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71.
Johannes Lunneblad Thomas Johansson Ylva Odenbring 《International Studies in Sociology of Education》2019,28(1):63-80
The present study explores how officials in Swedish secondary schools define and categorize situations in which students have been exposed to violence in the school. The study is designed as a case study of two secondary schools, situated in two demographically different urban neighbourhoods. The results indicate that different socio-economic conditions influence how professionals categorize and explain violence, but also what strategies are used to deal with different incidents. In the socially disadvantaged area, there is closer collaboration with the police, and filing police reports is more common. In the school located in a middle-class area, professionals handle similar situations by collaborating with parents and using diagnoses as the main explanation for students’ problematic behaviour. 相似文献
72.
Patrik Johansson 《Educational Action Research》2017,25(1):167-181
There is a demand for educational research that addresses questions found in teachers’ practice. This line of research can be referred to as practitioner research, and it is motivated by the realisation that teacher professionalism is one of the most influential factors in determining student achievement. One question is whether the primary purpose of practitioner research should be to improve teaching practices, or to contribute to theoretical knowledge. Some argue that the primary concern should be contributions to changing practices, whereas others suggest that contributions to theory are equally important. The purpose of the article is to discuss how Learning study, regarded as a clinical research practice, can contribute to developing teaching practices and theory of history didactics in conjunction. Learning study is commonly described as an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning, which in this case was the learning of primary source analysis in history. Examples of how the Learning study contributed to practice and theory are presented. Contributions include the suggestion that knowing primary source analysis involves the ability to distinguish and separate three critical aspects in a temporal, human and contextual dimension, and that the students’ personal perspectives are vital and should be regarded in the design of tasks and teaching. Based on the findings it is argued that practitioner research could aim at developing educational practices in conjunction with contributions to theory, and that practice and theory are necessarily entwined in the research process. 相似文献
73.
Anna Johansson Nina Klang Gunilla Lindqvist 《Journal of Research in Special Educational Needs》2021,21(4):355-367
Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes’ (1958) concept of ‘dirty work’ and Abbott’s theory of profession (1988). 相似文献
74.
Drawing on qualitative interviews with Mixed martial arts (MMA) athletes and stakeholders, this study aims to investigate the relationship between, on the one hand, MMA as a spectacle and imaginary world, and on the other, the fighters’ experiences of violence, pain and ‘the real’. Analytically, we are influenced by the literature on the spectacle and on hyperreality. The results show that athletes’ negotiations concerning the sport largely connect to a particular way of approaching violence – culturally and in terms of physical experience. On the one hand, there is a desire to portray MMA as a civilized and regulated sport. The athletes develop different strategies by which to handle or renegotiate the physical force and violence in the cage. On the other hand, however, the fighters’ bodily control and management of their fear sometimes breaks down. When the spectacle of the octagon becomes ‘real’, the legitimacy of the sport is questioned. 相似文献
75.
Viktor Johansson 《Educational theory》2010,60(4):469-486
Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations. 相似文献
76.
Lennart Svensson Elsie Anderberg Christer Alveg?rd Thorsten Johansson 《Instructional Science》2009,37(3):205-225
Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject
matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected
to learn. There is also often a lack of identity of meaning between the same students’ use of the same expression from one
use of the expression to another, in very similar contexts. The context gives a specific meaning to any expression. This variation
in context and meaning is very central to the phenomena of teaching and learning. In educational research there is a need
to differentiate between specific meanings expressed in conceptualizing subject matter, on the one hand, and concepts and
meanings seen as parts of cognitive systems and social languages, on the other. The contextual character of the use of language
is crucial to the understanding of teaching and learning and needs to be more carefully considered. The article is a discussion
of the problem of varying meanings of language expressions in relation to major traditions of research, focusing on meanings
and concepts within the field of learning and teaching. 相似文献
77.
Jo Lunn Brownlee Eva Johansson Charlotte Cobb-Moore Gillian Boulton-Lewis Sue Walker Joanne Ailwood 《Education 3-13》2013,41(2):164-183
While investment in young children is recognised as important for the development of moral values for a cohesive society, little is known about early years teaching practices that promote learning of moral values. This paper reports on observations and interviews with 11 Australian teachers, focusing on their epistemic beliefs and beliefs about teaching practices for moral education with children aged 5–8 years. The analysis revealed three main patterns of thinking about moral education: following others, reflecting on points of view, and informing reflection for action. These patterns suggest a relationship between epistemic beliefs and beliefs about teaching practices for moral learning which have implications for teacher professional development concerning experiences in moral education. 相似文献
78.
S. Walker J. Brownlee C. Whiteford C. Cobb-Moore E. Johansson J. Ailwood 《Teachers and Teaching》2013,19(2):263-275
There is strong political and social interest in values education both internationally and across Australia. Investment in young children is recognised as important for the development of moral values for a cohesive society; however, little is known about early years teachers’ beliefs about moral values teaching and learning. The aim of the current study was to investigate the relationships between Australian early years teachers’ epistemic beliefs and their beliefs about children’s moral learning. Three hundred and seventy-nine teachers completed a survey about their personal epistemic beliefs and their beliefs about children’s moral learning. Results indicated that teachers with more sophisticated epistemic beliefs viewed children as capable of taking responsibility for their own moral learning. Conversely, teachers who held more naïve or simplistic personal epistemic beliefs agreed that children need to learn morals through learning the rules for behaviour. Results are discussed in terms of the implications for moral pedagogy in the classroom and teacher professional development. It is suggested that in conjunction with explicitly reflecting on epistemic beliefs, professional development may need to assist teachers to ascertain how their beliefs might relate to their moral pedagogies in order to make any adjustments. 相似文献
79.
Ulla Johansson 《International Journal of Inclusive Education》2013,17(2-3):265-280
In 1927 the Swedish grammar school opened up for girls. Thereby girls got access to higher education on the same conditions as boys, at least formally. Thus, many towns' boys and girls were seated in the same classroom. In the large cities, however, sex segregation remained, as separate grammar schools for girls were established and some boys' grammar schools were still reserved for boys. The main aim of this paper is to compare the process of gender construction in these different school forms during the period 1927–1960. The questions put are: Were the discourses and the discursive practices of these schools part of the politics of equality or the politics of difference with regard to gender? Which representations of gender and gendered patterns of communication and domination did they produce? The main data consists of interviews with 30 ex-students of coeducational schools and female and male single-sex schools. The conclusion is that the pedagogy in all school forms was inscribed within the meritocratic discourse of equality, which was also important in shaping the students' subjectives. Both girls and boys had to prove themselves worthy of the privilege of attending the grammar school, and in this respect girls as a group were more successful than boys. To begin with the politics of equality also operated in the norms for how girls should dress and look, but later on a discrete make-up was allowed. The politics of difference was manifest in the swot syndrome, the techniques for punishments and rewards, and also, at least partly, in physical education. It was also manifest in the traditional representations of masculinity and femininity, like the male breadwinner and the housewife, prevalent in boys' grammar schools. Girls in female single sex schools, on the other hand, were firmly determined to make a career of their own. 相似文献
80.
Shruti Taneja Johansson 《International Journal of Inclusive Education》2013,17(12):1219-1236
Post Salamanca, inclusive education was incorporated in government policies in countries of the North and South. Since then there have been numerous books, articles, and academic debates on the topic but with little representation from the South. This article examines how inclusive education is conceptualised in India, within four recent government policies and in practice. It draws on interview data from a larger study conducted in the metropolitan city of Kolkata and document data. The findings suggest the term inclusive education is well established in government policies and amongst school heads, special educators, and counsellors. While there is consensus on the ‘goodness' of inclusive education and it being synonymous with children with disabilities, there are multiple meanings assigned to inclusive education, inclusive schools, and the includable child. Variations and discrepancies were visible not only between school staff and policy documents but even within policies and schools, respectively. A visible change is schools emerging but varying ‘consciousness of responsibility' towards children with disabilities. Based on the persisting ambiguities surrounding inclusive education, the article argues for developing contextual understanding of how education of children with disabilities can take place in India and adopting a critical stance towards inclusive education. 相似文献