Latent Variable Analysis of the Rutter Children's Behaviour Questionnaire     

Lars Berglund 《Scandinavian Journal of Educational Research》2013,57(4):433-442

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SPRÅKPEDAGOGIK OCH PSYKOFYSIK     

Av docent Karl Henrik Eriksson  och fil. mag. Lars H. Ekstrand 《Scandinavian Journal of Educational Research》2013,57(1):90-124

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The Use of ICT Tools in Mathematics: A Case-control Study of Best Practice in 9th Grade Classrooms     

Steinar Thorvaldsen  Lars Vavik  Gavriel Salomon 《Scandinavian Journal of Educational Research》2013,57(2):213-228

Results are reported from a study in which teachers' views of highly achieving ninth grade classes in Norway (KappAbel national competition winners) were compared with teachers' views of average achievement classes with regard to the use of information and communication technologies (ICT) and pedagogical practices. The main purpose of the study was to answer the following questions: What differential role does ICT play in the two kinds of classes as it relates to learning performance in mathematics, and how does the use of ICT relate to teachers' reported views and pedagogical practices? The key findings of the study are the following: First, KappAbel teachers were more likely to have studied math at universities whereas the control teachers were more likely to have studied at colleges. Second, KappAbel teachers were more likely to emphasize reasoning-oriented as compared with instrumental- or rule-oriented teaching of mathematics. Third, KappAbel teachers do perceive weaker general effects of ICT in relation to learning than control teachers; however subject specific ICT tools like spreadsheets are more used for purposes of exploration and research than in control classes. It is the teacher-guided student activity that makes the difference.  相似文献   

“Actually, I May be Clever Enough to do it”. Using Identity as a Lens to Investigate Students’ Trajectories Towards Science and University     

Lars Brian Krogh  Hanne Moeller Andersen 《Research in Science Education》2013,43(2):711-731

We have followed a group of students in the potential pipeline for science through their last years of upper secondary school and in the context of a university mentorship program. The student group is defined by their choice of Mathematics at A-level which is mandatory for admission to tertiary STEM education in Denmark. Rich data (repeated interviews, questionnaires (pre-and post-) and observations) from 14 target students have been collected. Using Late Modern identity theory as a lens, we have analysed students’ identity narratives in order to establish their trajectories in relation to university in general, and towards science studies and science careers in particular. We find that the diversity of students’ educational identity narratives can be characterized and their trajectories understood in terms of a Four Factor Framework comprising: general identity process orientations (reflecting, committing, exploring), personal values, subject self-concepts and subject interests. In various ways these constructs interact and set the range and direction of the students’ searches for future education and careers. Our longitudinal study suggests that they have enough permanence to enable us to hypothesize more or less secured paths of individual students to tertiary science (or other areas of academia).  相似文献   

Using self‐made drawings to support modelling in science education     

Frank A. J. Leenaars  Wouter R. van Joolingen  Lars Bollen 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(1):82-94

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Creativity as a developmental resource in sport training activities     

Ludvig J. T. Rasmussen  Lars D. Østergaard  Vlad P. Glăveanu 《Sport, Education and Society》2019,24(5):491-506

The multidimensional concept of creativity has a much wider scope of application than disclosed by prevailing research on sporting creativity. In this area, creativity is mostly perceived, praised, and approached for its performative, in-game benefits. Pointing to the belief that creativity requires well-developed technical skills, this phenomenon is often treated as a performative end. When targeting creative match performances, the developmental and experiential benefits of creative activities may be neglected, and creativity may be reserved for the best offensive players. To nourish and nuance practical and scholastic dialogues, the purpose of this paper is to conceptualize creativity as a developmental resource in sport training activities. This is accomplished by building on and articulating [Shilling, C. (2005). Body in culture, technology and society. London: SAGE] body-sociology, [Gl?veanu, V. P. (2012). What can be done with an egg? Creativity, material objects, and the theory of affordances. The Journal of Creative BehaviorJournal of Creative Behavior, 46(3), 192–208. doi:10.1002/jocb.13, Gl?veanu, V. P. (2016b). The psychology of creating: A cultural-developmental approach to key dichotomies within creativity studies. In The Palgrave handbook of creativity and culture research (pp. 205–223). London: Palgrave Macmillan UK. doi:10.1057/978-1-137-46344-9_10] socio-cultural notions about creativity, and [Dewey, J. (1916). Democracy and education– an introduction to the philosophy of education. New York, NY: The Free Press.] educational philosophy. Based on these positions, creativity is treated as a dynamic quality of action that is located in the transaction between the player and the specific situation (i.e. affordances, intentions, and norms). Hence, creativity regards the exploratory and playful processes of discovering, exploiting, and originating unusual action possibilities (i.e. acting on unperceived, unexploited, and uninvented affordances). Grounded in these ideas, we argue for the stimulation of creative actions during training, which should not be forgotten when trying to nurture in-game creativity. Essentially, the developmental benefits (e.g. learning and enjoyment) of creativity could apply to all players, at all levels. Among others, creativity may enhance their situated potential (e.g. expanding the boundaries of usual actions; developing the capacity for novel actions). For instance, the exploration of unexploited affordances (i.e. actions normally avoided due to norms) entails broad experiences and may help the players discover novel actions. Moreover, creative activities may develop the players’ capacity to search for, handle, and/or create unexpected, unusual, and novel situations. This is vital for players’ development and performance.  相似文献   

Sustainable Museum Storage Buildings for Long-term Preservation     

Kristina Holl  Ralf Kilian  Lars Klemm  Kristin Lengsfeld  Stefan Bichlmair  Martin Krus 《文物保护研究》2018,63(5):366-368

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Do the Conditions Exist for Pedagogic Development in the Swedish University?     

Lars Ryhammar 《Scandinavian Journal of Educational Research》2013,57(4):245-258

During recent years the need for pedagogic development in the Swedish university has been given great prominence in the public discussion of higher education. The present article indicates how the conditions for such development can be studied from various perspectives. There is a more thorough presentation of studies based on the rationalistic perspective, the system perspective or the anarchistic perspective. In conclusion there is a discussion of the possibilities for, and obstacles to, pedagogic development.  相似文献   

Training Distance Teachers in Denmark     

Lars Ingesman 《Educational Media International》2013,50(4):169-174

Abstract

Distance teaching is used extensively in introducing information technology (IT), and, in its turn, has entered a new generation of distance teaching by using this IT in its work. In Denmark this new situation has been studied and a course has been developed. The article looks at this course and its organizational and technical set‐up.  相似文献   

Critical practitioner inquiry and the struggle over the preferential right of interpretation in the south     

Lars Dahlström 《Educational Action Research》2013,21(3):467-478

This article situates the ongoing struggle over the preferential right of interpretation in education at the global arena. The recent influences from neoliberalism are emphasised and placed in a perspective based on analyses of the post-apartheid teacher education reform in Namibia as an example of a counter-hegemonic attempt. The conclusion drawn from the global and local analyses is that new alliances need to be created based on a refurbished solidarity perspective in the North in support of the preferential right of interpretation of ‘the poor’, particularly in the South.  相似文献