The Most Important Thing: Students with Reading and Writing Difficulties Talk About their Experiences of Teachers' Treatment and Guidance     

Cecilia Nielsen 《Scandinavian Journal of Educational Research》2013,57(5):551-565

Dyslexia is a well-known phenomenon and help and assistance are offered to pupils and students who experience literacy difficulties on a regular basis. But what help do they need and want? In this article the responses people with reading and writing difficulties/dyslexia give to this question are discussed. What, if we take the student's own viewpoint, is the most important thing the teacher can do? The students never mention any particular teaching methods. What appears as important to them is that the teacher sees them as individuals, not just as dyslectics, understands the special difficulties with which each individual must grapple, and provides the students with suitable tools for their learning as well as necessary time and space.  相似文献   

Scaffold instruction at the workplace from a situated perspective     

Klaus Nielsen 《Studies in Continuing Education》2013,35(3):247-261

This article proposes the need to address scaffold instructions from a situated learning perspective. Based on an empirical study of how apprentice bakers learn their trade, it is claimed that studies of learning at the workplace yield important insights into our understanding of scaffold instructions. Seen from the perspective of the apprentices, scaffold instruction represents access to more responsibility in practice, it supports their identities as future bakers and they learn bodily know-how. When scaffold instruction failed, it was often in relation to situations where the apprentices were placed in marginal positions in the community of practice or in relation to a central workplace situation.  相似文献   

Changes in BSc Business Administration and Psychology students’ learning styles over one,two and three years of study     

Tine Nielsen 《Studies in Educational Evaluation》2013

Knowledge on general or discipline-specific changes in the learning styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the learning styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic learning styles decreased significantly for all three year groups. The Judicial learning style increased significantly for the year groups who had studied for two and three years. The Global learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research.  相似文献   

Critical Thought within the Social Welfare Policy Course     

Julie A. Steen 《Journal of Teaching in Social Work》2013,33(1):14-28

Critical thought is a necessary element for proficient practice in social work at both the micro and macro levels. For this reason, social work educators must seek to integrate critical thought in BSW and MSW curricula. This article provides a method for achieving this integration in the social welfare policy course. The method includes the four following phases: instruction regarding logical errors, presentation of logical errors in contemporary political debate, demonstration of critical thought in policy position analysis, and self-assessment of one's own logic. The implications of this method for practice in a values-based context are discussed.  相似文献   

Inter and intra-document contexts applied in polyrepresentation for best match IR     

Mette Skov  Birger Larsen  Peter Ingwersen 《Information processing & management》2008

The principle of polyrepresentation offers a theoretical framework for handling multiple contexts in information retrieval (IR). This paper presents an empirical laboratory study of polyrepresentation in restricted mode of the information space with focus on inter and intra-document features. The Cystic Fibrosis test collection indexed in the best match system InQuery constitutes the experimental setting. Overlaps between five functionally and/or cognitively different document representations are identified. Supporting the principle of polyrepresentation, results show that in general overlaps generated by three or four representations of different nature have higher precision than those generated from two representations or the single fields. This result pertains to both structured and unstructured query mode in best match retrieval, however, with the latter query mode demonstrating higher performance. The retrieval overlaps containing search keys from the bibliographic references provide the best retrieval performance and minor MeSH terms the worst. It is concluded that a highly structured query language is necessary when implementing the principle of polyrepresentation in a best match IR system because the principle is inherently Boolean. Finally a re-ranking test shows promising results when search results are re-ranked according to precision obtained in the overlaps whilst re-ranking by citations seems less useful when integrated into polyrepresentative applications.  相似文献   

Editorial     

Riess  Falk  Nielsen  Telsche 《Science & Education》2000,9(4):325-326

Science &; Education -  相似文献   

Integration of Multicultural Video Strategies that Transform Entertainment into Historical Film Literacy     

Greg Nielsen 《Multicultural Perspectives》2014,16(4):223-228

According to many educators, textbooks will eventually be replaced by digital versions. Today's teachers, school administrators, and education policy makers are often digitally disconnected or at best digital immigrants, individuals who were born before the existence of digital technology and adopted it later in life. Unfortunately, when students enter most classrooms they are expected to turn off their digital devices and learn through textbooks and teacher-led discussions. This digital disconnect is counterproductive to cultivating film/video literacy, an innovative method that has been supported by the National Council of Social Studies (NCSS) as a means to make learning relevant and meaningful for all students in social studies classrooms. The purpose of this study is to showcase the NCSS position through two lenses: Look closely at film and video viewing strategies currently in place in social studies classrooms and point toward viewing strategies that bring engagement and deeper thinking and responses to interact with ideas and information for all students.  相似文献   

‘Who is zooming who’? A study of young PE-students in their figurations     

Stine Frydendal Nielsen  Lone Friis Thing 《Sport, Education and Society》2019,24(5):480-490

The article presents an analysis of 93 essays written in an upper secondary school context. The essays were collected in relation to a larger research project, which went on for 5 years in a Danish upper secondary school (2010–2015). The material represents both genders and the students are 15–17 years old. We deploy a theoretical framework taken from Norbert Elias’ notion on established-outsider relations [Elias, N., &; Scotson, J. L. (1994 [1965]). The established and the outsiders. London: SAGE] as well as his use of personal pronouns [Elias, N. (1978). What is sociology? London: Hutchinson, Elias, N. (2001). The society of individuals. New York: The Continuum International Publishing Group] in illustrating how people negotiate, position and navigate within figurational contexts [Elias, N. (1994 [1939]). The civilizing proces. Oxford: Blackwell.]. We do this in an effort to interpret how young people negotiate ‘we-I-relations’ when it comes to their sporting identity. Elias’ processual framework provides a tool for a much needed analysis of how young people continually orientate and develop their sense of selves. The web of human interdependencies and processes of change are key words when it comes to understanding the social practices and doings of the students’ constructions of self-steering. What social scientists may see as laziness and drop-outs of sports [Seippel, Ø. (2016). Prek, vekker og kjedelig? Trening og mening blant ungdom: 1985–2013. In Ø. Seippel, M. K. Sisjord, &; Å Strandbu (Eds.), Ungdom og Idrett. Oslo: Cappelen Damm Akademisk] can in the essays of students be analysed as a struggle for group connectedness and social inclusion in the classroom. The results of our research show that identity is a multiple concept and an ongoing process of emotional work [Elias, N. (1987). On human beings and their emotions: A process-sociological essay. Theory Culture Society, 4, 339–361], but also a power balance of playing and presenting what is imagined as the right performance as not being shamed as outcasts.  相似文献   

Development and Initial Validation of the Volition in Exercise Questionnaire (VEQ)     

P. Elsborg  J. M. Wikman  G. Nielsen  A. Tolver  A.-M. Elbe 《Measurement in physical education and exercise science》2017,21(2):57-68

The present study describes the development and validation of an instrument to measure volition in the exercise context. Volition describes an individual’s self-regulatory mental processes that are responsible for taking and maintaining a desirable action (e.g., exercising regularly). The scale structure was developed in an exploratory factor analysis which resulted in a reliable structure of the following six factors: Volitional Inhibition—Reasons, Volitional Inhibition—Postponing Training, Volitional Facilitation—Self-Confidence, Volitional Inhibition—Unrelated Thoughts, Volitional Inhibition—Approval From Others, and Volitional Facilitation—Coping with Failure. A sound theoretical explanation for these six factors is based on the Personal System Interaction Theory. This six-factor structure was also confirmed in a new sample in a confirmatory factor analysis, delivering an 18-item questionnaire with strong model fit and good internal consistency. In addition, the Volition in Exercise Questionnaire showed convergent validity because it was able to predict exercise participation. It showed incremental validity by explaining additional variance to the Sport Motivation Scale’s well-established predictors of exercise participation.  相似文献   

Book reviews     

Franz Hilker  Alan C. Purves  Edmund King  Fernand Hotyat  Gordon Bishop  Birger Bromsjö  A. Harry Passow  Willard C. Olson  Gilbert de Landsheere  Douglas M. McIntosh  John I. Goodlad 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1967,13(3):356-376

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