Are online communities for young people an issue for education researchers? A literature review of Swedish and international studies within the educational field     

Camilla Jonsson 《Education and Information Technologies》2011,16(1):55-69

Issues concerning children and young people are of interest for the educational field as question about fostering, up-bringing, learning and socialisation are core topics for academic researchers in education. Today many young people in Sweden and around the world spend an increasing amount of their time in online communities or social networking sites. This article aims to investigate whether it also is highlighted by the education researchers. Is it an area to which educational researchers currently contribute? The goal for this article is to present research that is done regarding these issues. My findings show that few academic studies deal with youth and their online environments. Foremost is the research about Information and Communication Technology (ICT) in formal learning situations: in higher education, in schools and classrooms, among professional groups such as teachers and about more general computer use rather than on questions about the fostering or up-bringing of children online. This study implies that online activities for children and young people is a topic currently lying outside the educational research field, resulting in a discussion on why that can be. My work consisted of three parts: a manual search in Swedish research journals at a university library and by searching one Swedish (Libris) and one international (ISI Web of Science) online database. This activity took place in 2009 and covered research conducted between 2003 and 2008. I conclude that this area is one where educational expertise is lacking; hence further research is strongly required.  相似文献   

Evaluating a large-scale implementation of Assessment for Learning in Sweden     

Anders Jonsson  Christian Lundahl  Anders Holmgren 《Assessment in Education: Principles, Policy & Practice》2015,22(1):104-121

This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning.  相似文献   

Beyond knowledge management – understanding how to share knowledge through logic and practice     

Anna Jonsson 《知识管理研究与实践》2015,13(1):45-58

The aim of this paper is to develop our understanding of how knowledge is shared within a professional service firm. Insights from a 1-year ethnographic study suggest that it is important to go beyond the ‘theoretical limitations’ of knowledge management in order to understand how to manage knowledge within a firm. From the analysis of how knowledge is shared in practice, three logics emerge that help us understand not only how, but also why knowledge is shared among professionals within a professional service firm. A conceptual framework regarding how to better understand sharing, handling and developing knowledge within an organization is discussed, and implications for managers and future research are outlined.  相似文献   

The problem-solving process in physics as observed when engineering students at university level work in groups     

Peter Gustafsson  Gunnar Jonsson  Margareta Enghag 《European Journal of Engineering Education》2015,40(4):380-399

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Teachers’ implicit theories of intelligence: influences from different disciplines and scientific theories     

Anna-Carin Jonsson  Dennis Beach  Helena Korp  Peter Erlandson 《欧洲师范教育杂志》2012,35(4):387-400

A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most.  相似文献   

The Electronic Cataloging in Publication Cataloging Partnership Program: A Model for Cooperative Cataloging for the Twenty-First Century     

Karl E. Debus-López  Diane Barber  Caroline Saccucci  Camilla Williams 《Cataloging & classification quarterly》2013,51(1-3):25-54

The Library of Congress’ Cataloging in Publication (CIP) Program has been in existence for forty years. During this time, the CIP Program has moved from a model where the Library of Congress created all pre-publication metadata for publishers to a partnership where other libraries share in the creation of metadata. This article documents the evolution of the Electronic Cataloging in Publication (ECIP) Cataloging Partnership Program. The ECIP Cataloging Partnership Program can be used as a model to leverage limited resources across libraries to the benefit of library users nationwide.  相似文献   

Identifying ECIP Partner Needs: Survey Results on ECIP Set-Up     

Ilda Cardenas  Shi Deng  Camilla Williams 《Cataloging & classification quarterly》2013,51(5-6):553-570

Abstract

The Electronic Cataloging in Publication (ECIP) Cataloging Partnership Program began in 2004. It is a collaboration between the Library of Congress (LC) Cataloging in Publication (CIP) Program, publishers, and libraries across the United States. System set-up for the program proved challenging for library partners. A survey was conducted during February 8–March 6, 2018 to learn about ECIP partners’ ECIP set-up experience. The findings show that communication and training documentation are two key elements for the program to be effective and successful. The survey results helped the LC CIP program develop a new and improved ECIP system.  相似文献   

Temporal pattern analysis and its applicability in sport: an explanation and exemplar data   总被引：1，自引：1，他引：0  

Borrie A  Jonsson GK  Magnusson MS 《Journal of sports sciences》2002,20(10):845-852

Quantitative analysis of sports performance has been shown to produce information that coaches can use within the coaching process to enhance performance. Traditional methods for quantifying sport performances are limited in their capacity to describe the complex interactions of events that occur within a performance over time. In this paper, we outline a new approach to the analysis of time-based event records and real-time behaviour records on sport performance known as T-pattern detection. The relevant elements of the T-pattern detection process are explained and exemplar data from the analysis of 13 soccer matches are presented to highlight the potential of this form of analysis. The results from soccer suggest that it is possible to identify new profiles for both individuals and teams based on the analysis of temporal behavioural patterns detected within the performances.  相似文献   

Three Conceptions of Thermodynamics: Technical Matrices in Science and Engineering     

Frederik V. Christiansen  Camilla Rump 《Research in Science Education》2008,38(5):545-564

Introductory thermodynamics is a topic which is covered in a wide variety of science and engineering educations. However, very different teaching traditions have evolved within different scientific specialties. In this study we examine three courses in introductory thermodynamics within three different scientific specialties: physics, chemical engineering and mechanical engineering. Based on a generalization of Kuhn’s theory of disciplinary matrix, and the idea of boundary objects we analyse how basic thermodynamics theory is conceived in the different scientific specialties. The study is based on interviews with teachers and analysis of the different textbook traditions. It is concluded that teachers need to take into account how subject matter is conceived in other related scientific specialties when designing courses. Two examples demonstrating how this may be done are given.

Camilla RumpEmail:

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Additive and multiplicative effects of working memory and test anxiety on mathematics performance in grade 3 students     

Johan Korhonen  Mikaela Nyroos  Bert Jonsson  Hanna Eklöf 《教育心理学》2018,38(5):572-595

The aim of this study was to investigate the interplay between test anxiety and working memory (WM) on mathematics performance in younger children. A sample of 624 grade 3 students completed a test battery consisting of a test anxiety scale, WM tasks and the Swedish national examination in mathematics for grade 3. The main effects of test anxiety and WM, and the two-way interaction between test anxiety and WM on mathematics performance, were modelled with structural equation modelling techniques. Additionally, the effects were also tested separately on tasks with high WM demands (mathematical problem-solving) versus low WM demands (basic arithmetic). As expected, WM positively predicted mathematics performance in all three models (overall mathematics performance, problem-solving tasks, and basic arithmetic). Test anxiety had a negative effect on problem-solving on the whole sample level but concerning basic arithmetic only students with lower WM were affected by the negative effects of test anxiety on performance. Thus, students with low WM are more vulnerable to the negative effects of test anxiety in low WM tasks like basic arithmetic. The results are discussed in relation to the early identification of test anxiety.  相似文献