (the Initiative for the Evaluation of XML Retrieval) using the TIJAH XML-IR system. TIJAHs system design follows a standard layered database architecture, carefully separating the conceptual, logical and physical levels. At the conceptual level, we classify the INEX XPath-based query expressions into three different query patterns. For each pattern, we present its mapping into a query execution strategy. The logical layer exploits score region algebra (SRA) as the basis for query processing. We discuss the region operators used to select and manipulate XML document components. The logical algebra expressions are mapped into efficient relational algebra expressions over a physical representation of the XML document collection using the pre-post numbering scheme. The paper concludes with an analysis of experiments performed with the INEX test collection.  相似文献   

To play or not to play,that’s the question – young people’s experiences of organized spontaneous sport     

Johan Högman  Christian Augustsson 《Sport in Society》2017,20(9):1134-1149

As an attempt to reach physically inactive young people, especially girls, organized spontaneous sport (OSP) was implemented as a part of the state programme ‘The Sports Lift’ (2010). Projects, however, tended to primarily attract physically active boys rather than the actual target group. This problem calls for a qualitative approach to gain further knowledge about the interplay within the activities. Accordingly, this study aims to examine young people’s experiences of OSP activities with focus on participation, leadership and determining processes. To fulfil this purpose, a case study design was implemented. Data were collected through observations (pilot study) and semi-structured interviews with participants. The theoretical point of departure is developmental ecology, emphasizing the individual’s interaction with the multilevel environment. Results show that OSP is experienced as different from conventional organized sport. Further, the domination of boys is made possible through upholding the masculine sports norm, which is actualized within determining processes.  相似文献   

The role of knowledge in participatory and pluralistic approaches to ESE     

Karin Rudsberg  Johan Öhman 《Environmental Education Research》2015,21(7):955-974

The purpose of this article is to investigate in situ the functions that knowledge has when used by students in argumentative discussions. The study is based on Dewey’s pragmatic perspective of knowledge, which means that knowledge gets its meaning in the activity at hand. The analyses are conducted using Transactional Argumentation Analysis, which is a combination of pragmatic meaning analysis and Toulmin’s argument pattern. The empirical material consists of video-recorded lessons from two seminars in a Swedish upper secondary school. The results show that knowledge plays a crucial role in the discussions. Six different functions are identified: emphasising complexity, clarifying and correcting, highlighting conflicting interests, providing evidence in a counterargument, predicting the consequences and adding support to an earlier claim. Knowledge also has general functions, such as justifying a claim, and is part of a collective process aimed at understanding the issues discussed. Further, the students use knowledge from different disciplines, such as environmental studies, history, politics, biology and human geography.  相似文献   

A resourcification manifesto: Understanding the social process of resources becoming resources     

Johan Hultman  Hervé Corvellec  Anne Jerneck  Susanne Arvidsson  Johan Ekroos  Clara Gustafsson  Fay Lundh Nilsson  Niklas Wahlberg 《Research Policy》2021,50(9):104297

In times of major global interconnectedness and environmental change, the pressure to identify, create, and exploit new resources is certain to intensify. Given that there are unavoidable trade-offs, conflicts, and arenas for violence involved when increasingly more material and immaterial things are turned into resources, we call for explicit research on the very process – a process that we label resourcification. The concept of resourcification shifts attention from essentialist queries about the nature of resources to a focus on the social processes through which things are turned into resources. In search of a better understanding of resources in the Anthropocene and, in particular, an understanding about the way resources emerge and are used, resourcification offers a new conceptual framework that allows for a systematic search for knowledge about the diversity of contexts, conditions, modes, and temporalities of resourcification. This Resourcification Manifesto offers a theoretical and empirical framework for a radical and disruptive approach to innovation, sustainability, and management studies and policies.  相似文献   

ATEE Interactive Co-ordination and Educational Monitoring of Socrates Comenius Action 3 Projects     

Arno Libotton  Johan van Braak  Mara Garofalo 《欧洲师范教育杂志》2002,25(1):19-32

The Comenius Action 3 courses were well accepted and showed high quality. But we need a structure for easily monitoring and evaluating these projects. The authors present in this article a pilot project with this purpose. It should be useful in order to implement a system of co-ordination and communication among the different projects, and to evaluate their effectiveness. It also seems essential in order to determine that the EU funds are well invested in projects that fulfil the objective of enhancing and strengthening the European dimension among teachers and teacher trainers.  相似文献   

Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension   总被引：2，自引：0，他引：2  

Ruben Hermans  Johan van BraakHilde Van Keer 《Teaching and Teacher Education》2008

In this article the development and validation of the Beliefs about Primary Education Scale (BPES) are described. The BPES is an 18-item scale for assessing primary school teachers’ beliefs toward the nature of good education, subdivided in a transmissive dimension (TD) and a developmental dimension (DD). Both dimensions assess beliefs toward the general orientation and objectives of education, the nature of the educational content, and desirable ways of knowledge acquisition. An explorative study (n=352$n=352$) revealed a two-factor structure. Both dimensions were uncorrelated, which leads to the suggestion that teachers hold layered belief systems. In a following study (n=381), construct validity of the BPES was confirmed. The BPES’ DD and TD were shown to correlate significantly with constructivist and traditional teaching beliefs.  相似文献