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Gunvor Birkeland Wilhelmsen Monica L. Aanstad Eva Iren B. Leirvik 《Support for Learning》2015,30(2):134-149
This article presents experiences from vision research implemented in education and argues for the need for teachers with visual competence and insight into suitable methods for stimulation and learning. A new type of continuing professional development (CPD) focuses on the role of vision in children's learning and development, the consequences of frequently occurring vision disturbances and related new educational possibilities. Participating teachers undertake a period of practical teaching training in their home community. Two students' cases visualise the need to break out of the narrow definition of visual impairment and become capable of evaluating the visual challenges affecting many pupils and their learning. The two cases presented represent various issues of visual challenges; both reached a better functional level, including better reading, following improved vision after the educational interventions. These results illustrate that vision competence in schools is most useful and ought to be widely accessible. 相似文献
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Gunvor Løkken 《International journal of qualitative studies in education》2013,26(5):531-542
In this paper the playful qualities of the social "style" of toddler body-subjects are traced in reviewing actual toddler peer studies in French, Italian, and Norwegian day care. Subsequent to a short presentation of the phenomenologically related concept of the toddling "style," the notion of playful quality is discussed and elaborated in relation to a mood for playing, the Here and There movement and the quality of recurrence. A playful "glee concert" performed by a group of seven toddlers in a Norwegian barnehage (day care), is interpreted as the children's making music together, with no adult "conductor" present. Furthermore, the phenomenon of proto tutoring in toddler peer play, and certain mediating elements of such play, are discussed. Finally, the existential value of the toddling Being of I, Thou and We in the everyday context of day care is considered. 相似文献
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Gunvor Guttorm 《The International Journal of Art & Design Education》2012,31(2):180-190
In this article, I intend briefly to present some views of how cultural expressions can be used as a basis of artistic education of an indigenous people in a particular area. In the past 30 years, indigenous peoples have demanded that their cultural expressions (and knowledge) be included in higher education; to achieve this, they have applied diverse strategies. This integration is, however, a complex process, as universities or institutions of higher education often have to follow national programmes and regulations concerning higher education. Nevertheless, many indigenous peoples have attempted, in their regions, to create art programmes for higher education, often as part of another art programme, or as an independent programme. The case that I use in the presentation is based on my work at Sámi allaskuvla/the Sámi University College in Guovdageaidnu (Kautokeino) in the Sámi area of Norway. The main question here is: How and under what conditions is it possible to launch higher art education that has duodji as its foundation? A key question is what the significance of the overall discourse and praxis that has emerged and developed in indigenous societies is when it is transferred to higher education. 相似文献
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Rand, G. & Rand, P. The Effects of Working Atmospheres on Creativity. Scandinavian Journal of Educational Research 22, 91‐106. Previous studies on effects of variations in working atmosphere upon creativity have shown confusing results. Part of an explanation of this confusion may be found in this report. Data were gathered from 588 sixth grade Oslo children (301 boys, 287 girls). Half of the Ss worked on two originality tests under relaxed and the other half under stressful working conditions. There is a clear difference between the distributions of creativity scores in the two atmosphere groups. The percentages of very low and very high scores are lower in the stressful than in the relaxed group. This difference is found regardless of sex, intelligence or test anxiety of the Ss. If this difference in percentages indicates that two counteracting tendencies are at work simultaneously, when we shift from one type of working atmosphere to the other, mean scores may not be well suited for the presentation of data pertaining to the effects of working conditions. As previous studies often have relied on mean values in data presentation, this may, at least partly, account for the confusing results. 相似文献
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