How do university teachers combine different approaches to teaching in a specific course? A qualitative multi-case study     

Kaire Uiboleht  Mari Karm  Liisa Postareff 《Teaching in Higher Education》2016,21(7):854-869

Teaching approaches in higher education are at the general level well researched and have identified not only the two broad categories of content-focused and learning-focused approaches to teaching but also consonance and dissonance between the aspects of teaching. Consonance means that theoretically coherent teaching practices are employed, but dissonance occurs when two broad approaches are combined. Previous studies researched teaching approaches at the general level, whereas the present study, researched approaches to teaching at the course level. Three university teachers were interviewed in depth about their teaching approach to one particular course. Data were analyzed using qualitative content analysis. While previous studies have found that dissonance occurs between different aspects of teaching, this multi-case study revealed that dissonance can also be found within a single aspect. The present study suggests that neither content- nor learning-focused approaches to teaching are mutually exclusive and therefore may co-exist in individual teachers’ practices.  相似文献   

Travelling academics: the lived experience of academics moving across countries     

Liisa Uusimaki  Susanne Garvis 《高等教育研究与发展》2017,36(1):187-200

The article reports on a study that explored the personal narratives of two female travelling academics at a Swedish University who had moved from Australia. To complement previous accounts of difficult migration and enculturation within the research literature, this article focuses mainly on the successful experiences of the academics and how their own sense of agency allowed them to navigate the new educational context. The article identifies key factors that have enacted these achievements and contributes to the understanding of travelling academics and their needs as they move to new higher education contexts. In particular, the article contributes to the long-term migration to a non-English-speaking country (Sweden) by two academics who had previously studied and worked within an English-speaking university system (Australia). In conclusion, the article suggests ways pedagogy and policy can respond to support other international academics who choose to travel and work in another country, enhancing and ‘living’ internationalization within the global world.  相似文献   

Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university     

Eeva Pyörälä  Laura Hirsto  Auli Toom  Liisa Myyry  Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.  相似文献   

CHALLENGING THE WESTERN APPROACH TO CULTURAL COMPARISONS: YOUNG PUPILS’ AFFECTIVE STRUCTURES REGARDING MATHEMATICS IN FINLAND AND CHILE     

Laura Tuohilampi  Markku S. Hannula  Leonor Varas  Valentina Giaconi  Anu Laine  Liisa Näveri  Laia Saló i Nevado 《International Journal of Science and Mathematics Education》2015,13(6):1625-1648

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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   

Not just another evaluation: a comparative study of four educational quality projects at Swedish universities     

Karlsson  Sara  Fogelberg  Karin  Kettis  Åsa  Lindgren  Stefan  Sandoff  Mette  Geschwind  Lars 《Tertiary Education and Management》2014,20(3):239-251

In this study, four recent self-initiated educational quality projects at Swedish universities are compared and analyzed. The article focuses on how the universities have handled the tension between external demands and internal norms. The aim is to contribute to an improved understanding of quality management in contemporary universities. On the one hand, the projects are found to be built on similar rationales associated with accountability, reputation building and strategic management. This is interpreted as a response to the shared external policy context. They are also found to mirror similar ambitions regarding raising the status of education. On the other hand, the projects are found to differ considerably in their actual design, methodology, implementation, stakeholders and outcomes. This is interpreted as an active adaptation to the unique internal academic norms and cultures that exist in each university.  相似文献   

Challenges to electronic journal access and funding in health sciences libraries     

Salmi L  Puukko O  Valentine M 《Health information and libraries journal》2005,22(1):66-69

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Behavioral Regulatory Problems Are Associated With a Lower Attentional Bias to Fearful Faces During Infancy     

Eeva Eskola  Eeva-Leena Kataja  Jukka Hyönä  Tuomo Häikiö  Juho Pelto  Hasse Karlsson  Linnea Karlsson  Riikka Korja 《Child development》2021,92(4):1539-1553

To investigate the role of early regulatory problems (RP), such as problems in feeding, sleeping, and calming down during later development, the association between parent-reported RP at 3 months (no-RP, n = 110; RP, n = 66) and attention to emotional faces at 8 months was studied. Eight-month-old infants had a strong tendency to look at faces and to specifically fearful faces, and the individual variance in this tendency was assessed with eye tracking using a face-distractor paradigm. The early RPs were related to a lower attention bias to fearful faces compared to happy and neutral faces after controlling for temperamental negative affectivity. This suggests that early RPs are related to the processing of emotional information later during infancy.  相似文献   

Academics’ Strategies and Obstacles in Achieving Collaboration between Universities and SMEs     

Karlsson  Jan  Booth  Shirley  Odenrick  Per 《Tertiary Education and Management》2007,13(3):187-201

There is an ongoing debate both in the United States and Europe about the need to develop a broader view of scholarship and the different activities connected with it, including ‘service to the community’. This empirical study reveals that researchers who are engaged in collaboration with small and medium enterprises (SMEs) encounter many hindrances within the academic structure and obstacles due cultural differences that needs to be overcome. But it is also evident that they are creative and learn different strategies in accomplishing their goals and they also bring back useful experiences and knowledge from their cooperation into their research and teaching within the academic organization. We suggest that attention should be paid to the broader and more elaborate view of collaborative knowledge production that we present in the article if university structures are to provide better support for their academic staff to interact profitably with the community, and thereby create a ‘win-win situation’ for everyone involved.

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An idealistic view of teaching: teacher students’ personal practical theories     

Katriina Maaranen  Harri Pitkäniemi  Katariina Stenberg  Liisa Karlsson 《师资教育杂志》2016,42(1):80-92

Personal practical theories (PPTs) are built based on underlying beliefs, experiences, values and conceptions regarding ‘good teaching’. Having a vision of teaching and valuing the work may have a strong effect on one’s sense of identity, resilience and commitment. This study focused on Finnish teacher students’ (N = 84) PPTs constructed during the middle or at the end of their studies, on average during their fourth year of a five-year MA programme. All of the PPTs, written as statements (N = 647), were combined, and a unified conception of the theories was formed using inductive content analysis. The three main categories found were the foundations of good teaching, the teacher and the teacher’s daily work. The analysis of the statements shows that the notions of good teaching are very idealistic: they emphasise abstract ideologies and high standards for the teacher, but also everyday matters of teaching, although also here the ideology of the pupil’s individuality is at the centre. The paper concludes by arguing that it is good to have high aims and values for teaching, although in reality some of them might be difficult to achieve.  相似文献