Introduction   总被引：4，自引：0，他引：4  

Sven Widmalm 《Minerva》2001,39(4):365-372

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Local Sport in Europe     

Melanie Haller  Sven Ismer 《Sportwissenschaft》2007,37(4):476-480

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Fußball zur Zeit des Nationalsozialismus     

PD Dr. Sven Güldenpfennig 《Sportwissenschaft》2010,40(4):295-297

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Konstituierung und Selbstauflösung der Sinnstruktur des Sports durch Grenzsetzung und Grenzverletzung     

Sven Güldenpfennig 《Sportwissenschaft》1996,26(2):189-202

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We need integrated publishing     

Sven FUND 《Learned Publishing》2013,26(1):57-64

Scholarly publishing has seen a decade of rapid proliferation of business models and emerging technologies. Together with globalization of the publishing market and new challenges, this evolution has also led to rapid advancements in management tasks even within small publishing houses. The outcome of this change for the stakeholders, including researchers, authors, and shareholders, is unclear, and a return to a more cohesive, integrated approach is desirable. One major obstacle must be overcome: organizational inertia.  相似文献   

A longitudinal study on boys’ and girls’ career aspirations and interest in technology     

Jan Ardies  Sven De Maeyer  David Gijbels 《Research in Science & Technological Education》2013,31(3):366-386

Background: More young people, boys and girls, are needed in technical studies and professions, as the relative number of students in technology-related studies has been decreasing in most industrialised countries. To overcome this decrease several countries implemented mandatory technology classes in the curriculum of secondary education.

Purpose: This study has two goals: exploring the evolution of pupils’ interest during the year(s) they attend the mandatory technology classes and exploring determining characteristics for differences in boys’ and girls’ attitude change over time.

Sample: This study focuses on data gathered in the first and second grade of the first cycle in general secondary education in the North region of Belgium, Flanders. In a first stage we selected a good representation of geographically spread schools (n = 20), from which over 1300 students participated.

Design and methods: A longitudinal study with eight measurement occasions spread over the course of two years is presented in order to capture the evolution of students’ attitudes, making use of a multilevel growth model analysis.

Results: The results show that students’ interest in technology decreases over time, although at the end of each grade interest is increasing again. Boys’ and girls’ interest in technology also evolves a little different in the first cycle of secondary education. For career aspirations we didn’t see any significant difference between boys and girls. Boys’ and girls’ aspirations decrease over time with a little increase by the end of the second grade. Students with a more technological curriculum also have more career aspirations in the field of technology than their peers with other curricula. Although students’ perceptions about technology as a subject for boys and girls are largely stable.

Conclusions: The evolution of students’ attitude is far from linear, this strengthens us in the choice for a more complex analysis model and the choice for more measuring points than only at the beginning and the end when analysing students’ attitudes towards technology. With this research we found that students interest and aspirations in the field of technology are not stable and do change in the first cycle of secondary education. Overall, we can conclude that if the goal of technology education at school maintains to promote ‘a larger number of students in technological oriented studies and professions’, there is still much to do.  相似文献   

Teaching Computer Technology to Adult Computer Novices. Normative Didactics Based on Adults’ Perception of Information Technology   总被引：1，自引：1，他引：0  

Sven Erik Nordenbo 《Scandinavian Journal of Educational Research》2013,57(4):243-258

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Forty Years of the Philosophy of Education in the Nordic Countries     

Sven Erik Nordenbo  Sirkka Hirsjärvi  Gudmundur Heidar Frímannsson  Lars Lovlie  Carl‐Anders Safstrom 《Scandinavian Journal of Educational Research》2013,57(3-4):365-396

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Research on Teachers and Teacher Education in Scandinavia: a retrospective review   总被引：1，自引：1，他引：0  

Trygve Bergem  Ole Björkqvist  Sven‐Erik Hansén  Ingrid Carlgren  Trond Eiliv Hauge 《Scandinavian Journal of Educational Research》2013,57(3-4):433-458

The important role in learning and upbringing played by teachers has been acknowledged for a long time. However, research on this question belongs with few exceptions, to the post‐war area in all the Nordic countries. During the last few decades a extensive research within a variety of studies have addressed the question. And, in accord with realistic expectations, the research conducted within this area since the middle of the 1950ties reflects a change in the interest of researchers similar to that found outside the Nordic countries, from studies of teacher behaviour to research on teacher cognition and analyses of the interactions between students and teachers in the classroom. The review also reveals a clear and significant change in the use of research methods: quantitative methods have declined while qualitative methods have expanded. It seems characteristic of research within this area that a great number of studies have been explorative in nature and that few of them have been followed up by more intensive and theoretically grounded research. It is the authors' opinion that, considering the great number of unanswered questions and the importance of solid knowledge of the questions related to teachers' qualifications and to teacher education, it seems that research within this area is still in its infancy stage.  相似文献   

Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers   总被引：1，自引：1，他引：0  

Ingrid Andersson  Sven B. Andersson 《Scandinavian Journal of Educational Research》2013,57(6):643-660

The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in‐depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers' talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers' boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.  相似文献