Sign language for hard of hearing children — A hindrance or a benefit for their development?     

Gunilla Micaela Preisler  Margareta Ahlström 《European Journal of Psychology of Education - EJPE》1997,12(4):465-477

In 1981, sign language was declared an official language in communication with and education of deaf children in Sweden. Today, the debate is focused on language communication for hard of hearing children. In order to describe patterns of interaction between hard of hearing and deaf children as well as between hard of hearing children, a longitudinal, qualitative study was conducted. Twenty-seven children, 2 and 7 years of age, participated. Fifteen were deaf, twelve hard of hearing. Video-recorded observations were made at three daycare centres during a two year period. Observations were made in natural interactional settings. The results showed that the use of a language code that was easy for the children to produce as well as to perceive enabled them not only to take part in dialogues and to share experiences with others, but also had positive consequences for their play as well as their social and emotional development. A child-centered and supportive communicative style of the adults, in combination with a positive attitude towards fantasy and role plays seemed to promote the children’s overall development, as contrasted to an adult-centered and directive communicative style where language per se was in focus.  相似文献   

Conservative and liberal challenges to progressivist curricula in Scandinavia     

Gunilla Svingby 《Curriculum Journal》2013,24(2):211-223

ABSTRACT

The post‐war period in the Scandinavian countries has been characterized by successive school reforms administered by social democratic governments following a moderate form of progressivism. A central idea is of equality and of an equal right to quality education. The public schools dominate and the management is top‐down. For a long period of time there have been central national curricula. In recent years the System of public schools has been questioned, as has the ideological basis of the curriculum. Proponents of a new liberal ideology demand more private schools, decentralization and efficiency. New conservative ideas at the same time argue for the restoration of basic forms of knowledge, competition and moral qualities to be mirrored in the new national curricula.  相似文献   

Students negotiating the borders between general and special education classes: an ethnographic and participatory research study     

Anna-Leena Riitaoja  Jenni Helakorpi  Gunilla Holm 《欧洲特需教育杂志》2013,28(5):586-600

ABSTRACT

Although Finnish basic education is based on inclusion, 37% of students receiving special support still study in either separate schools or separate classes in comprehensive schools. In this study we explore how policies of inclusion are implemented in a school with separated special educational needs (SEN) and general education (GE) classes. More specifically we conducted a two-year ethnographic study focusing particularly on exclusion and the sense of belonging in a lower secondary school (students aged 13–16) in the capital region of Finland. During the fieldwork, several students attending the SEN-class expressed an interest in changing from the SEN-class to a GE-class, or in breaking the borders between SEN and GE classes in other ways. As part of the negotiations with the school, students who criticised the GE- and SEN-class division were offered an opportunity to transfer to GE-classes but in the end, all of them wanted to stay in the SEN-class. In this investigation, we focus on the students’ reasoning and the teachers’ reactions when students negotiate the borders between SEN and GE-classes. In this study we found a clash between integration and inclusive thinking.  相似文献   

Medical and Nursing Students' Development of Conceptions of Science during Three Years of Studies in Higher Education     

Gunilla Petersson Corresponding author 《Scandinavian Journal of Educational Research》2013,57(3):281-296

This article is a presentation of current research on pupils’ experiences in encounters with their classmates in school. The starting point is the narratives of Loffa, a 25‐year‐old nursery teacher, telling us about her school experiences. She gives a picture of herself as a quiet and well‐behaved schoolgirl, and she talks about things such as the limited space she and a group of her classmates had in their classroom, about how they were regarded as ‘nerds’ by the other pupils and therefore had little to say in what went on in their classroom. Seen in the light of the political, social and historical context of the vision of a ‘school for all’ and of the principle of a ‘complex social environment’ this can be interpreted as one version of the specific expression in Lotta ‘s class of the built‐in conflicts of the comprehensive school, the conflicts between groups with different intellectual traditions and needs.  相似文献   

Education since independence in Guinea-Bissau     

Roy A. Carr-Hill  Gunilla Rosengart 《International Journal of Educational Development》1983,3(3):325-336

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Biology and Health Education     

Sheila Turner  Kristina Öberg  Gunilla Unnerstad 《欧洲师范教育杂志》1999,22(1):89-100

The Health Promoting Schools in Europe initiatives have highlighted the importance of health education in schools. Although health education is inter-disciplinary, biology teachers have an important role in teaching about health and in the formation of policy. Health education needs therefore to be part of initial teacher education programmes for those who are preparing to teach biology in secondary schools. Student teachers in England and Sweden have been involved in a pilot study that is investigating two aspects of teaching health education. The first element of the study has used questionnaires and small group discussions to explore biology student teachers’ perceptions of teaching about health as part of biology. In the second phase student teachers have been investigating secondary pupils’ understanding about aspects of health. In this paper we report on the initial findings and consider the implications of these results for the teaching of biology in secondary schools.  相似文献   

Counseling at universities in Sweden     

Gunilla Bjorklund 《International journal for the advancement of counseling》1983,6(1):23-30

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Educating for competence in professional practice     

Gloria Dall'alba  Jörgen Sandberg 《Instructional Science》1996,24(6):411-437

In educating for the professions, teachers seek to enable students to engage in professional practice as competent practitioners. In this paper we question the adequacy of traditional approaches for promoting competent practice. These traditional approaches typically view competence in terms of attributes, such as knowledge, skills and attitudes. Competence development is then seen in terms of acquiring the necessary attributes. From an alternative view of competence as based on ways of experiencing practice, we argue that competence development focus on enriching experience of practice. More specifically, we point out that competence development involves change in the structure of the meaning for practice. Change in meaning structure for practice involves both a significant shift from one way of experiencing practice to another, as well as refinement and elaboration of the way of experiencing practice. Implications of this view of competence development for professional education are discussed. In particular, we deal with implications relating to the teaching-learning relation and the form the educational programme takes. In summay, we argue that enabling students to develop competence through experience of engaging in practice is most closely directed to the aims of education for the professions.  相似文献   

“Special Support” in Preschools in Sweden: Preschool staff’s definition of the construct     

Anette Sandberg  Anne Lillvist  Lilly Eriksson  Eva Björck‐Åkesson  Mats Granlund 《International Journal of Disability, Development & Education》2010,57(1):43-57

This study investigates the definitions of the construct “young children in need of special support” given by preschool staff in Sweden in 540 preschool units. The study has a mixed‐methods design based on qualitative analysis of an open‐ended question and quantitative analysis of questionnaire responses. The results reveal two general perspectives in definitions of the construct, a child perspective and an organisational perspective. Units with a child perspective had a higher proportion of children in need of special support, especially girls. The study highlights that the term “children in need of special support” is partially socially constructed and is partially based on perceived child characteristics. The perceptions of what is considered to be a child in need of special support held by staff in a unit may impact on the services provided to children in need of special support.  相似文献   

Exploring the Attractiveness of a Norwegian Rural Higher Education Institution Using Importance-Performance Analysis     

Thor-Erik Sandberg Hanssen  Terje Andreas Mathisen 《Scandinavian Journal of Educational Research》2018,62(1):68-87

High school graduates in rural counties often move to urban areas to study at higher education institutions (HEIs). Because graduates from HEIs often settle in regions in which they graduate, the result is a permanent out-migration of young talent from rural areas. This study adds to the body of literature on student choice by addressing measures that can make a university located in a rural region more attractive to local high school graduates. Empirical data are gathered from potential students at the University of Nordland, located in northern Norway. Importance-performance analysis and gap analysis are applied to study the factors that are most important for students. As a result, this study serves as a good starting point for small rural universities in understanding local students and devising methods to increase attractiveness for this group so that more young talent might choose to remain in rural areas.  相似文献