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61.
ABSTRACTWith the aid of longitudinal country-level data from five IEA TIMSS assessments (1995–2011), the current study addresses the issue of the globalisation of curricula and achievement. To explore the hypothesis of global convergence, we study performance in four subdomains of mathematics. Using regression with fixed effects for countries, we consider whether the variation of subdomain scores decreases globally over time. Additionally, we explore qualitative differences in performance profiles using latent class analysis. Our results provide little evidence for a global harmonisation of student achievement. Rather, for regions with a similar language and culture, we observe similar strengths and weaknesses in mathematics content areas. Furthermore, these patterns remain stable over time. Directions for future research include the exploration of global trends in aspects of attained curricula for other subjects, and the use of information on school achievement. 相似文献
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The idea of personalised learning is built upon a liberal tradition that values tolerance in enabling the process of human autonomy. In this article, we elaborate on this notion, its theoretical base and effects on the learning conditions of upper secondary school students. We draw upon data from three different studies of the Swedish upper secondary school. The aim of the article is to elaborate on values that are implemented and how these values affect how the notion of tolerance can be used as a tool to explore and explain the idea of personalised learning. For the purpose of analysis, we use parts of Kyle Moore and Walker's [2011. “Tolerance. A Concept Analysis.” The Journal of Theory Constructing & Testing 5 (2): 48–52] work. Our analysis shows that personalised learning was legitimised in our studied settings, but in its extension it did not benefit and challenge the ongoing learning and development of the students. In fact, tolerance appeared repressive and confirmed status quo. 相似文献
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Anette Johansson Ulla Svantesson Jörgen Tannerstedt Marie Alricsson 《Journal of sports sciences》2016,34(10):951-958
Few studies have investigated the incidence of injuries in kayakers. The aim was to study the prevalence of shoulder pain in competitive flatwater kayakers and to evaluate any differences in range of motion or scapula stability of the shoulder joint among kayakers with or without the history of shoulder pain. Thirty-one kayakers were participated in the study, and a questionnaire including background data was used. Shoulder range of motion was measured with a goniometer, and the participants were observed for scapula dyskinesis in flexion and abduction. Of the participating kayakers, 54.8% (n = 17) had experienced shoulder pain. Kayakers who had experienced shoulder pain showed a significantly lower degree of internal rotational range of motion versus kayakers with no reported shoulder pain, with a mean degree of internal rotation in the right shoulder 49.3 vs 60.0 (P = 0.017) and the left shoulder 51.9 vs 66.0 (P = 0.000). Kayakers who had experienced shoulder pain were also observed with a scapular dyskinesis (n = 15 of 17 kayakers) to a significantly higher degree (P = 0.001) than kayakers with no reported shoulder pain. Findings suggest that screening for scapular dyskinesis and testing for rotational range of motion in the shoulder joint is essential in order to treat and maybe prevent shoulder pain in kayakers. 相似文献
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Research in Science Education - Motivated by widespread concerns for representation and equity in physics education, this study investigates negotiations of identity positions of master’s... 相似文献
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Anette Sandberg Stig Broström Inge Johansson Thorleif Frøkjær Christa Kieferle Anja Seifert Angela Roth Maire Tuul Aino Ugaste Meeli Laan 《Early Childhood Education Journal》2017,45(1):71-81
This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of the international study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learning in preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that, in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning. 相似文献
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Drawing on qualitative interviews with Mixed martial arts (MMA) athletes and stakeholders, this study aims to investigate the relationship between, on the one hand, MMA as a spectacle and imaginary world, and on the other, the fighters’ experiences of violence, pain and ‘the real’. Analytically, we are influenced by the literature on the spectacle and on hyperreality. The results show that athletes’ negotiations concerning the sport largely connect to a particular way of approaching violence – culturally and in terms of physical experience. On the one hand, there is a desire to portray MMA as a civilized and regulated sport. The athletes develop different strategies by which to handle or renegotiate the physical force and violence in the cage. On the other hand, however, the fighters’ bodily control and management of their fear sometimes breaks down. When the spectacle of the octagon becomes ‘real’, the legitimacy of the sport is questioned. 相似文献
68.
This case study explored how children’s moral expressions like love and violence differ according to the mode of narrative, comic strips or written narratives. Sixteen third-grade children from a primary school in Finland took part in the study. Children’s moral expressions were divided into justice and care. Reading frequency of fairy tales and linguistic and artistic abilities were also assessed in order to make a more in-depth interpretation of elements that underlie these different moral voices. The data for four of the children are presented in detail as the basis for the discussion. Children expressed their morality more strongly in comic strips—potentially offering a more sophisticated method for examining how children express their morality. 相似文献
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Johannes Lunneblad Thomas Johansson Ylva Odenbring 《International Studies in Sociology of Education》2019,28(1):63-80
The present study explores how officials in Swedish secondary schools define and categorize situations in which students have been exposed to violence in the school. The study is designed as a case study of two secondary schools, situated in two demographically different urban neighbourhoods. The results indicate that different socio-economic conditions influence how professionals categorize and explain violence, but also what strategies are used to deal with different incidents. In the socially disadvantaged area, there is closer collaboration with the police, and filing police reports is more common. In the school located in a middle-class area, professionals handle similar situations by collaborating with parents and using diagnoses as the main explanation for students’ problematic behaviour. 相似文献
70.
Hrönn Pálmadóttir Eva Marianne Johansson 《Early Years: An International Journal of Research and Development》2015,35(3):289-302
The article explores how young children between one and three years old communicate and prioritise values in order to create and be a part of a community during play sessions in an Icelandic preschool. Furthermore, it aims to investigate the value conflicts that might occur and how the children resolve such conflicts. The study adopts the phenomenological approach of Merleau-Ponty emphasising human bodily existence. Data consist mainly of video recordings. The findings show three main categories that illustrate the values that the children prioritised and found meaningful to their interaction in their play: the value of ownership of toys, the value of others’ well-being and the value of belonging to the community. The values could also be in opposition to values that were either prioritised within the group of children or emphasised by the educators. The study implies that play situations are a valuable arena for children’s learning of values. The value conflicts appeared to be especially important, including children’s confrontations with each other’s perspectives and requiring the children to clarify their views. Thus, children’s positions and possibilities within the group became visible and influenced the resolution of the conflicts. 相似文献