Different children’s perspectives on their learning environment     

Gunilla Sandberg 《欧洲特需教育杂志》2017,32(2):191-203

This article reports and discusses findings from an ethnographic case study, aiming to gain a deeper understanding of how different children perceive their learning environment in the first grade of primary school, with regard to social as well as academic aspects. The theoretical framework is based on an interactional perspective, where children’s learning and development are considered to take place in a dynamic and ecological system. The reported results are based on interviews with 16 children, and observed teaching situations during the first year of primary school. Research among children demands special ethical considerations, such as how to avoid questions and interest from the researcher affecting the position of children being vulnerable in some way. The findings show that, within a group of children, facing a similar learning environment, there are significant differences between the experiences expressed. The findings presented support the importance of listening to children when planning educational settings. Listening to and taking into account the children’s different voices is an essential part of research and education that strives for inclusion, learning and well-being of all children.  相似文献   

Bureaucracies in Schools—Approaches to Support Measures in Swedish Schools Seen in the Light of Skrtic’s Theories     

Margareta Sandström  Nina Klang  Gunilla Lindqvist 《Scandinavian Journal of Educational Research》2019,63(1):89-104

In Sweden, policy changes for provision of special support have been introduced, implying that teachers are obliged to provide and evaluate extra adaptations in regular classrooms prior to referring pupils to special support. The policy changes raise questions about school staffs’ views of support measures and of necessary professional competence for provision of the support measures. We conducted focus group interviews with 60 school staff representatives—headmasters, general education teachers, and special educators/school welfare teams—about their understandings of the new policy. The data were analyzed qualitatively, with the objective to explore school staffs’ approaches to the policy changes. Two main “ideal type approaches” were discerned, using Skrtic’s theories, viz. the bureaucracy approach and adhocracy approach. In the light of Skrtic’s theory, professionals’ reasoning about the new policy may reflect difficulties that are encountered in the process of implementing the policy in bureaucracy-steered schools.  相似文献   

Teaching Science as a Process,Not a Set of Facts     

Öberg  Gunilla  Campbell  Alice  Fox  Joanne  Graves  Marcia  Ivanochko  Tara  Matsuchi  Linda  Mouat  Isobel  Welsh  Ashley 《Science & Education》2022,31(3):787-817

Science & Education - The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education...  相似文献   

‘We Have to Go Where the Money Is’—Dilemmas in the Role of Nutrition Scientists: An Interview Study     

Anna Paldam Folker  Lotte Holm  Peter Sandøe 《Minerva》2009,47(2):217-236

In Western societies scientists are increasingly expected to seek media exposure and cooperate with industry. Little attention has been given to the way such expectations affect the role of scientific experts in society. To investigate scientists’ own perspectives on these issues eight exploratory, in-depth interviews were conducted in Denmark with reputable nutrition scientists. Additionally, eight interviews were held with ‘key informants’ from the field of nutrition policy. It was found that nutrition scientists experience two dilemmas: first, between their aspiration to make a collective impact on public health and the powerful incentives of each to appear frequently in the media with new messages; second, between their need to cooperate with the food industry for financial reasons and their fear that this may compromise their independence and scientific integrity. It is argued that the dilemmas identified in this study should be dealt with openly by the relevant groups of scientists.  相似文献   

Explicit and implicit perspectives on research-based teacher education: newly qualified teachers’ experiences in Finland     

Jessica Aspfors  Gunilla Eklund 《师资教育杂志》2017,43(4):400-413

Much of the international debate and research on teacher education has centred on how the preparation of teachers should be organised. In contrast to many other countries, teacher education in Finland has been university-based for decades and has a strong research-based approach. This inductive study describes newly qualified teachers’ (NQTs) experiences of research-based teacher education. The study uses data from semi-structured interviews with 10 newly qualified primary school teachers that were conducted in 2016, directly after they had finished their master’s degrees but had not yet begun to work as teachers. A qualitative content analysis identified three main knowledge areas that describe NQTs’ experiences: personal development, teacher professional competence and research competence. The results demonstrate that students in research-based teacher education gain a solid basis for their future teacher profession, as well as experiencing legitimacy and a high level of status in society. Their education encourages them to become innovative and professional teachers who are prepared to honour the trust and autonomy given to them by society.  相似文献   

SENCOs: vanguards or in vain?     

Gunilla Lindqvist 《Journal of Research in Special Educational Needs》2013,13(3):198-207

In Sweden today, special educational needs coordinators (SENCOs) are educated at universities to help resolve educational problems related to children in need of special support at three levels, that is, the organisational level, the classroom level and the individual level. Before the education of SENCOs was created in the early 1990s, special teachers were the occupational group that worked primarily on an individual level. Children's school problems were then seen as individual deficits. SENCOs can be seen as vanguards in changing an educational system from primarily focusing on an individual perspective to a broader focus on the entire learning environment. How has the occupational role of SENCOs affected schools? The overall aim of this study is to investigate possible changes within a school system when the introduction of a new occupational group, SENCOs, challenges established structures. More specifically, this paper studies how different occupational groups view where and in what ways SENCOs work and should work. Three different questionnaires are the basis of this analysis of SENCOs' present situation within the Swedish educational system. A number of interesting findings were detected in this study. For example, several occupational groups respond that SENCOs should work with individually taught special education. Meanwhile, a pattern emerges in which SENCOs seem to have partly established a new work role. However, little is known about how these changes affect children in need of special support.  相似文献   

Creative Endeavors: Inspiring Creativity in a First Grade Classroom     

Susan W. Cress  Daniel T. Holm 《Early Childhood Education Journal》2016,44(3):235-243

With an emphasis on high-stakes testing and a focused curriculum, it would seem at times, the joy of creativity is missing from the classroom. This article describes a curricular approach the children named “Creative Endeavors”, as implemented by a first grade teacher. The approach is described in three phases. In the exploratory stage the children were presented with various media, made requests for additional materials, and explored different forms of expression. In the second phase the children made choices based on interests, and typically worked with others in a spirit of collaboration with an emphasis on the process of the project as well as affective responses. In the final phase of intentional planning, children began to independently design, construct, and take responsibility for their project working alone or with others. Phases are intended to provide a blueprint for other teachers to explore creative endeavors in the classroom. Children in this project communicated through various media including sewing, photography, and drama. Through collaborating with peer and choosing projects, the children became authentically engaged in the various classroom experiences. Although the curricular approach was intended to foster creativity, in each phase writing about their projects became a natural and critical element in the process. Children wrote about their experiences, the steps they took to take part in the process, why they chose it, and reflected upon the projects undertaken.  相似文献   

Teachers’ Perspectives on Promoting Reading and Writing for Pupils with Various Linguistic Backgrounds in Grade 1 of Primary School     

Gunilla Sandberg  Martina Norling 《Scandinavian Journal of Educational Research》2020,64(2):300-312

ABSTRACT

The aim of this study is to gain a deeper understanding of teachers’ perspectives on promoting reading and writing for pupils with various linguistic backgrounds in grade 1. Focus group interviews were conducted with 17 teachers who work in preschool classes and in grade 1. The teachers’ perspectives on reading and writing can be characterised as balanced, in the sense that the teachers describe how they work with both the technical and the learning-oriented dimension. The number of different languages spoken in their classes is regarded in a positive manner, but it also leads to major challenges, such as not having enough time for all of the pupils and not having sufficient knowledge of multilingualism.  相似文献   

Childhood environment of adult psychiatric outpatients in Norway having been bullied in school     

Fosse GK  Holen A 《Child abuse & neglect》2002,26(2):129-137

OBJECTIVE: The goal of this study was to contrast the childhood environment of adult psychiatric outpatients reporting to have been bullied at school with those who were not. METHOD: One-hundred-sixty consecutive adult outpatients from a psychiatric clinic in Norway completed self-administered questionnaires about their psychosocial environment during childhood and adolescence. The frequency of being bullied was measured with an inventory used in schools. Also, the Parental Bonding Instrument (PBI) and the Childhood Trauma Questionnaire (CTQ) were used. RESULTS: Men who were bullied in childhood tended to grow up without biological fathers. Women who were bullied scored significantly lower on Father Care on the PBI and significantly higher on Emotional Neglect, Emotional and Physical Abuse and Physical Neglect on CTQ than those who weren't. CONCLUSIONS: The findings suggest that to be bullied in school years is associated with characteristic psychosocial features in the environment of early childhood and adolescence.  相似文献   

Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial     

Maria Keilow  Anders Holm  Mette Friis-Hansen  Rune Müller Kristensen 《School Effectiveness & School Improvement》2013,24(2):194-211

ABSTRACT

A main objective of classroom management (CM) is to raise students’ attention to their daily academic work by creating a classroom environment that supports academic and socioemotional learning. While studies have addressed CM effects on classroom-level behaviour or students’ academic outcomes, students’ attention skills been largely overlooked. This randomized controlled trial evaluates the effectiveness of a teacher-targeted CM intervention on students’ selective attention. Twenty-four primary schools were randomized into receiving the Inclusive And Appreciative Classroom Management (IACM) intervention (treatment) or a general information technology (IT) didactics course (control condition). All participating 1st-grade teachers and their students (N = 1,160) were followed for 1 year. Using repeated measurements of the d2 Test of Attention, we find that the IACM intervention improves students’ selective attention with .26 standard deviations. The effect is robust to the inclusion of student- and classroom-level characteristics. All analyses account for the variation across students, classrooms, and schools.  相似文献