Teachers’ Ways of Talking About Nature of Science and Its Teaching     

Lotta Leden  Lena Hansson  Andreas Redfors  Malin Ideland 《Science & Education》2015,24(9-10):1141-1172

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Swedish PE teachers’ understandings of legitimate movement in a criterion-referenced grading system     

Lena Svennberg 《Physical Education & Sport Pedagogy》2017,22(3):257-269

Background: Physical Education (PE) has been associated with a multi-activity model in which movement is related to sport discourses and sport techniques. However, as in many international contexts, the Swedish national PE syllabus calls for a wider and more inclusive concept of movement. Complex movement adapted to different settings is valued, and in the national grading criteria qualitative measures of movement are used. This research seeks to examine how the wider concept of movement is interpreted and graded. Drawing on Bernstein’s concept of the pedagogic device, the paper explores teachers’ roles as active mediators in the transformation of national grading criteria for movement and the kinds of movement that are valued in teachers’ grading practices. Purpose: The purpose of this study is to investigate what PE teachers consider legitimate movement in a criterion-referenced grading system and the factors that influence their grading practice. The Repertory Grid (RG) technique was employed in order to access their tacit knowledge. Methodology: Seven Swedish PE teachers were interviewed, all of whom teach and grade years seven to nine in different compulsory schools. Using the RG technique, the teachers were asked to reflect on the aspects they considered important for achieving a high grade. The national grading criteria for years seven to nine were then presented one at a time and the teachers were asked to describe how they assessed and graded each requirement. The teachers were also asked whether any specific factors had influenced their grading. In the content analysis, the second part of the interview was attended to first and the results were interpreted in light of Bernsteins’ concept of the pedagogic device. Findings: Sport techniques and competitive sports influenced the teachers’ interpretations of what constitutes complex movement. The aspect of fitness also appeared to be valued by the teachers in that it facilitates the valued movement. In some cases the difficulty of describing movement qualities in words could reduce the concept of movement to something measurable and quantifiable. The teachers’ concerns about students’ unequal opportunities to develop and demonstrate their skills also influenced the teachers’ interpretation of complex movement. Conclusions: In the transformation of national grading criteria to grading practice, the pedagogic actions taken inform and limit the way in which legitimate movement in PE is conceptualised. Adopting a concept of movement that is wider than competitive sports allows the structures of inequality to be addressed and enables the movements performed by students with other moving experiences than competitive sports to be valued. The tension between the demands of transparency in a high stakes grading system and the inability to articulate the quality of complex movements is problematic. There is a need to verbalise teachers’ conceptions about physical education knowledge to be able to discuss and develop the concept of movement. In this process, the RG technique is a potentially useful tool. Having the language to discuss movement qualities also enables us to strengthen the interrelation between curriculum, pedagogy and assessment.  相似文献   

Parents' views of the efficacy of conductive education in Sweden     

Lena Lind 《欧洲特需教育杂志》2013,28(1):42-54

Parents of children who have participated in a conductive education programme in Sweden were asked questions about their reasons for choosing the programme, the expectations they had of it and how they were fulfilled. The results showed that the parents were satisfied with the development of their child, and wanted to continue to take part in further courses with their child. They appreciated the intensive training and found it motivating and enjoyable for the child. They wanted an intensive training for their child because they believed that active training could help the child to develop. The parents learned more about cerebral palsy at the courses and now understood why and how they could train their child. Most of the parents continued the training at home with the child. They experienced financial difficulties in participating in further courses, and found it difficult to stay away from work and family for a long period of time.  相似文献   

Effects of high-complexity and high-cognitive-level instructional tasks in biology lessons on students’ factual and conceptual knowledge     

Christian Förtsch  Sonja Werner  Lena von Kotzebue  Birgit J. Neuhaus 《Research in Science & Technological Education》2018,36(3):353-374

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International orientierte höhere Schulen in Deutschland – Zwei Varianten von Internationalität im Wechselspiel von Institution und Schülerbiografie     

Werner Helsper  Heinz-Hermann Krüger  Lena Dreier  Catharina I. Keßler  Stephanie Kreuz  Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725

During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany.  相似文献   

Expectations versus reality: the case of Liberal Studies in Hong Kong’s new senior secondary reforms     

Dennis Fung 《Compare》2016,46(4):624-644

This article reports the findings of a five-year longitudinal study investigating the introduction of Liberal Studies in the context of Hong Kong’s new senior secondary educational reforms. The aim of this empirical research, which adopted diachronic analysis to allow comparisons over time, was to compare teachers’ and students’ perceptions of the Liberal Studies curriculum before and after its introduction. Methodologically speaking, the study was informed by documentary inquiry, with approximately 560 newspaper articles and government reports collected to identify the issues surrounding the curriculum debate. Questionnaire-based surveys conducted in the pre- and post-reform periods revealed a sharp contrast between expectations and reality for both participant groups following the curriculum’s introduction. Whilst the students demonstrated favourable attitudes towards Liberal Studies before studying the subject, a certain degree of disappointment was expressed after the new curriculum came into effect. In follow-up interviews with teachers, they expressed a lack of confidence in teaching such a multi-disciplinary subject and criticised the overly ambitious nature of the curriculum. Liberal Studies, as currently taught, runs the risk of falling out of favour with Hong Kong secondary school teachers, and the question of whether it will play an increasingly important role in promoting patriotic education after the demise of Moral and National Education is deserving of research attention.  相似文献   

Social factors and adult learners’ motivations in re‐entering higher education     

Tsz Man Kwong  Yan Fung Mok  Mui Ling Kwong 《International Journal of Lifelong Education》2013,32(6):518-534

While there is less doubt that adult learners are motivated by different reasons to re‐attend school, it is important to note that, other than psychological factors, social factors are also important in shaping the participation decision. Although researchers have attempted to include social factors in participation models, there is not a conclusive relationship between socioeconomic background and motivation for participation. This study attempts to clarify the linkage between different social factors and adult motivations in re‐entering school to acquire a university degree. By regressing motivations onto three sets of social variables, we found that family role and social position have significant impact in affecting some of the motivations for re‐entering school. These results confirm that adult motivations to learn are embedded within the social lives of adults.  相似文献   

Cognitive load in algebra: element interactivity in solving equations     

Bing Hiong Ngu  Siu Fung Chung  Alexander Seeshing Yeung 《教育心理学》2015,35(3):271-293

Central to equation solving is the maintenance of equivalence on both sides of the equation. However, when the process involves an interaction of multiple elements, solving an equation can impose a high cognitive load. The balance method requires operations on both sides of the equation, whereas the inverse method involves operations on one side only. In an experiment, middle school students (N?=?71) were randomly assigned to the balance and inverse methods to complete a pre-test, an acquisition phase and a post-test. Pre-test and post-test comparisons found that the inverse group outperformed the balance group for those equations that involved high element interactivity. Instructional efficiency measures further confirmed that the balance method imposed higher cognitive load. The inverse method was capable of reducing cognitive load due to the interacting elements.  相似文献   

Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking     

Keller  Lena  Cortina  Kai S.  Müller  Katharina  Miller  Kevin F. 《Instructional Science》2022,50(2):251-272

Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed.

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Promoting basic arithmetic competence in early school years–using a response to intervention model     

Helena Roos  Linda Fälth  Lena Karlsson  Camilla Nilvius  Heidi Selenius  Idor Svensson 《Journal of Research in Special Educational Needs》2023,23(4):313-322

This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.  相似文献