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Helena Johansson 《International Journal of Science and Mathematics Education》2016,14(6):1133-1152
This paper focuses on one aspect of mathematical competence, namely mathematical reasoning, and how this competency influences students’ knowing of physics. This influence was studied by analysing the mathematical reasoning requirements upper secondary students meet when solving tasks in national physics tests. National tests are constructed to mirror the goals stated in the curricula, and these goals are similar across national borders. The framework used for characterising the mathematical reasoning required to solve the tasks in the national physics tests distinguishes between imitative and creative mathematical reasoning. The analysis process consisted of structured comparisons between representative student solutions and the students’ educational history. Of the 209 analysed tasks, 3/4 required mathematical reasoning in order to be solved. Creative mathematical reasoning, which, in particular, involves reasoning based on intrinsic properties, was required for 1/3 of the tasks. The results in this paper give strong evidence that creative mathematical reasoning is required to achieve higher grades on the tests. It is also confirmed that mathematical reasoning is an important and integral part of the physics curricula; and, it is suggested that the ability to use creative mathematical reasoning is necessary to fully master the curricula. 相似文献
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Stefan Johansson 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):139-148
AbstractBackground: International large-scale assessments (ILSAs) are a much-debated phenomenon in education. Increasingly, their outcomes attract considerable media attention and influence educational policies in many jurisdictions worldwide. The relevance, uses and consequences of these assessments are often the focus of research scrutiny. Whilst some argue that the assessment outcomes provide an effective basis for informed policy-making, critics claim that the use of international assessment data can result in a range of unintended consequences, such as the shaping and governing of school systems ‘by numbers’.Purpose: This article explores and analyses the arguments about the uses and consequences of ILSAs. In particular, the discourse about the assessments’ consequential validity will be discussed and evaluated.Sources of evidence: Literature relating to the uses and consequences of large-scale assessment was analysed, with a focus on research on the consequential aspects of validity.Main argument: Much research suggests that ILSAs have unintended consequences that affect and influence educational policy. However, the influences on educational policy are complex and interwoven: for example, it is not clear-cut whether effects such as converging curricular are, necessarily, direct consequences of large-scale assessments. Further, it is suggested that a beneficial consequence of large-scale assessment is the infrastructure they provide for studies in the social sciences, although caution must be applied to causal claims, in particular because of the cross-sectional design of the assessments.Conclusions: The considerable literature discussing the uses and consequences of large-scale assessments tends to point out potential negative aspects of the studies. However, it is also apparent that large-scale international assessments can be a valuable resource for studying global trends and evolving systems in education. Despite the extensive debates around large-scale assessment outcomes both in the media and in educational policy arenas, empirical educational research all too often appears underused in the discussion. 相似文献
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Klara Bolander Laksov Tanja Tomson 《International Journal of Leadership in Education》2017,20(4):506-516
Research on educational leadership emphasizes the importance of having institutional leaders heavily involved with advanced instructional programming. Best practices for developing educational leadership in higher education health care and medical faculties have to be better understood. Within the framework of a seminar series, researchers and practitioners were involved in a dialogical process of inquiry, coupled with an explicit activity-oriented approach emphasizing empowerment among educational leaders. In a reflective paper, 10 participants of the seminar series elaborated on what it meant to develop and to ‘take’ leadership in your professional role and which factors that were identified as adding value to the development of professional leadership expertise. Qualitative content analysis was conducted resulting in thirteen categories reported in relation to Wenger’s theory of communities of practice. The findings show that educational leadership involves processes on the levels of students, teachers as community and at the organizational level. The individuals created a place for backstage conversations at which they got opportunity to develop their thinking and inspiration to break new ideas into their own educational communities. In addition, a systemic approach is essential for the effective implementation of educational leadership to reach all levels via interaction and communication across an organization. 相似文献
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This comparative small‐scale (Swedish and Polish sample) longitudinal qualitative study investigates political science students' conceptions of their studies, their future profession and their workplace learning. The students (10 in Sweden and 11 in Poland) were interviewed twice, first when they were at the end of their studies and a second time when they had worked for approximately one year. The questions asked were designed to try to understand the transition from higher education to work life. The results indicate that they bring with them a set of academic generic skills from their education when they enter working life. Furthermore, the students in the two countries have very different perceptions of the subject Political Science, and the expectations they have regarding their studies and future working life also differ considerably. 相似文献
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Viktor Johansson 《Educational Philosophy and Theory》2019,51(5):519-530
AbstractThis paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example. 相似文献
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Laaksonen T Sariola H Johansson A Jern P Varjonen M von der Pahlen B Sandnabba NK Santtila P 《Child abuse & neglect》2011,35(7):480-490
Objective
We examined (1) the prevalence of childhood sexual abuse (CSA) experiences as a function of cohort and gender, (2) the prevalence of factors associated with CSA as a function of cohort and whether the association of these factors with CSA remained the same irrespective of cohort, and (3) whether any cohort differences could be explainable by cohort differences in reporting bias.Method
We used the responses of 4,561 men (M = 29, SD = 7 years) and 8,361 female (M = 29, SD = 7 years) Finnish participants who responded to the Childhood Trauma Questionnaire-Short Form as well as questions regarding family structure.Results
The prevalence of CSA experiences varied between 0.7-4.6% for men and 1.8-7.5% for women depending on the item. Younger cohorts reported less CSA as well as less of the risk factors (physical neglect and abuse, emotional neglect and abuse, parental substances abuse, not growing up with both biological parents) that were positively associated with the likelihood of CSA. The effects of these risk factors did not vary as a function of the cohort. Also, the declining trend was not explainable by social desirability being higher in the younger cohorts.Conclusions
The results suggest that there is a real decline in the prevalence of CSA and it is associated with a simultaneous decline in factors associated with CSA. 相似文献7.
Björn Högberg Joakim Lindgren Klara Johansson Mattias Strandh Solveig Petersen 《教育政策杂志》2021,36(1):84-106
ABSTRACT Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6th and 7th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health. 相似文献
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Elsie Anderberg Lennart Svensson Christer Alvegrd Thorsten Johansson 《Educational Research Review》2008,3(1):14-29
In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners’ language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning. 相似文献
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