合作教师教育模式的运用——一条更加贴近现实的途径     

佩尔·兰姆伯格  邬维·郝伽罗根  范怡红  谭敏 《大学教育科学》2006,5(5):54-61

介绍了挪威科技大学教师教育系和实习学校之间进行的合作教师教育模式，并探讨了这一模式能否实现“贴近现实的教师教育”这种理念。探讨了该模式是否给学生提供了名副其实的教学相长的机会，是否增加了学生与各个合作者交流的机会，从而使学习成为社会的、互动的过程。最后，审视了该模式是否给学生提供了提高反思能力的机会并促进了实习教师的专业发展。  相似文献   

Vitamin D in relation to bone health and muscle function in young female soccer players     

André Brännström  Ji-Guo Yu  Per Jonsson  Torbjörn Åkerfeldt  Mats Stridsberg 《European Journal of Sport Science》2017,17(2):249-256

The present work investigated serum vitamin D (25(OH)D) status in relation to bone and muscle qualities and functions in 19 female soccer players (13–16 years) resident at northern latitude with very low sun exposure (～32–36?h/month) during winter season (late January to early March). Serum 25(OH)D, parathyroid hormone and bone turnover markers osteocalcin (OC) and beta carboxy-terminal collagen cross-links (β-Ctx), as well as body composition and muscle performance were examined. Hormones were tested using routine laboratory methods. Fat mass, lean mass, and bone mineral density in whole body, as well as femur and lumbar spine were evaluated with dual-energy X-ray absorptiometry. Muscle performance was assessed through isokinetic knee extension and flexion, countermovement jump, and sprint running. 25(OH)D was low (50.5?±?12.8?nmol?l^?1), whereas the values of bone turnover markers were markedly high (OC: 59.4?±?18.6?µg?l^?1; β-Ctx: 1075?±?408?ng?l^?1). All bone and muscle measurements were normal or above normal. 25(OH)D was not significantly correlated with most of the parameters of bone and muscle quality or function, except the knee extension time to peak torque (r ?=??0.50, p?=?.03). In conclusion, the level of vitamin D is markedly low in adolescent female soccer players during the winter in Sweden. However, vitamin D levels did not significantly correlate with measures of bone and muscle except a moderate correlation in time to peak torque in the knee extensors. The practical implication of low vitamin D levels in young growing female athletes remains unclear.  相似文献   

Computer training and general education     

Leif Hansen  Per Fibaek Laursen  Vibe Aarkrog 《International Journal of Lifelong Education》2013,32(4):313-321

Is it possible to integrate ideals of general and liberal education into computer‐training programmes? To answer this question an analysis was made of computer training programmes for adults in Denmark. The results showed that the participants expressed a positive attitude towards computers and towards learning computer technology but they only expressed few and general expectations of the courses. This is problematic according to ideals of general education and of self‐directed learning. The organizers wanted to produce courses with general and enlightening contents but the form and contents of the actual courses only to a moderate degree realized the organizers’ intentions. The participants obtained a broad learning outcome. However, they only to a very moderate degree used this outcome at work or in relation to further education. The conclusion was that it is possible to integrate ideals of general and liberal education if computer training helps the participants to develop more precise intentions, if the teaching methods are modernized, and if the contents of the courses correspond better with the possibilities in the workplace.  相似文献   

Skiing     

Johnny Nilsson  Vidar Jakobsen  Per Tveit  Olav Eikrehagen 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):227-236

The purpose of the investigation was to study the relationship between thrust phase duration, ground reaction force, velocity increase after pole thrust and pole angles versus pole length during double poling in roller skiing. Seven male regional elite cross‐country skiers volunteered as subjects for the study. The subjects performed a maximal double pole thrust on roller skis with each of the three different pole lengths: ‘short’, self‐selected (normal) and ‘long’. The short and long poles were 7.5 cm shorter and 7.5 cm longer than the self‐selected pole length. The subjects made seven maximal pole thrusts with each pole length, which were randomly selected during 21 trials. For each trial the subjects accelerated from a 1.2 m high downhill slope attaining a speed of 3.92 m.s^‐1 before making a maximal double pole thrust on a force plate placed at the bottom of the slope. The vertical (F_z), anterior‐posterior (F_y) and medio‐lateral (F_x) reaction forces of the left pole were measured by the force plate. The positions of the pole were recorded in 3‐D by an opto‐electronic system. Thrust phase duration, impulse, mean force, velocity increase after pole thrust and pole angles were calculated from the recorded data. Double poling with long poles produced a significantly larger propulsive anterior‐posterior reaction force impulse and velocity increase than normal (p < .05) and short poles (p < .05). This was in spite of a larger mean anterior‐posterior reaction force being produced with short poles. Thus, thrust phase duration was a primary factor in determining propulsive anterior‐posterior impulse. For the practitioner, the results can be useful in the selection of pole length when the aim is to increase thrust phase duration, anterior‐posterior force impulse and velocity.  相似文献   

Teachers’ social representation of students with Asperger diagnosis     

Ann-Charlotte Linton  Per Germundsson  Mikael Heimann  Berth Danermark 《欧洲特需教育杂志》2013,28(4):392-412

While progress has been made for including students with disability into mainstream schools, trends point to problems for students with Asperger syndrome (AS) diagnosis who have a propensity to dropping out of school. Teachers’ perceptions and understanding of AS will affect expectations and the attainment of educational targets. Thus, to avoid barriers to students’ learning and participation, there is a need to shed light on teachers’ perceptions and beliefs that bear on teachers educational provision for students with AS. The aim of the study was therefore to elucidate mainstream teachers’ representations of students with AS by using the theoretical framework of Social Representation Theory and particularly looking at the effects of the sex of the teacher, grade level being taught and when the teachers received training themselves. Teachers in mainstream schools in Sweden were invited to complete a web-based questionnaire (N?=?170). Data were collected through an association task where the participants were asked to produce up to five words or phrases for the stimulus phrase ‘student with Asperger diagnosis’. The data were analysed through categorisation. We found that two-thirds of the macro-categories of mentions relate to ‘disabling aspects’, ‘individual needs’ and ‘individual characteristics’, while a third of the elements were tied to the environment and educational provision. Our results suggest that a medical approach dominates especially earlier trained teachers; however, there is a tendency to view the school environment as increasingly important. Representations about the disabling aspects decreased with the increase in the grades being taught, whereas the educational aspects increase with the increase in grades. Male teachers are more prone to relate to environmental aspects and educational provision while female teachers more often relate to needs and disability. We conclude that teachers tend to view AS from a medical approach but that the school environment is seen as increasingly important.  相似文献   

The Construction of Facts: Preconditions for meaning in teaching energy in Swedish classrooms     

Per Gyberg  Francis Lee 《International Journal of Science Education》2013,35(9):1173-1189

This article investigates the mechanisms that govern the processes of inclusion and exclusion of knowledges. It draws on three cases from Swedish classrooms about how energy is created as an area of knowledge. We are interested in how knowledge is made valid and legitimate in a school context, and in defining and finding tools to identify structures that govern potential meanings in a certain situation. To do this we develop a theoretical model that explains the preconditions for meaning. The purpose is to understand why certain knowledges are legitimated in the classroom and to explain how this happens. The analysis is based on participatory observations in classrooms, audio recordings of students engaged in group projects, educational materials, and the students' own work. The apparatuses of the school offer a wide range of possible meanings concerning energy. At the same time there are forces evolved in the school practice that effectively sift out what counts as values from what counts as facts and valid knowledge. These forces create a certain order and certain effects for what counts as truth. The article investigates the nature of the correlations between the different preconditions identified that makes one discourse more likely and “true” than another.  相似文献   

New conceptualizations for special education     

Sip Jan Pijl  Per Frostad  Per Egil Mjaavatn 《欧洲特需教育杂志》2013,28(1):16-28

During their secondary school years, a considerable number of students seriously consider choosing between learning and leaving. Leaving school early means that students do not complete their education. Early school leaving is the last step in a process in which students gradually lose interest and develop the intention to leave school. This study focuses on students with special needs and the impact of their social relations with parents, teachers and peers on their intentions to leave school early. The sample for this study comprises 1873 typical students and 132 students with special needs aged 16 from secondary schools in a large region of Norway. The intention to leave early can be predicted by teacher support and by loneliness as an indicator for peer support. The findings suggest that especially peer support is, for all students, a key variable in staying motivated for school. For students with special needs, teacher support is also important to stay in school in the early years. Over time, however, the support from teachers becomes less important for students with special needs. They too become more dependent on support from peers.  相似文献   

Developing an ambivalence perspective on medical labelling in education: case dyslexia     

Per Solvang 《International Studies in Sociology of Education》2013,23(1-2):79-94

There are several social actors involved in the process of constructing the social meaning of dyslexia—namely, parents, teachers, educational authorities and organisations representing dyslectics. Some of these actors emphasise the constructive social powers related to the dyslexia label, while others perceive dyslexia as diagnostic reasoning counter productive to the learning processes. In the discussion of this paradox, this article uses sociological medicalisation theory as a provider of perspectives on medical labelling as contested, and on how the labelling process is socially structured. Empirically, the article is based on four studies in Scandinavia of the construction of dyslexia in different social settings, such as individual life stories, parent stories, educational politics and the legal system. The medicalisation perspective is found most useful for the understanding of undesirable effects. To understand reported experience of medical labelling as empowering, other sociological perspectives are more useful.  相似文献   

En merknad på grunnlag av en undersøkelse.     

universitetsstipendiat mag art. Per Rand 《Scandinavian Journal of Educational Research》2013,57(1):196-199

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International sports organizations 1919–25: Sweden and the German question     

Per Olof Holmäng 《国际体育史杂志》2013,30(3):455-466

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