Negotiated silence: the management of the self as a moral subject in young Ethiopian women's discourse about sexuality     

Meselu Taye Kebede  Per Kristian Hilden  Anne-Lise Middelthon 《Sex education》2014,14(6):666-678

In Ethiopia, as in many other countries, moral discourses about female sexuality in general, and pre- and extramarital sexual experience in particular, create an environment that discourages women from engaging in open dialogue about their sexuality and their past or future sexual experience. In the study of induced abortion among unmarried women in Addis Ababa on which this paper rests, women describe a situation in which they are both surrounded by silence about sexual issues and forced to remain silent themselves. This paper investigates the nature of, and conditions for, this silence and the ways in which it is socially brought about and negotiated. In particular, it explores the ways through which young, unmarried women who have undergone abortion seek to reconcile seemingly contradictory, condemning discourses about premarital sex and more general codes addressing social, as well as moral, propriety and integrity. The discussion highlights that, while issues of sexuality are silenced, neither the silence nor the silencing power of dominant, gendered moral discourses is absolute. Moreover, silence may also be jointly produced and negotiated in social discourse fraught with moral objectives and ends.  相似文献   

Solving story-based arithmetic problems: achievement of children with hearing impairment and their interpretation of meaning     

Frostad P  Ahlberg A 《Journal of deaf studies and deaf education》1999,4(4):283-293

This article considers how a sample of Norwegian school children, ages 6 through 10 with hearing impairment, master three different types of elementary arithmetic problems presented in a nonreading format. The article outlines the effect of task-specific factors on the level of difficulty, as well as the children's understanding of problem structures. The results showed that semantic structure of the problems affected the level of difficulty. The problems were not solved significantly better by students from grade 4 than students from grade 1. Qualitative analyses revealed that the children interpreted the meaning of the imposed problems in three different ways: (1) as numbers and procedures, (2) as take-away situations, and (3) as part-part-whole relations.  相似文献   

Discerning selective traditions in science education: a qualitative study of teachers’ responses to what is important in science teaching     

Per Sund 《Cultural Studies of Science Education》2016,11(2):387-409

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Engaging youth of color in applied science education and public health promotion     

Linda Sprague Martinez  Edmond Bowers  Amanda J. Reich  Uchenna J. Ndulue  Albert An Le  Flavia C. Peréa 《International Journal of Science Education》2016,38(4):688-699

Participation in inquiry-based science education, which focuses on student-constructed learning, has been linked to academic success. Whereas the benefits of this type of science education are evident, access to such high-quality science curriculum and programming is not equitable. Black and Latino students in particular have less access to supplementary science programming, and fewer opportunities to engage in inquiry-based education. This paper describes outcomes associated with an inquiry-based out-of-school time science education program, Nuestro Futuro: Applied Science Education to Engage Black and Latino Youth (NFASE), which sought to build the capacity of middle school students of color to ‘think’ like health scientists from diverse disciplinary perspectives. The program was designed with the intent of (1) improving student attitudes toward and motivation for science and (2) increasing active and engaged citizenship (AEC). NFASE students explored health inequity and the social determinants of health locally and engaged in developing health promotion, outreach and education efforts targeted to their peers, parents/families, and community. Interest in the program was high overall, but implementation was not without challenges. Although evaluation outcomes indicate that there were no statistically significant changes in science-related attitudes or motivation, students reported significant increases in neighborhood social connection, as well as overall AEC.  相似文献   

A generic method for distribution and transfer of ECTS and other norm-referenced grades within student cohorts     

Per Warfvinge 《European Journal of Engineering Education》2008,33(4):453-462

The ECTS grade transfer scale is an interface grade scale to help European universities, students and employers to understand the level of student achievement. Hence, the ECTS scale can be seen as an interface, transforming local scales to a common system where A–E denote passing grades. By definition, ECTS should distribute the passing students into five cohorts representing fixed percentiles. This paper presents a generic method to distribute cohorts of students with differentiated passing local grades into ECTS, or any other grading scale, cohorts. It takes into account historic student performance, the percentiles required for the scale in question as well as the relative performance of a student group in relation to student groups previously graded in the same course module. This method can handle any number of equally or unequally spaced local grade cohorts of any size, and it allows direct transfer between local grades in the spirit of ECTS.  相似文献   

Socialization content in schools and education for sustainable development – I. A study of teachers’ selective traditions     

Per Sund  Per-Olof Wickman 《Environmental Education Research》2011,17(5):599-624

This article studies content issues by examining teachers’ communicated socialization content. The value-laden socialization content constitutes the educational context for the teaching of integrated subject matter and has not yet been thoroughly studied empirically in environmental education research. The implications of the results can be fruitful in discussions about how educational traditions evolve, as well as discussions about the relationships between environmental education (EE) and education for sustainable development (ESD). In this study, ten upper secondary teachers are interviewed and their expressed socialization content is examined. Various qualitative positions regarding five important educational aspects can be described in terms of three selective traditions. To strengthen the validity of the socialization content found in this study, the students of the same teachers were interviewed regarding their experiences of the socialization content of these teachers’ teaching. This is reported in a supplementary article (Sund and Wickman 2011; Sund 2008). Together these three studies (this article; Sund and Wickman 2011; Sund 2008) work to establish and test a method of discerning qualitative aspects in socialization content. Although the amount of data is limited, the ambition has been to triangulate socialization content qualitatively from three different sources: a literature study, teacher interviews, and student interviews.  相似文献   

Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science,social science and language teachers     

Per Sund  Niklas Gericke 《Environmental Education Research》2020,26(6):772-794

Abstract

In many countries’ policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching contributions in their own subject areas to education for sustainable development (ESD). The overall aim is to understand how teachers of these three subject areas can contribute to cross-curricular teaching in teacher teams in the context of ESD. This is done by analysing the group responses from data collected in group discussions concerning the teaching dimensions what (content), how (methods) and why (purposes) in relation to ESD. We first analyse the teacher group responses and arguments regarding their contribution to ESD teaching from each subject area separately. Thereafter, we comparatively analyse how the different subject areas’ contributions overlap or complement each other in a potential collaborative ESD teaching. The results show that teachers from different subject areas stress different yet complimentary dimensions of teaching and perspectives of ESD. The implications for cross-curricular teaching in ESD are also discussed.  相似文献   

Adolescent Weak Decoders Writing in a Shallow Orthography: Process and Product     

Mark Torrance  Vibeke Rønneberg  Christer Johansson  Per Henning Uppstad 《Scientific Studies of Reading》2016,20(5):375-388

It has been hypothesized that students with dyslexia struggle with writing because of a word-level focus that reduces attention to higher level textual features (structure, theme development). This may result from difficulties with spelling and/or difficulties with reading. Twenty-six Norwegian upper secondary students (M = 16.9 years) with weak decoding skills and 26 age-matched controls composed expository texts by keyboard under two conditions: normally and with letters masked to prevent them reading what they were writing. Weak decoders made more spelling errors and produced poorer quality text. Their inter-key-press latencies were substantially longer preword, at word end, and within word. These findings provide some support for the word-level focus hypothesis, although we found that weak decoders were slightly less likely to engage in word-level editing. Preventing reading did not affect differences between weak decoders and controls, indicating that their reduced fluency was associated with production rather than reading difficulties.  相似文献   

Work-time profile,blood lactate concentration and rating of perceived exertion in the 1998 Greco-Roman wrestling World Championship     

Johnny Nilsson  Sandor Csergö  Lennart Gullstrand  Per Tveit  Per Egil Refsnes 《Journal of sports sciences》2013,31(11):939-945

The aim of this study was to examine work-time profiles, blood lactate concentrations and perceived exertion among Greco-Roman wrestlers in the 1998 World Championship. Forty-two senior wrestlers from nine nations were studied in 94 matches. Each match was recorded with a video camera (Panasonic AG 455, film rate: 25 Hz) and analysed for duration of work (wrestling) and rest (interrupt) periods. Blood lactate concentration was determined with an electrochemical device (Analox P-LM5) and a rating of perceived exertion scale (Borg) was used to estimate general exertion and exertion in the extremity and trunk muscles. The mean duration of the matches was 427 s (range 324-535 s), with mean durations of work and rest of 317 and 110 s, respectively. The mean periods of work and rest were 37.2 and 13.8 s, respectively. Mean blood lactate concentration was 14.8 mmol · l -1 (range 6.9-20.6). The difference in mean blood lactate concentration between the first- and final-round matches was not significant ( P > 0.05). Blood lactate concentration was significantly higher ( P ? 0.04) in matches of long duration than in those of short duration. The mean general rating of perceived exertion for all matches was 13.8 according to the scale used. Most of the wrestlers (53.3%) perceived exertion to be highest in the flexors of the forearm, followed by the deltoids (17.4%) and the biceps brachii muscles (12.0%). In addition to a relatively high rating of perceived exertion in the arm muscles, this indicates a high specific load on the flexor muscles of the forearm.  相似文献   

Students' Choice of Post-Compulsory Science: In search of schools that compensate for the socio-economic background of their students     

Per Anderhag  Patrik Emanuelsson  Per-Olof Wickman  Karim Mikael Hamza 《International Journal of Science Education》2013,35(18):3141-3160

It is commonly argued that socio-economic inequalities can explain many of the differences in achievement and participation in science education that have been reported among countries and among schools within a country. We addressed this issue by examining (a) the relationship between variables associated with socio-economic background and application frequencies to the Swedish Natural Science Programme (NSP) in upper secondary school and (b) whether there are lower secondary schools in Sweden that seem to compensate for these variables. Data from Statistics Sweden (SCB) covering the whole population of 106,483 ninth-grade students were used to calculate the probability for each student to apply to the NSP. Our results indicate that the variables, such as parental educational level and grades, have explanatory power, but with varying effect for different subpopulations of students. For example, grades in mathematics have a greater impact than grades in science for females' choice of the NSP. The opposite holds for male students. Out of 1,342 schools, 158 deviated significantly from predicted, that is, the students in these schools applied to the NSP in greater or lesser extent than expected. The number of deviating schools is greater than predicted by pure random variation. This suggests that variables of socio-economic background are only a partial explanation of the application frequencies, and that the deviation needs to be investigated further. Our findings suggest that in order to understand why schools deviate positively and so compensate for the socio-economic background of their students, we need to study their practices more closely.  相似文献