Archives,libraries, museums and the spell of ubiquitous knowledge   总被引：2，自引：0，他引：2  

Thomas Kirchhoff  Werner Schweibenz  Jörn Sieglerschmidt 《Archival Science》2008,8(4):251-266

This paper describes the convergence of libraries, archives, and museums in Germany from traditional brick-and-mortar institutions to a digital memory institution on the Internet. An implementation of such a digital memory institution is BAM—the joint portal of archives, libraries, and museums in Germany. BAM has the potential to serve as a single point of access to existing, but separate offerings of the several branches of cultural heritage, e.g. union catalogs, and a great number of separate digitization projects offering their content on the German Web. BAM can make an important contribution to the efforts of both the German governments (federal and states) and the European Union, which are in the process of establishing portals to cultural content on the Internet. The article gives an outline of the current undertakings and illustrates how the striving for ubiquitous knowledge delivered by Internet portals relates to the scientific tradition of documentation in Europe.  相似文献   

How subscription‐based scholarly journals can convert to open access: A review of approaches          下载免费PDF全文

Mikael Laakso  David Solomon  Bo‐Christer Björk 《Learned Publishing》2016,29(4):259-269

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Combating low completion rates in Nordic welfare states: policy design in Norway and Sweden     

Ingrid Helgøy  Anne Homme  Lisbeth Lundahl  Linda Rönnberg 《比较教育学》2019,55(3):308-325

ABSTRACT

Low completion rate in upper secondary education is seen as a big problem in the Nordic countries. School failure has shown to dramatically increase the risks for unemployment and labour market exclusion with severe consequences for both society and the young person. This paper analyses national policy measures to combat low upper secondary education completion rates in Norway and Sweden, often regarded as representing a social democratic welfare model and a universalistic transition regime. The analysis demonstrates that although this issue has received extensive political attention, the two countries display somewhat different policy designs. The Norwegian approach is proactive and targeted while the Swedish policy is more general and directed towards reforming organisational structures in upper-secondary education. In sum, our analysis demonstrates that national governance structures shape and influence policy design in the context of an increasingly diversified Nordic social democratic welfare state regime.  相似文献   

Adult practices and children's learning. Communication and the appropriation of cultural tools     

Roger Säljö 《European Journal of Psychology of Education - EJPE》1994,9(2):87-91

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The Competence Screening Questionnaire for Higher Education: Adaptable to the needs of a study programme     

Evelyn Bergsmann  Julia Klug  Christoph Burger  Nora Först  Christiane Spiel 《Assessment & Evaluation in Higher Education》2018,43(4):537-554

There is a lively discussion on how to evaluate competence-based higher education in both evaluation and competence research. The instruments used are often limited to course evaluation or specific competences, taking a rather narrow perspective. Furthermore, the instruments often comprise predetermined competences that cannot be adapted to higher education needs. The aim of this paper is to provide a flexible screening instrument into which practitioners/evaluators of study programmes can themselves insert the competences they are interested in, i.e. competences students ought to acquire through their study programme. The present study describes the development of the Competence Screening Questionnaire for Higher Education (CSQ-HE) in different domains of higher education. Results show that the CSQ-HE provides plausible screening information whilst fulfilling evaluation standards. It can be integrated into a higher education institution’s internal quality management system to demonstrate a programme’s legitimacy and enhance competence-based teaching and learning. Strengths, weaknesses and implications for practice are discussed.  相似文献   

Development of School Achievement in the Nordic Countries During Half a Century     

Jan-Eric Gustafsson  Sigrid Blömeke 《Scandinavian Journal of Educational Research》2018,62(3):386-406

The aim is to describe the development of achievement in compulsory school in the Nordic countries from the 1960s. The study relies on published results concerning literacy and numeracy from the international large-scale assessments between 1964 and 2012. Among others, the following conclusions are drawn: (1) for most countries, a small but consistent increase in the level of achievement was observed from the mid-1970s to around 1990 for both literacy and numeracy; (2) Finland improved literacy performance dramatically between the mid-1980s and the mid-1990s, which is hypothesized to be associated with the introduction of part-time special education; (3) for all countries performance declined from the late-1990s/early-2000s, which is hypothesized to be due to different factors in different countries.  相似文献   

Understanding middle leadership: practices and policies     

Special Issue Editors Peter Grootenboer  Christine Edwards-Groves  Karin Rönnerman 《School Leadership & Management》2019,39(3-4):251-254

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Highly committed teachers: what makes them tick? A study of sustained commitment     

Göran Fransson  Anneli Frelin 《Teachers and Teaching》2016,22(8):896-912

This article focuses on teacher commitment, and particularly on teachers displaying sustained high levels of commitment throughout their teaching careers (over 15 years). Graduates from one Teacher Education programme responded to an open-ended questionnaire conducted on 10 occasions concerning their work as teachers, from graduation in 1993 to 2013. Out of the 72 who responded on all nine occasions, eight teachers stating high levels of commitment throughout their careers were selected for additional interviews. A framework containing four commitment factors was used as the point of departure. Content analyses of the interview and selected questionnaire data then resulted in a revised framework of five factors: personal, teaching, school context, system context and professional development. Accounts from eight teachers with sustained high commitment illustrate the framework. The article offers an extended framework for understanding and categorising the factors that contribute to teacher commitment.  相似文献   

‘The funeral’: a study of children's shared meaning‐making and its developmental significance     

Annica Löfdahl Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(1):5-16

This article argues the need to examine communication in joint play situations rather than individual assessments in solitary play situations when children's development is focused. Informed by Bakhtin's dialogical and Moscovici's interactionist perspectives, observations were made of the interaction between two girls, aged 3½ and 4, playing at holding a funeral ceremony, in the setting of a Swedish pre‐school. The analysis shows that new knowledge occurred through negotiations of appropriate actions in play. The children's interactions resulted in shared meaning‐making of the funeral as a ritual of revival.  相似文献   

What church examination records can tell us about the inheritance of reading disability     

Ingvar Lundberg  Lars-Göran Nilsson 《Annals of dyslexia》1986,36(1):215-236

Long before the establishment of a general school system in Sweden (1842), a vast majority of the adult population had reached some reasonable level of reading literacy. The level of reading skill among the members of a household was assessed by the parish priest at annual catechetical examinations, and the results of these examinations were recorded in church registers. Eventually (in the 18th century) a 5-point grading scale was developed. In the present investigation, these unique records were used to study the transmission of low reading marks over successive generations in 17 families. For comparison, a set of 17 family trees originating from good readers was traced. The average scores of the descendants of poor readers were significantly lower than corresponding scores for descendants of good readers. However, the transmission patterns in the family trees of poor readers did not indicate any simple genetic mechanism. In another study, two dyslexic cases living today were traced backward to ancestors born around 1750. In one of the cases, a massive familial pattern of reading disability down to the eighth generation was observed, while most ancestors of the other case had average or above average reading skill as judged by the priests. The reasons for the absence of a simple hereditary pattern were critically discussed. This research was supported by a grant from the Swedish Council for Research in the Humanities and the Social Sciences. Birgitta Esberg served as research assistant.  相似文献