Social capital in the classroom: a study of in-class social capital and school adjustment     

Ronan Van Rossem  Marjolijn Vermande  Beate Völker  Chris Baerveldt 《British Journal of Sociology of Education》2015,36(5):669-688

Social capital is generally considered beneficial for students’ school adjustment. This paper argues that social relationships among pupils generate social capital at both the individual and the class levels, and that each has its unique effect on pupils’ performance and well-being. The sample in this study consists of 1036 children in 60 first-grade classes in 46 Dutch elementary schools. Multilevel regression results show that a substantial proportion of the variance in school adjustment can be attributed to the class level and that both individual-level and classroom-level social capital have substantial effects on school adjustment. At the individual level, the size of one’s network is more important than its structure. At the collective level, social capital also has a ‘dark side’ because it can have negative effects on adjustment, lowering the academic performance in a class.  相似文献   

The Norden Associations and international efforts to change history education, 1919–1970: international organisations,education, and hegemonic nationalism     

Henrik Åström Elmersjö 《Paedagogica Historica: International Journal of the History of Education》2015,51(6):727-743

During the interwar period, a number of organisations started to look into education as part of an attempt to understand how nationalism was fuelled through education and to what extent it had forced the outbreak of the Great War. In response to nationalism and a perceived need for reformation of national narratives, the school subjects of history and geography became the primary suspects as advocates of chauvinism and militarism. In 1919, associations for the promotion of understanding and cooperation between the Scandinavian countries – the Norden Associations [föreningarna Norden] – began investigating history textbooks. This revision of textbooks was expanded in the 1930s to explore, assess, and develop the entire teaching of history in the Nordic countries. The Norden Associations converged on many levels with the disparate international movements for educational change. This article presents the Norden Associations as part of a process of hegemonic isomorphism in which cultural hegemony set the institutional boundaries within which the organisations could work in order to attain legitimacy. The article demonstrates how an organisation with a specific political agenda, and with only limited international objectives came to be – not only a part of – but, to some extent, an organisational role model for loftier efforts aimed at global and cosmopolitan history teachings.  相似文献   

The medicalization of current educational research and its effects on education policy and school reforms     

Daniel Tröhler 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):749-764

This paper starts from the assumption of the emergence of an educationalized culture over the last 200 years according to which perceived social problems are translated into educational challenges. As a result, both educational institutions and educational research grew, and educational policy resulted from negotiations between professionals, researchers, and policy makers. The paper argues that specific experiences in the Second World War triggered a fundamental shift in the social and cultural role of academia, leading up to a technocratic culture characterized by confidence in experts rather than in practicing professionals (i.e., teachers and administrators). In this technocratic shift, first a technological system of reasoning emerged, and it was then replaced by a medical “paradigm.” The new paradigm led to a medicalization of social research, in which a particular organistic understanding of the social reality is taken for granted and research is conducted under the mostly undiscussed premises of this particular understanding. The result is that despite the increased importance of research in general, this expertocratic and medical shift of social research led to a massive reduction in reform opportunities by depriving the reform stakeholders of a broad range of education research, professional experience, common sense, and political deliberation.  相似文献   

Learning mechanisms in multidisciplinary teamwork with real customers and open-ended problems     

Juho Heikkinen  Ville Isomöttönen 《European Journal of Engineering Education》2015,40(6):653-670

Recently, there has been a trend towards adding a multidisciplinary or multicultural element to traditional monodisciplinary project courses in computing and engineering. In this article, we examine the implications of multidisciplinarity for students' learning experiences during a one-semester project course for real customers. We use a qualitative research approach and base our analysis on students' learning reports on three instances of a project course titled Multidisciplinary working life project. The main contribution of this article is the unified theoretical picture of the learning mechanisms stemming from multidisciplinarity. Our main conclusions are that (1) students generally have a positive view of multidisciplinarity; (2) multidisciplinary teams enable students to better identify their own expertise, which leads to increased occupational identity; and (3) learning experiences are not fixed, as team spirit and student attitude play an important role in how students react to challenging situations arising from introduction of the multidisciplinarity.  相似文献   

Students’ use of the interactive whiteboard during physics group work     

Magnus Strøm Mellingsæter  Berit Bungum 《European Journal of Engineering Education》2015,40(2):115-127

This paper presents a case study of how the interactive whiteboard (IWB) may facilitate collective meaning-making processes in group work in engineering education. In the case, first-year students attended group-work sessions as an organised part of a basic physics course at a Norwegian university college. Each student group was equipped with an IWB, which the groups used to write down and hand in their solutions to the physics problems. Based on a Vygotskian, dialectical stance, this study investigates how the students used the IWB in the group-work situation. From qualitative analysis of video data, we identified four group-work processes where the IWB played a key role: exploratory, explanatory, clarifying and insertion. The results show that the IWB may facilitate a ‘joint workspace’, a social realm in which the students’ dialogues are situated.  相似文献   

Preservice Biology Teachers’ Professional Knowledge: Structure and Learning Opportunities     

Jörg Großschedl  Ute Harms  Thilo Kleickmann  Ingrid Glowinski 《Journal of Science Teacher Education》2015,26(3):291-318

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Felson’s Review of “Breaking Rules”: Smoke and Mirrors     

Per-Olof H. Wikström  Kyle Treiber  Beth Hardie  Dietrich Oberwittler 《Journal of Criminal Justice Education》2015,26(1):115-116

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Integrating Literature with Craft in a Learning Process with Creative Elements     

Juli-Anna Aerila  Marja-Leena Rönkkö 《Early Childhood Education Journal》2015,43(2):89-98

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Significant networks and meaningful conversations observed in the first-round applicants for the Teachers’ Academy at a research-intensive university     

Eeva Pyörälä  Laura Hirsto  Auli Toom  Liisa Myyry  Sari Lindblom-Ylänne 《International Journal for Academic Development》2015,20(2):150-162

The University of Helsinki established a Teachers’ Academy to reward excellence in teaching. This study focuses on teachers’ significant networks and their meaningful conversations about teaching and learning before the establishment of the Teachers’ Academy. The research data consisted of answers to open-ended questions, and were examined using social network analysis. The teachers’ network consisted of significant relations with (1) colleagues and other teachers, (2) peers in pedagogical courses and pedagogical experts, (3) students, and (4) family members and friends. The conversations with different parties varied in nature, content and the level of confidentiality.  相似文献   

Critical thinking as room for subjectification in Education for Sustainable Development     

Helen Hasslöf  Claes Malmberg 《Environmental Education Research》2015,21(2):239-255

Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.  相似文献