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Katja Vähäsantanen Jaana Saarinen Anneli Eteläpelto 《International Journal of Educational Research》2009,48(6):395-404
This paper investigates agency among vocational teachers with reference to boundary-crossing between school and working life. Our study utilised interviews with sixteen Finnish vocational teachers. Adopting a narrative analysis approach, we found that the teachers had a variety of forms of exercising agency in terms of decisions deliberately taken, and the discourse and actions following these decisions. These forms were: (i) restricted agency, (ii) extensive agency, (iii) multifaceted balancing agency, (iv) situationally diverse agency, and (v) relationally emergent agency. The exercising of agency was intertwined with the main resources and constraints emerging from the teachers’ sense of their professional self, their awareness of their relationships to workplace personnel, and their views of the professional tasks determined by the school. Depending on its nature and direction, agency appears to create diverse conditions for teachers’ productive work in boundary-crossing settings, for developing education and for remaking the work practices of workplaces. 相似文献
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Nishen Anna K. Corcoran Katja Holder Katharina Kessels Ursula 《European Journal of Psychology of Education - EJPE》2023,38(1):367-387
When students are grouped into school tracks, this has lasting consequences for their learning and later careers. In Germany to date, some groups of students (boys, ethnic minority students) are underrepresented in the highest track. Stereotypes about these groups exist that entail negative expectations about their suitability for the highest track. Based on the shifting standards model, the present research examines if and how stereotypes influence tracking recommendations. According to this theory, members of negatively stereotyped groups will be judged more leniently or more strictly depending on the framing of the judgment situation (by inducing minimum or confirmatory standards). N = 280 teacher students participated in a vignette study in which they had to choose the amount of positive evidence for suitability they wanted to see before deciding to recommend a fictitious student to the highest track. A 2 (judgment standard: minimum vs. confirmatory) × 2 (target student’s gender: male vs. female) × 2 (target student’s ethnicity: no migration background vs. Turkish migration background) between-subjects design was used. No effects of target gender occurred, but the expected interaction of target’s ethnicity and judgment standard emerged. In the minimum standard condition, less evidence was required for the ethnic minority student to be recommended for the highest track compared to the majority student. In the confirmatory standards condition, however, participants tended to require less evidence for the ethnic majority student. Our experiment underlines the importance of the framing of the recommendation situation, resulting in a more lenient or stricter assessment of negatively stereotyped groups.
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Animations presented at different speed are assumed to differentially interact with learners’ perception and cognition due to the constraints imposed by learners’ limited sensitivity to incoming dynamic information. To investigate the effects of high and low presentation speed of animation, two studies were conducted. In Study 1, participants were 55 students who learned about the functioning of a four-stroke engine from an animation with user-controlled presentation speed. In Study 2, eye movements of 19 students were analysed for different system-controlled presentation speeds of animation. Results indicated that high presentation speeds accentuated global events (i.e., macro-events), whereas low speeds accentuated local events (i.e., micro-events). However, eye movements were primarily affected by the content rather than the presentation speed of animation. 相似文献
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AbstractThis article develops a conceptual model of users’ and designers’ knowledge roles in the information and communication technology design process. The “ideal” center at the intersection of the axes for division of knowledge work and privileging of knowledges represents a balanced distribution of knowledge work between users and designers and an avoidance of privileging either group over the other. The article then applies this model to analyses of the design process for six video games wherein the knowledges of Indigenous peoples in North America were mobilized. It concludes by discussing implications for research and design practice, particularly for broadening the participation and self-articulation of marginalized groups. 相似文献
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Readers are invited to imagine students helping to solve real-world sustainability problems brought to them by societal stakeholders
and simultaneously learning about and contributing to sustainable changes in society. Effective sustainability research education
engages students in just that. Higher education institutions are implementing this vision of education in entire curricula,
individual courses, and extracurricular research activities. In this article, we build on the literature to describe a vision
of sustainability research education and present an evaluative scheme for measuring its effectiveness. We apply the scheme
to two sustainability research-education projects in Switzerland to test its applicability and to identify achievements of
the projects and the areas where improvement is needed. Areas for improvement include collaboration between academics and
practitioners, joint problem definition, and the guidance of students to participate successfully in collaborative, real-world
projects. 相似文献
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We explain the rise and decline of regional clusters of creativity over time. We argue that this dynamic is the result of the interplay of individually rational decision-making processes with collective externalities of unplanned social encounters; migration to particular places at particular times interacts with a preference to engage with similar others. This interplay leads to the rise and subsequent decline of opportunities for encounters between people who operate in different domains, a basic requirement for radical innovative change. The consequent decline of formerly innovative regions creates opportunities for new innovative regions to emerge. We test this theory using three independently curated datasets. The first includes the geocoded places and years of the births and deaths of 124,860 notable individuals who lived in Europe between 1000 and 1900 CE, used to measure opportunities for domain-diverse encounters in regions and regions’ time-varying attractiveness in global mobility networks. The second and third datasets consist of the geocoded locations and founding years of 3,165 Catholic monasteries and of 16,596 publishing houses. We use these organizational innovations as robust, independent indicators for a region's capacity to foster incremental and radical change. Our paper aims to open a broader social network perspective on the rise and decline of regional clusters of creativity over time. 相似文献
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Goele Bossaert Hilde Colpin Sip Jan Pijl Katja Petry 《International Journal of Inclusive Education》2013,17(1):60-79
Social participation of students with special educational needs (SEN) is a key issue in the inclusion debate. However, the meaning of concepts like social integration, social inclusion and social participation used in current literature is often unclear. Recently, these concepts were clarified based on preschool and primary school literature. The current study assesses the meaning of these concepts for secondary school samples and possible differences with preschool and primary school. A literature review on secondary school literature, including 19 articles, revealed large parallels, i.e. the three concepts can be used as synonyms and include the same key themes: relationships, interactions, perception of the pupil with SEN and acceptance by classmates. Although the subthemes within the key themes largely concurred, one subtheme (i.e. self-perception of social interaction) was added and three subthemes, mentioned in the scheme based on preschool and primary school, were not found. 相似文献
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AbstractStudents with autism spectrum disorder (ASD) experience various functioning and participation problems in higher education, which may cause difficulties such as drop out or low grade point averages. However, it remains unclear how often and during which teaching and evaluation methods the functioning and participation problems occur and which reasonable accommodations are effective in dealing with them. These gaps in the literature are addressed in this survey-based study. In total, 43 students with ASD, 30 student counsellors and 43 students without a disability of institutions of higher education in Flanders (Belgium) participated in the study. The results show that students with ASD most frequently experience problems with verbal and non-verbal communication, are oversensitive to change and have difficulty distinguishing the gist of the syllabus from the details. Furthermore, it is shown that, on average, these problems arise mostly during classical teaching and evaluation methods. Finally, the perceived effectiveness of reasonable accommodations is dependent on the functioning and participation problem experienced by the student with ASD in higher education. In conclusion, both personal and environmental characteristics should be taken into account when selecting and implementing reasonable accommodations for these students. 相似文献
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Giovanna Fassetta Maria Grazia Imperiale Katja Frimberger Mariam Attia Nazmi Al-Masri 《欧洲教育》2017,49(2-3):133-150
This article discusses an action research study that involved the design and delivery of an online training course for teachers of Arabic to speakers of other languages in the Gaza Strip (Palestine). Grounded in Freirean pedagogy, the course aimed to respond to the employment needs of university graduates by creating opportunities for online language teaching. The action research study explored the dynamics at play within the online educational environment, to evidence elements that challenged and/or facilitated effective collaboration between trainers and trainees. This article retraces and discusses the processes through which the course moved from didacticism to engaged critical pedagogy. 相似文献