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Ida Bull 《History of education》2013,42(4):425-426
This article discusses how the Norwegian urban school system was developed during the eighteenth century. In the cities, there were laws for Latin as well as Danish schools. During the eighteenth century, schools for poor children were established, while towards the end of the century the importance of the school system in relation to the economic functioning of society was discussed. A broader range of schools was developed in most cities, meant for children of different social origins and social prospects, and different for boys and girls. The article argues that the school system was used to make the population more industrious during a period when trade capitalism made the social division in society sharper and different forms of organisation of labour were attempted. The attention on children’s education was turned from consideration of the children’s spiritual future to their preparation for a working life that served economic ends. 相似文献
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The focus of this paper is access problems distance students encounter when required to use the Internet for their studies, and how such problems influence the students’ ability to gain access to higher education. Empirically, the paper is informed by a qualitative case study of a Master’s programme in public administration offered to a group of students in a relatively remote area of Indonesia. It shows how access problems certainly become a challenge for such students, not only because of the absence of technology but also because of social constraints related to the presence of technology. However, as there are often no proper alternatives, new technology may well be considered a step forwards for such students, even if the new technology to some extent creates serious problems. 相似文献
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In this article, we investigate how the shift towards inclusive education in Danish schools changes and affects the ways in which educational-psychological advisory service (in Danish, PPR) units and school staff collaborate. Since inclusion is generally a matter of ensuring that every child can be accommodated within the mainstream school system, the increased inclusion agenda has altered the type of support that PPRs typically offer. Classic psychological assessments now play a lesser role, with PPR staff expected to conduct consultative work to promote the school staff’s reflection on their own practice, with the aim of supporting the inclusion of children. Based on an ethnographic study of the collaboration between PPR and school staff, we investigate the impact of the changes on the forms of knowledge and professional subjectivities that are produced, as well as the emotional work that is involved. 相似文献
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ABSTRACTThe development of children’s lie-telling abilities is considered to be a social and cognitive milestone. While occasional lying is developmentally appropriate, the use of frequent, antisocial lies as a maladaptive problem-solving mechanism can indicate behaviour problems. Since lying is often considered a moral transgression, researchers should examine lying from the perspective of moral theory to understand children’s reasons for lying, which may help to understand how chronic lying develops. A theoretical framework, namely the social cognitive process of moral disengagement (MD) could not only provide new insight into children’s justifications for telling common lies, but also atypical, antisocial lies. This paper aims to describe how MD may be applied to explain children’s justifications for lying, especially antisocial lies, and how adults can address MD by modelling the positive consequences of truth-telling, to promote honesty in children. 相似文献
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The impact of prospective teachers’ perceived competence on subsequent perceptions as schoolteachers
Ida Katrine Riksaasen Hatlevik 《Teachers and Teaching》2017,23(7):810-828
This longitudinal study examines connections between 110 teachers’ perceived professional competence acquired during professional preparation and later perceptions as schoolteachers in Norway. The results indicate that theoretical understanding plays an important role in schoolteachers’ professional competence development and that prospective and practising schoolteachers do not tend to perceive themselves as either good theorists or good practitioners. Furthermore, the results contradict research arguing that the teacher education programme has limited effect. Instead, the results indicate that the level of perceived competence acquired during professional preparation in the general teacher training programme is of major importance for perceived mastery of teaching as a schoolteacher. In addition, the results also underscore the importance of experiencing continuing mastery of teaching requirements for supporting perceptions of teaching specific self-efficacy over time. This finding again supports previous research that has emphasised the importance of supporting teaching specific self-efficacy during both the period of teacher education of prospective teachers and the induction period of newly qualified teachers. 相似文献
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Conner Birdsong Ida M. Johnson Jane Daquin Jimmy Williams 《Journal of Criminal Justice Education》2019,30(2):250-275
Skin tone research often addresses the effects of skin tone on prejudice and discriminatory practices. Empirical research has persistently investigated skin tone and its effect on prejudice, discriminatory practices, and sentencing outcomes. Using college students as raters, the present study examined the relationship between skin tone, trustworthiness, and innocence. A total of 139 college students at a Southern University observed 417 photos of capital murderers of varying skin tones to determine whether they appeared to be trustworthy and innocent. The study results revealed that college student raters, regardless of race, were more likely to rate dark-skinned individuals higher on both the trustworthiness and innocence scales than light skin individuals. The current study demonstrated that college students, in comparison to other groups, may respond less negative to skin tone variations. 相似文献
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As the rapid development of broadband Internet access services continues, particularly fiber to the home (FTTH) services, the digital divide between provincial and urban areas is becoming a big social issue in Japan. We classify the issue into two problems: access to high-speed Internet, and service utilization of high-speed Internet access. We focus on the latter problem by quantitatively and qualitatively investigating whether a digital divide problem exists based on Internet service utilization. Consequently, we discover that willingness to pay (WTP) for public services over FTTH is almost identical between provincial and urban areas. Furthermore, territorial digital broadcasting over FTTH accounts for a large part of WTP in provincial areas, while tele-working and tele-education are also important as public services over FTTH in urban areas. 相似文献