Democratic Experience and the Democratic Challenge: A Historical and Comparative Citizenship Education Study of Scandinavian Schools     

Jonas Lieberkind 《Scandinavian Journal of Educational Research》2013,57(6):710-730

In Scandinavian schools, there is a significant tradition for creating a democratic context of experience; this tradition is gradually being challenged by new political and economic movements and increasing focus on tests, assessments, knowledge, and skills. The purpose of this study is to analyze and discuss the status of the current context of experience in Scandinavian schools and the students' perceptions of the classroom environment. The study is based on a historical and secondary analysis of the International Civic and Citizenship Education Study (ICCS). The ICCS is large-scale comparative study investigating more than 140,000 Year 8 students in more than 5,300 schools from 38 countries. The conclusion is that the Scandinavian school still, to a considerable degree, develops a democratic and open environment. However, this is not without challenges. The results reveal an asymmetry between the open dialogue-based classroom and the students' poor influence in decision-making at school.  相似文献   

A comparison of haemolytic responses in fore-foot and rear-foot distance runners     

Stuart Caulfield  Kirsty A. McDonald  Brian Dawson  Sarah M. Stearne  Ben A. Green  Jonas Rubenson 《Journal of sports sciences》2016,34(15):1485-1490

This study examined the haemolytic effects of an interval-based running task in fore-foot and rear-foot striking runners. Nineteen male distance runners (10 fore-foot, 9 rear-foot) completed 8 × 3 min repeats at 90% vVO_2peak on a motorised treadmill. Pre- and post-exercise venous blood samples were analysed for serum haptoglobin to quantify the haemolytic response to running. Vertical ground reaction forces were also captured via a force plate beneath the treadmill belt. Haptoglobin levels were significantly decreased following exercise (P = 0.001) in both groups (but not between groups), suggesting that the running task created a haemolytic stress. The ground reaction force data showed strong effect sizes for a greater peak force (d = 1.20) and impulse (d = 1.37) in fore-foot runners, and a greater rate of force development (d = 2.74) in rear-foot runners. The lack of difference in haptoglobin response between groups may be explained by the trend for fore-foot runners to experience greater peak force and impulse during the stance phase of their running gait, potentially negating any impact of the greater rate of force development occurring from the rear-foot runners’ heel strike. Neither type of runner (fore-foot or rear-foot) appears more susceptible to technique-related foot-strike haemolysis.  相似文献   

Examining the educative aims and practices of decision-makers in sport for development and peace organizations     

Per G. Svensson  Meg G. Hancock  Mary A. Hums 《Sport, Education and Society》2016,21(4):495-512

Sport for Development and Peace (SDP) policy-makers and practitioners continue to offer ambitious claims regarding the potential role of sport-based programs for promoting social change. Yet, it is important to put sport under a critical lens in order to develop a more balanced and realistic understanding of the role of sport in society. Whether SDP programs result in positive or negative outcomes depends on the structures and processes of the implementing organizations. Hence, SDP researchers are paying more attention to the organizational approaches of these agencies. Scholars also argue the outcomes of SDP programs depend on the relationship of these organizations with broader community education and health promotion efforts. Despite the claims of many SDP programs, little remains known about the educational goals of these programs and their relationship with broader educational efforts. Therefore, the purpose of this study was to critically examine the role of education among a randomly selected sample of nonprofit SDP organizations in urban settings across the USA. Findings from in-depth interviews with 17 executive directors indicate a broad range of educative aims, but also innovative organizational practices, highlighting a salient relationship between education and SDP in the USA. Prominent themes emerged related to program models and organizational approaches, academic enrichment programming, partnerships with educational institutions and education-focused nonprofits, and educational outcomes. These findings are examined and implications for future SDP research are also discussed. Although important work is emerging in SDP literature on how educational values are delivered in these programs [Spaaij, R., & Jeanes, R. [2013]. Education for social change? A Freirean critique of sport for development and peace. Physical Education and Sport Pedagogy, 18, 442–457], findings from this study also help stimulate a critical dialogue on the educative aims and practices of decision-makers in SDP organizations.  相似文献   

The influence of content knowledge on teaching and learning in Traditional and Sport Education contexts: an exploratory study     

Peter Iserbyt  Phillip Ward  Jonas Martens 《Physical Education & Sport Pedagogy》2016,21(5):539-556

Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways.

Purpose: This study was conducted to investigate how a teacher's enacted pedagogical content knowledge (PCK) differed as a function of CK and Sport Education (SE), and to investigate the relative contribution of CK and Sport Education on student learning in terms of swimming performance.

Methods: Four intact classes comprising 88 secondary school students (age: 16–17 years) were randomly assigned to a Traditional, an Sport Education, a Traditional-CK, and a SE-CK group. All classes were taught by the same teacher during a 10-day unit of instruction in the front crawl.

Results: Results showed that the teacher's PCK differed as a function of improved CK. For verbal representations, the amount of cues in the Traditional-CK and SE-CK groups increased about sixfold compared to the Traditional and the SE group. For visual representations, more partially incorrect demonstrations were observed than correct demonstrations in the Traditional and the SE group. More mature and developmentally appropriate tasks were observed in the Traditional-CK and the SE-CK group compared to the Traditional and the SE group. Students in the Traditional-CK and SE-CK groups demonstrated a significant reduction of their amount of strokes on 50?m compared to the Traditional group. A significant interaction effect revealed a larger increase in swimming performance in the CK groups compared to the Traditional and the SE group. Finally, students in the SE group swam significantly more laps than their counterparts in the other groups.

Discussion and conclusion: These results show the impact on student learning when CK was added to both Traditional and Sport Education conditions and contribute to the literature for pre- and in-service teachers. The Sport Education model did not contribute to students’ swimming performance. Students in the Traditional and the SE group did not get the same quality of instruction as students in the Traditional-CK and SE-CK conditions. The latter groups received content that was presented differently both as a presentation and in terms of the actual task. In short, students in the Traditional and Sport Education conditions experienced the content differently than those in the Traditional-CK and SE-CK conditions. These instructional differences resulted in students in the Traditional-CK and SE-CK conditions improving their swimming performances in terms of technical efficiency and in terms of 50?m times.  相似文献   

Viewpoint on distance education ‐ towards a focus and a future. ICDE World Conference, 11 August 1988. Oslo,Norway     

Hogan Jenner  Drug Abusers  Ingemar Svensson 《Open Learning》2013,28(2):56-57

Professor Charles Wedemeyer has appropriately been called the father of American distance education; he could also be termed an uncle of the British Open University, having acted as a consultant before the University opened to students.

As William Lighty Professor of Education at the University of Wisconsin at Madison he broke the ground for much subsequent research in the field of distance education. His most familiar published work is his book Learning at the Back Door (University of Wisconsin Press, 1981).

His long and distinguished career has included the Presidency of the International Council for Distance Education (ICDE), and the award of an Honorary Doctorate from the Open University in 1975.

He has attended many ICDE World conferences over the years, and in Oslo in the summer of 1988 gave a viewpoint on distance education for the future. Professor Wedemeyer has indicated that perhaps this paper will be the last he writes in this area; “This does not indicate a lack of interest... but at 77 years... I find it difficult to keep up with the volume of reading alone that must be maintained if I want to write among the best in our burgeoning field’.  相似文献   

Internationalising the content of higher education: the need for a curriculum perspective     

Lennart Svensson  Monne Wihlborg 《Higher Education》2010,60(6):595-613

Internationalisation of higher education is a strategic theme in current research on higher education and policy debate. Both at national and institutional levels, in many countries, internationalisation is stated to be an educational goal. However, the dominant discourse on internationalisation of higher education in research and research-based discussions tends to be framed by political, economic and organisational perspectives, rather than informed by educational considerations. There is also a tendency to place internationalisation in higher education within the conceptual frame of economic globalisation and the increasing trade in educational services worldwide. While such discussions may shed light on various organisational, political or economic issues, this research does not give a pedagogical basis for the internationalisation of higher education in terms of teaching and learning. In particular, questions relating to the internationalisation of content and learning outcomes need to be addressed. A series of studies conducted in Sweden 1999–2007 by the authors indicates that the didactical realisation of internationalisation as an educational goal can be very elusive. In our findings, the concrete content considered by teachers and students to represent internationalisation did not follow any clear pattern or goal. Internationalisation was assumed to be represented by some form of ‘general knowledge’ and general human qualities, without considering cultural differences. Institutionalised curriculum thinking as a basis for developing internationalisation was lacking. Concrete thinking was very much restricted to organisational and administrative aspects, and thoughts concerning content and learning outcomes tended to be expressed in idealised and general terms, rather than developed into clarifying and useful specifications underpinned by curriculum theory. Certain consequences ensuing from this situation are discussed, and a curriculum approach to internationalisation of higher education is suggested.  相似文献   

Deviating glucose results in an international dual-center study. A root cause investigation     

Janne Cadamuro  Peter Bergsten  Katharina Mrwald  Anders Forslund  Marie Dahlbom  Jonas Bergquist  Iris Ciba  Susanne M. Brunner  Jeanne Jabbour  Daniel Weghuber 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)

During a dual-center study on obese and normal weight children and adolescents, focusing on glucose metabolism, we observed a marked difference in glucose results (N = 16,840) between the two sites, Salzburg, Austria and Uppsala, Sweden (P < 0.001). After excluding differences in patient characteristics between the two populations as cause of this finding, we investigated other preanalytic influences. Finally, only the tubes used for blood collection at the two sites were left to evaluate. While the Vacuette FC-Mix tube (Greiner Bio-One, Kremsmünster, Austria) was used in Uppsala, in Salzburg blood collections were performed with a lithium heparin tube (LH-Monovette, Sarstedt, Germany). To prove our hypothesis, we collected two blood samples in either of these tubes from 51 children (Salzburg N = 27, Uppsala N = 24) and compared the measured glucose results. Indeed, we found the suspected bias and calculated a correction formula, which significantly diminished the differences of glucose results between the two sites (P = 0.023). Our finding is in line with those of other studies and although this issue should be widely known, we feel that it is widely neglected, especially when comparing glucose concentrations across Europe, using large databases without any information on preanalytic sample handling.  相似文献   

Considering student retention as a complex system: a possible way forward for enhancing student retention     

Jonas Forsman  Maartje van den Bogaard  Cedric Linder  Duncan Fraser 《European Journal of Engineering Education》2015,40(3):235-255

This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention.  相似文献   

A Survey of Swedish Teachers’ Concerns for Preschool Children at Risk of Maltreatment     

Birgitta Svensson  Henrik Andershed  Staffan Janson 《Early Childhood Education Journal》2015,43(6):495-503

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Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve their Ratings in the Long Run?     

Jonas W. B. Lang  Martin Kersting 《Instructional Science》2007,35(3):187-205

The authors examined whether feedback from student ratings of instruction not augmented with consultation helps college teachers to improve their student ratings on a long-term basis. The study reported was conducted in an institution where no previous teaching-effectiveness evaluations had taken place. At the end of each of four consecutive semesters, student ratings were assessed and teachers were provided with feedback. Data from 3122 questionnaires evaluating 12 teachers were analyzed using polynomial and piecewise random coefficient models. Results revealed that student ratings increased from the no-feedback baseline semester to the second semester and then gradually decreased from the second to the fourth semester, although feedback was provided after each semester. The findings suggest that student ratings not augmented with consultation are far less effective than typically assumed when considered from a long-term perspective.  相似文献