Design Theory and Design Practice within Sloyd Education     

Barbro Sjöberg 《The International Journal of Art & Design Education》2009,28(1):71-81

This article is part of a formal research project concerning design as an integrated part of sloyd education. The concept of ‘sloyd education’ is used in the Nordic countries as an umbrella term for different educational crafts whose scientific basis is to be found in the university subjects Sloyd Education and Crafts Science. The aim of the whole project is to develop methods for teaching design theory and design practice within sloyd teacher education. By analysing the design processes of five design students during an MA course in Fashion and Textiles, an account of the kind of design knowledge the students are working on during the process, and how iterativeness and multi‐layered procedures, which are characteristic for the design process of a single student, is built up. The results of the analysis show that during the design process the students concentrate on technological and aesthetical knowledge and that the design process can be very varied and have its starting points both in images and in concrete materials.  相似文献   

Educational assessment in England     

Tina Isaacs 《Assessment in Education: Principles, Policy & Practice》2010,17(3):315-334

This profile explains the assessment system in England, concentrating on those aspects that are related to government policy. It begins by putting the system in context; it then describes the national educational structure, curriculum and assessment arrangements. The government agencies responsible for carrying out education policies are introduced. In order to illustrate the intersection of curriculum and assessment development and political policy, the profile describes and discusses assessment issues that highlight the role of government and its agencies in the development, implementation and monitoring of England's national curriculum tests and 14‐to‐19 qualifications. It argues that successive governments have increasingly intervened directly in curriculum and qualifications development, and observes the growing governmental policy influence over assessment issues and the repercussions of that influence.  相似文献   

Book reviews     

Tina Rae  Ben Levy  Sarah Burcham  Sadie Westrup  John Finlay  Lisa Hawking 《Educational Psychology in Practice》2010,26(2):205-218

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Fostering changes in attitude,knowledge and behavior: demographic variation in environmental education effects     

Tina Braun  Richard Cottrell  Paul Dierkes 《Environmental Education Research》2018,24(6):899-920

This study employs a uniquely multi-factorial, large-scale design to investigate baseline differences and the effects of a singular outdoor educational program on environmental attitudes, knowledge and behavior among primary and secondary school students educated in four different countries. Statistical modelling approaches employed country of residence, age, nationality, sampling year, gender and urban/ rural habitation as predictor variables. Baseline scores were explained by a number of predictors but country of residence and rural-urban differences appeared as the most consistent explanatory variable for positive changes in attitude, knowledge and behavior. Given the nexus of political, social, natural and cultural data contained within the residence variable, we discuss the complex web of drivers that may influence environmental literacy and environmentally responsible behavior. Spatial variation in the value of outdoor education programs is also discussed.  相似文献   

Sexual and reproductive health and rights (SRHR) education with homeless people in Sweden     

Erika Wikström  Eva-Maria Eriksson 《Sex education》2018,18(6):611-625

This paper describes the implementation of an educational intervention to enhance sexual health among homeless people by including sexual and reproductive health and rights (SRHR) as a part of social work provision with this group. Adult service users in different forms of temporary accommodation were provided with the opportunity to participate in three group sessions. Seventeen sessions, six with women and eleven with men, took place at six different housing facilities in Gothenburg. The intervention implementation process (which involved preparation, creation, realisation and evaluation) is described, and factors of importance are identified. Service users appreciated the opportunity to receive information and discuss sexual health, rights and norms. The success of the work may be related to the fact that the project was anchored both in social services and among service users, constantly adjusted, and delivered using a respectful approach. Social work organisations and professionals have an important role to play in acknowledging and promoting service users’ sexual health and rights, especially among disadvantaged and socially excluded groups including homeless people.  相似文献   

International dimensions: A challenge for European engineering education     

Said Irandoust  Jörgen Sjöberg 《European Journal of Engineering Education》2001,26(1):69-75

Internationalization of higher education is a concept that often is transformed into a set of activities that has a certain international dimension. This can be done more or less consciously. Issues such as development of skills and knowledge, creation of an international culture on campus and the involvement of an international dimension in all activities concern university management. These are issues university managers have to deal with. But it also opens up new opportunities. The broader issues of internationalization require a strong involvement of the academic leaders and of senior officers. This contribution describes how changes around us force universities to take action and introduce clear policies for internationalization of higher education, based on the needs institutions for higher engineering education should respond to. Special attention is given to a recent Swedish evaluation on the effects of student exchange. This study is compared with experience at Chalmers.  相似文献   

DEVELOPING CREATIVE PRODUCTIVITY IN THE “STREETWISE” DISADVANTAGED GIFTED CHILD: THE THIRD WORLD CHALLENGE     

Gillian I. Eriksson 《High Ability Studies》1993,4(1):86-94

This paper presents an insight into the productive abilities of the disadvantaged gifted child that forms the foundation for a transition curriculum. A model for maximizing the inner and outer world of the child is presented, integrated into this transition from “streetwise” abilities which are contextually relevant. Despite political turmoil, the Third World challenge is to provide a curriculum to develop both a positive self and a constructive view of the future. Programmes in action for disadvantaged children in South Africa are reviewed.  相似文献   

The development of interests in the Swedish comprehensive school     

Lisbeth Hedelin  Lennart Sjöberg 《European Journal of Psychology of Education - EJPE》1989,4(1):17-35

In this study pupils in grades 1 through 9 (ages 7–16) of the Swedish comprehensive school rated their interests in mathematics and Swedish (separately for reading and writing). They also judged other aspects of their school work and situation, such as need for control and challenging tasks, their perception of the teacher, their concern with how well other pupils succeeded, and their well-being at school. Teachers rated their level of achievement in Swedish and mathematics. It was found that interests tended to decrease over time, especially in mathematics. High achievers were more interested but they as well as low achievers showed a drop in interest over the years at school. Need for control rose and general well-being dropped. The developmental trends of the interest variables could not be accounted for by a rising need for control. The decrements in challenge and well-being could explain a part of these trends in Swedish but not in mathematics.  相似文献   

Life and death in the Anthropocene: Educating for survival amid climate and ecosystem changes and potential civilisation collapse     

Tina Besley  Michael A. Peters 《Educational Philosophy and Theory》2020,52(13):1347-1357

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Relationship of sex,achievement, and science self-concept to the science career preferences of black students     

Tina Jacobowitz 《科学教学研究杂志》1983,20(7):621-628

Science career preferences of junior high school-aged students, while not stable predictors of ultimate career choice, do serve to direct and maintain individuals along the paths to careers in science. In this study, factors relevant to science career preferences of black eighth grade students were investigated. This issue is of particular import to blacks since they are severely underrepresented in the scientific fields. The sample consisted of 113 males and 148 females in an inner city junior high school. The Science Career Preference Scale, the Peabody Picture Vocabulary Test, and the Self-Concept of Ability Scale (Form B-Science) were administered. Mathematics and science grades were obtained from class rating sheets. Treatment of the data involved multiple regression analysis according to a hierarchical model. Results showed that of all the independent variables, sex was the strongest predictor of science career preferences, accounting for 25% of the criterion variance. The findings suggest that early adolescent science career preferences are related more to interests that are consonant with sex-role considerations than realistic assessment of mathematics or science achievement.  相似文献