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Paul Horton Camilla Forsberg 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):95-110
ABSTRACTBackground Research suggests that negative peer interactions that compromise student safety and wellbeing often occur in spaces at school that are not easily visible, not adequately monitored, overcrowded and/or relatively unstructured. In a large online survey conducted in Swedish schools by the anti-bullying organisation, Friends, a small proportion of students indicated that they felt unsafe in the school canteen and responded to a question about why they felt unsafe there. As the canteen is often reported to be a space where negative peer interactions, such as harassment, bullying and other forms of school violence, occur, but little is known about why negative peer interactions occur there, we were particularly interested in exploring why some students perceived their school canteen to be an unsafe space.Purpose Taking a social-ecological perspective, our aim was to investigate why students reported feeling unsafe in the environment of the school canteen.Method In order to investigate this question, we analysed 1,547 responses from students in Swedish schools in grades 3–6 (ages 9–12). The responses were from the anti-bullying organisation Friends’ online questionnaires from 2011 to 2016. In the responses, students who indicated that they felt unsafe in the school canteen explained why they felt this way. Data were analysed qualitatively, using a six-step thematic approach.Findings The analysis identified four key themes: Space constraints, Time restrictions, The risk of social blunders and The negative actions of others. We discuss the findings in terms of the macrosystem, exosystem, mesosystem and microsystem.Conclusions In matters of student safety and wellbeing, we argue that it is not only important to consider the social context, but also how that context is interconnected with environmental and structural elements. 相似文献
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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
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Giuseppe Lippi Massimo Daves Camilla Mattiuzzi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):80-88
The use of contrast media such as organic iodine molecules and gadolinium contrast agents is commonplace in diagnostic imaging. Although there is widespread perception that side effects and drug interactions may be the leading problems caused by these compounds, various degrees of interference with some laboratory tests have been clearly demonstrated. Overall, the described interference for iodinate contrast media include inappropriate gel barrier formation in blood tubes, the appearance of abnormal peaks in capillary zone electrophoresis of serum proteins, and a positive bias in assessment of cardiac troponin I with one immunoassay. The interference for gadolinium contrast agents include negative bias in calcium assessment with ortho-cresolphthalein colorimetric assays and occasional positive bias using some Arsenazo reagents, negative bias in measurement of angiotensin converting enzyme (ACE) and zinc (colorimetric assay), as well as positive bias in creatinine (Jaffe reaction), total iron binding capacity (TIBC, ferrozine method), magnesium (calmagite reagent) and selenium (mass spectrometry) measurement. Interference has also been reported in assessment of serum indices, pulse oximetry and methaemoglobin in samples of patients receiving Patent Blue V. Under several circumstances the interference was absent from manufacturer-supplied information and limited to certain type of reagents and/or analytes, so that local verification may be advisable to establish whether or not the test in use may be biased. Since the elimination half-life of these compounds is typically lower than 2 h, blood collection after this period may be a safer alternative in patients who have received contrast media for diagnostic purposes. 相似文献
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Camilla B. Schwind 《Information processing & management》1983,19(4):223-235
This paper presents a formalism for the representation of complex semantic relations among concepts of natural language. We define a semantic algebra as a set of atomic concepts together with an ordered set of semantic relations. Semantic trees are a graphical representation of a semantic algebra (comparable to Kantorovic trees for boolean or arithmetical expressions). A semantic tree is an ordered tree with nodes labeled with relation and concept names. We generate semantic trees from natural language texts in such a way that they represent the semantic relations which hold among the concepts occurring within that text. This generation process is carried out by a transformational grammar which transforms directly natural language sentences into semantic trees. We present an example for concepts and relations within the domain of computer science where we have generated semantic trees from definition texts by means of a metalanguage for transformational grammars (a sort of metacompiler for transformational grammars). The semantic trees generated so far serve for thesaurus entries in an information retrieval system. 相似文献
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This paper addresses potential negative effects of systematic external competence assessment on different levels of the education system. We discuss possible sources of misinterpretations of competence assessment feedback, potential consequences of feedback and assessment for different education stakeholders (teachers, students, and educational administration) as well as negative effects of systematic competence assessment on the culture of teaching and learning. The paper concludes with some reflections on possibilities to prevent or reduce the discussed negative effects. 相似文献
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Barreto Lucas Passos Rodrigues Adriana Araújo Dutra de Oliveira Giordanna Camilla Bié de Almeida Laila Thayanne Gomes Felix Matheus Augusto Campelo Silva Penha de Souza Quadros Ana Luiza Macedo Andrea Mara Mortimer Eduardo Fleury 《Research in Science Education》2021,51(1):135-152
Research in Science Education - This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well... 相似文献
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Camilla Björklund Eva Ahlskog-Björkman 《International Journal of Early Years Education》2018,26(1):90-103
This study presents an analysis of preschool teachers’ reasoning about pedagogical goals. Of specific interest is how teachers in a Swedish and a Finnish context describe goals for children’s learning and how they describe them implementing these goals into their practice. The research question is thus: How are pedagogical goals perceived and enacted, in the thematic-oriented and play-based pedagogical practice of preschool? In-depth interviews were conducted with six preschool teachers, of which three expressed learning goals guiding their pedagogical work. The Variation Theory of learning is the guiding principle throughout the analysis, and reveals indirect and direct objects of learning and content for learning described by the three teachers. A deeper analysis of the features of these provides a comprehensive picture of pedagogical goals that are intertwined and move between activity goals, working goals and transdisciplinary goals. These results contribute to our understanding of the characteristics of preschool pedagogy and the complex pedagogical practice preschool entails. 相似文献
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Camilla Gåfvels 《Vocations and Learning》2016,9(2):133-149
This article focuses on assessment actions in floristry education, addressing how interaction with flowers influences and mediates vocational knowing. Using video recordings from floristry education for adults, the article explores the interaction between teacher and student when assessing on-going work and performance as a way to frame the teacher’s seeing in situ. Influenced by conversation analysis and moment-by-moment methods ─ including talk, gestures, and flowers as resources ─ the findings contribute to a holistic perspective on vocational floristry knowing. Different features of vocational floristry knowing are detected as part of the content in assessment actions: (i) aesthetic standards reflected in suggestions made by the teacher and student, (ii) financial awareness as a way of seeing flowers, and (iii) the use of context and change of perspective to take the customer into account. The findings demonstrate situated floristry knowing in action, which is displayed when the teacher enables the student to visualise and understand professional vision of flowers, traditions, and standards. 相似文献