Public e-service development: Understanding citizens' conditions for participation     

Jesper Holgersson  Fredrik Karlsson 《Government Information Quarterly》2014

For decades, user participation has brought value to various systems development projects. Today, there are expectations that public e-service development will experience the same benefits. However, existing research has shown that introducing user participation into public e-service development can be challenging. In this study, we interviewed citizens in order to explore their willingness and ability to participate in public e-service development according to three user participation schools: User-Centred Design, Participatory Design and User Innovation. Our findings show that citizens in general are willing to participate, but their ability to do so is limited. Based on our findings, we developed nine propositions to explain citizens' willingness and ability to participate in public e-service development. The propositions contribute to practice by acting as a tentative guide for systems developers when they use user participation schools as inspiration in public e-service projects. They also act as a starting point for future research into conditions for user participation in public e-service development.  相似文献   

The links between students’ relationships with teachers,likeability among peers,and bullying victimization: the intervening role of teacher responsiveness     

Longobardi  Claudio  Ferrigno  Serena  Gullotta  Giulia  Jungert  Tomas  Thornberg  Robert  Marengo  Davide 《European Journal of Psychology of Education - EJPE》2022,37(2):489-506

Highly responsive teachers tend to foster behaviors that are low in conflict and high in prosociality, among their students, leading to a positive classroom climate and to a decrease in bullying victimization. However, little is known about the interaction between teacher responsiveness and both student–teacher, and student–student relationship characteristics, in influencing students’ bullying victimization at school. Here, we examined student–teacher relationship quality and students’ likeability among peers as predictors of in-school victimization. Additionally, we investigated the moderating role of teacher responsiveness over this link. Study sample consisted of 386 early-adolescent students (55.2% female, mean age [SD] = 12.17 [0.73]) and 19 main teachers (females, n = 14). Findings indicated that students’ exposure to victimization was positively associated with student–teacher conflict and negatively associated with likeability among classroom peers. Teacher responsiveness did not show a significant direct association with bullying victimization. However, when teachers showed high responsiveness, the strength of the association between student–teacher conflict and students’ likelihood of bullying victimization was slightly increased. The present study highlights the importance of considering the role of teacher responsiveness when modeling the link between student and teacher relationship quality and in school bullying victimization.

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Linking curriculum theory and linguistics: the performative use of ‘equivalence’ as an educational policy concept   总被引：1，自引：1，他引：0  

Tomas Englund  Ann Quennerstedt 《课程研究杂志》2013,45(6):713-724

The linguistic turn has helped to create new methods within social and educational theory. This study draws attention to the constitutive force of political language and the performative dynamics of one essentially contested concept—equivalence—in Swedish educational policy at both the national and the local level. It illustrates the way in which different interpretations of the concept of equivalence produce different truths, the performative concept thereby becoming a way of advocating particular understandings of the purpose of education.  相似文献   

Classification of lunge biomechanics with multiple and individual inertial measurement units     

Martin A. O’Reilly  Darragh F. Whelan  Tomas E. Ward  Eamonn Delahunt  Brian Caulfield 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(3):342-360

Lunges are a common, compound lower limb resistance exercise. If completed with aberrant technique, the increased stress on the joints used may increase risk of injury. This study sought to first investigate the ability of inertial measurement units (IMUs), when used in isolation and combination, to (a) classify acceptable and aberrant lunge technique (b) classify exact deviations in lunge technique. We then sought to investigate the most important features and establish the minimum number of top-ranked features and decision trees that are needed to maintain maximal system classification efficacy. Eighty volunteers performed the lunge with acceptable form and 11 deviations. Five IMUs positioned on the lumbar spine, thighs, and shanks recorded these movements. Time and frequency domain features were extracted from the IMU data and used to train and test a variety of classifiers. A single-IMU system achieved 83% accuracy, 62% sensitivity, and 90% specificity in binary classification and a five-IMU system achieved 90% accuracy, 80% sensitivity, and 92% specificity. A five-IMU set-up can also detect specific deviations with 70% accuracy. System efficiency was improved and classification quality was maintained when using only 20% of the top-ranked features for training and testing classifiers.  相似文献   

The fading of a teaching profession? reforms of early childhood teacher education in Sweden     

Maelis Karlsson Lohmander 《Early Years: An International Journal of Research and Development》2004,24(1):23-34

In Sweden, working with young children in institutions outside the home dates back to the late nineteenth century when public child care provision developed in a context of industrialization, urbanization and democratization. Out of the charitable work of unmarried women in these early institutions, pre‐schools and teacher education programmes developed. Over the years, pre‐school teacher education has undergone major changes, the most recent reform being the move into a system within which the previous eight distinctive teacher education programmes, pre‐school teacher education being one of them, have been replaced by one integrated teaching degree. This article addresses some major features of the development of pre‐school teacher education and concludes with a discussion of the most recent reform and its consequences for the early childhood teaching profession.  相似文献   

Attitudinal impact of hybridized writing about a socioscientific issue     

Louisa Tomas  Stephen M. Ritchie  Megan Tones 《科学教学研究杂志》2011,48(8):878-900

The development of scientifically literate citizens remains an important priority of science education; however, growing evidence of students' disenchantment with school science continues to challenge the realization of this aim. This triangulation mixed methods study investigated the learning experiences of 152 9th grade students as they participated in an online science‐writing project on the socioscientific issue of biosecurity. Students wrote a series of hybridized scientific narratives, or BioStories, that integrate scientific information about biosecurity with narrative storylines. The students completed an online Likert‐style questionnaire, the BioQuiz, which examined selected aspects of their attitudes toward science and science learning, prior to their participation in the project, and upon completion of the writing tasks. Statistical analyses of these results and interview data obtained from participating students suggest that hybridized writing about a socioscientific issue developed more positive attitudes toward science and science learning, particularly in terms of the students' interest and enjoyment. Implications for research and teaching are also discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 878–900, 2011  相似文献   

Rethinking democracy and education: Towards an education of deliberative citizens   总被引：4，自引：3，他引：1  

Tomas Englund 《课程研究杂志》2013,45(2):305-313

Neo-pragmatism focuses on communication as a democratic form of life. It therefore creates new visions for the relationship between democracy and education. Models for deliberative democracy inspired by neo-pragmatism are explicitly based on the need for education of citizens in deliberative capabilities and attitudes. The idea of deliberative democracy as an educational process is one where individuals bring different perspectives to on-going communication, which is here presented as an important way to interpret John Dewey, specifically his Democracy and Education. This approach to reading his work is compared initially with other and earlier ways of reading his work, i.e., the educational philosophies and movements of progressivism and reconstructionism.  相似文献   

Agreed discoveries: students’ negotiations in a virtual laboratory experiment     

Göran Karlsson  Jonas Ivarsson  Berner Lindström 《Instructional Science》2013,41(3):455-480

This paper presents an analysis of the scientific reasoning of a dyad of secondary school students about the phenomenon of dissolution of gases in water as they work on this in a simulated laboratory experiment. A web-based virtual laboratory was developed to provide learners with the opportunity to examine the influence of physical factors on gas solubility in water. An evaluation process involving 180 students revealed that the concepts connected to the dissolution of gas in water caused problems for the students even after having experimented with the virtual laboratory. To investigate the nature of learners’ reasoning about the visualised events, 13 video-recorded groups of learners were analysed. This study follows the reasoning of one group that displayed a possibly productive way of solving the problem. The results address the students’ general difficulty of discovering something that they are conceptually unprepared for within the virtual laboratory. The analysis shows how the students eventually found a way out of their dilemma by making an analogy with other dissolving processes. In effect, the analysis elucidates some of the analytical work that had to be done by the participants when collaboratively negotiating a shared meaning of a scientific concept in concord with a given task and set of instructional materials. Implications for design might be to provide the learning material with explicit hints that enable students to connect to specific phenomena related to the one investigated concept. The findings show the usefulness of video analytic research, informed by CA and ethnomethodology. This analytical framework can support design processes and provide useful information, which might identify hurdles to learning a scientific concept by simulated events and pathways to overcome these hurdles.  相似文献   

Personality, assessment methods and academic performance     

Adrian Furnham  Sarah Nuygards  Tomas Chamorro-Premuzic 《Instructional Science》2013,41(5):975-987

This study examines the relationship between personality and two different academic performance (AP) assessment methods, namely exams and coursework. It aimed to examine whether the relationship between traits and AP was consistent across self-reported versus documented exam results, two different assessment techniques and across different faculties. There were 1,013 (622 female) university students from four British Universities in four faculties namely arts/humanities, social sciences, life/biological sciences and mathematical sciences. Participants completed a brief version of the Big Five inventory and a self-report measure of AP. Conscientiousness and Agreeableness were the strongest personality predictors of AP. Structural equation model showed that sex and personality effects on AP were invariant across different areas of study or degree types (humanities, social sciences, life sciences and hard sciences). Personality variables are stable, robust and predictable correlates and determinants of AP. Conscientiousness, Openness and Agreeableness were positive predictors as measured by good grades whilst Neuroticism and Extraversion were correlates of weaker performance. Implications of these results refer how teachers choose to examine their pupils and to what extent students choose courses because of their known examination procedures.  相似文献   

Morality in parents’ stories of preschool choice: narrating identity positions of good parenting     

Marie Karlsson  Annica Löfdahl  Héctor Pérez Prieto 《British Journal of Sociology of Education》2013,34(2):208-224

This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility.  相似文献