Riding Instructors,Gender, Militarism,and Stable Culture in Sweden: Continuity and Change in the Twentieth Century     

Gabriella Thorell  Susanna Hedenborg 《国际体育史杂志》2013,30(5):650-666

Equestrian sport underwent significant changes in Sweden during the twentieth century, from being connected to men and the army to being associated with women and leisure activities. Previous research has shown that a stable culture with masculine military norms still exists in spite of these changes. The purpose of this study is to explore why these norms continue to influence Swedish equestrian sport. Institutional economic theory and gender theory are used to explain continuity and change in stable culture. The source material consists of interviews and document analysis. An important finding is that military norms have been reproduced in the education of the riding instructors.  相似文献   

Work placements as learning environments for patient safety: Finnish and British preregistration nursing students’ important learning events     

Susanna Tella  Nancy-Jane Smith  Pirjo Partanen  Hannele Turunen 《Journal of Vocational Education & Training》2016,68(1):51-69

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Conceptions of teachership in the professional identity construction of adult educator graduates     

Jani Ursin  Susanna Paloniemi 《Teacher Development》2019,23(2):233-248

The aim of this study was to investigate the conceptions of teachership among graduates (n = 126) from a Finnish higher education study programme called Pedagogical Studies for Adult Educators. The conceptions of teachership comprise notions of teaching and of oneself as a teacher. Accordingly, the conceptions of teachership are viewed as one element in the process of constructing teacher identity. Currently, we have little knowledge about the professional identity construction of adult educators, even though there is a growing need for adult pedagogics in the changing professional life. Based on a qualitative thematic analysis of open-ended questionnaire data, three main conceptual categories were identified: (1) teachership as an activity, (2) teachership as a personal disposition, and (3) teachership as a process. It was concluded that in studying teacher identity it is essential to focus on the interplay between the personal and the social. Thus, the findings suggest that in understanding and supporting the construction of teacher identities, one should pay particular attention to the intertwined relationship between individual and collective needs.  相似文献   

The influence of college students' epistemological style on selected problem-solving processes     

William K. Wilkinson  Susanna Maxwell 《Research in higher education》1991,32(3):333-350

Given the paucity of data supporting college students' epistemological style as an educationally relevant construct, we examined the degree to which individual differences in this style were predictive of various cognitive processing activities adopted to several problem-solving tasks. Twenty-two college subjects from each of three different epistemological groups—dualistic, multiplistic, and relativistic—were randomly selected to complete both a syllogism and Ink Blot problem-solving task. The results showed that the three epistemological groups reliably differed in how they mentally organized the ink blot stimuli, but not the syllogism problems. The findings are discussed as supporting the notion that the epistemology construct is an educationally salient source of individual differences, especially when performance tasks are ambiguous and ill-defined.  相似文献   

Race and Color: Two Sides of One Story? Development of Biases in Categorical Perception          下载免费PDF全文

Susanna Timeo  Teresa Farroni  Anne Maass 《Child development》2017,88(1):83-102

Categorical perception is a phenomenon that leads people to group stimuli into categories instead of perceiving their natural continua. This article reviews the literature of two biases connected with categorical perception: categorical color perception and the other‐race effect. Although these two phenomena concern distant targets (colors and faces) and imply different biases (one attentional, one mnemonic), they share at least three commonalities. First, they both involve the chunking of continuous dimensions into categories. Second, adult categories are shaped by cultural processes. Third, infants' discrimination performance seems universal and guided by perception. In this article, it is proposed to look for a common developmental mechanism that clarifies the shift from a perceptual to a sociocognitive knowledge of the environment. New perspectives are discussed.  相似文献   

Student perceptions on the conditions of learning the proportion concept in canadian upper secondary science (physics,chemistry, biology) classes; results from the second international science study (S.I.S.S.) in Canada     

Joseph H. Menis 《科学教学研究杂志》1988,25(3):225-232

Correlates of Canadian upper secondary science students' achievement in the proportion concept were studied from data collected as part of Canada's participation in the Second IEA Science Study. Average class achievement on 14 items concerning the proportion concept was calculated and related to students' reports of teachers' instructional approaches. The study analysis revealed that classes where the proportion content was well covered by the teachers demonstrated higher achievements. Students whose teachers perceived as making science relevant and interesting did well on the test items, and the use of lab work and being task oriented were also related to students' higher achievement.  相似文献   

School motivation: A comparison between Kenya and Italy     

Barbara Sini  Barbara Muzzulini  Susanna Schmidt  Carla Tinti 《The Journal of educational research》2018,111(6):746-755

The authors compare school motivation in Kenya and Italy, two countries that differ in terms of socioeconomic conditions, structure of the school system, and access to education. Free primary education is indeed a recent attainment for Kenyan students. The participants, 449 Kenyan and 480 Italian students, 9–14 years old and attending Grades 4–8, were asked to complete a questionnaire about learning motivation. A factor analysis revealed that school motivation can be described by five dimensions in both contexts: intrinsic motivation, extrinsic motivation, academic self-concept, causal attribution, and amotivation. Differences between countries and lower (Grades 4–5) and higher (Grades 6–8) grades emerged: intrinsic motivation, extrinsic motivation, and academic self-concept were found to be higher in Kenyan than in Italian students, whereas amotivation was lower. Moreover, only Italian students showed less intrinsic motivation and more amotivation in higher grades than in the lower ones.  相似文献   

How does innovative continuous professional development (CPD) operate in the ECEC sector? Insights from a cross-analysis of cases in Denmark,Italy and Poland     

Chiara Bove  Bente Jensen  Olga Wysłowska  Rosa Lisa Iannone  Susanna Mantovani  Małgorzata Karwowska-Struczyk 《European Journal of Education》2018,53(1):34-45

This article offers insights into what characterises innovative continuous professional development (CPD) in the field of early childhood education and care (ECEC) by analysing similarities and differences from case studies of exemplary approaches to innovative CPD in Denmark, Italy and Poland. The comparative analysis focuses on four features that are particularly relevant for innovation in CPD in the field of ECEC: the social dimension of innovation as a strengthening component; the benefit of dynamic learning processes aimed at integrating theory and practice; the role of key figures in the quality of CPD; and measurements of CPD impact, outcomes and sustainability. This analysis sheds light on the effects of dynamic factors (e.g., regular team-based reflection sessions based on documentation and observation), the importance of work conditions (e.g., contractual obligations to provide time for reflection), the critical role of pedagogical leaders (coordinators, principals and head teachers, supervisors), the importance of inter-organisational networking at a local level and the facilitating role of collaboration with research institutes.  相似文献   

Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation,identity, and achievement: A short-term longitudinal study     

Christine R. Starr  Lisa Hunter  Robin Dunkin  Susanna Honig  Rafael Palomino  Campbell Leaper 《科学教学研究杂志》2020,57(7):1093-1118

Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.  相似文献   

Visceral pedagogies: Pornography,affect, and safety in the university classroom     

Susanna Paasonen 《Review of Education, Pedagogy & Cultural Studies》2016,38(5):427-444

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