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31.
Berit Skirstad 《Sport Management Review》2009,12(4):202-216
The purpose of this article is to draw upon Pettigrew's contextualist approach to organizational change to examine the implications of gender policy on the imbalance between female and male board members in sport organizations. The paper is based on a case study of the General Assembly (GA) of Sports in Norway over more than three decades. The central focus is on the evolution of gender equality as expressed in changes in the relevant statutes of the sport organization, the preparatory work for the changes, the environment in which the changes have occurred, and the process itself with its critical incidents and the behaviour of key actors. The period of study is divided into three according to which approach was mainly used for promoting equality: equal rights (1971–1984), positive action (1984–1994), and gender mainstreaming (1994–2007). The study facilitates an understanding of how change has been achieved. Evolutionary or incremental change has impacted organized sport resulting in a more equal gender balance, with the proportion of women delegates increasing from 8% to 39% in the General Assembly of Sports. Despite this considerable development, a proposal for a 40% quota of women in all sport organizations was turned down by the Executive Board and not put before the General Assembly in 2007. It is suggested that Pettigrew's contextualistic approach helps in seeing the processes of change more clearly, and who are the key-persons and incidents involved in the process. 相似文献
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Gunnar Engvik Anne Berit Emstad 《International Journal of Leadership in Education》2017,20(4):468-490
This article focuses on the importance of school leaders’ commitment to socialising newly qualified teachers (NQTs) into the teaching profession. Framed by a social constructivist perspective, the article is based on four challenges novice teachers face as described by four school leaders. The aim is to illuminate how school leaders have understood the conflicts and differences that come to light in these challenges. School leaders’ experiences of the encounter between NQTs and schools point to how the facilitation of the teachers’ professional development at their schools was challenged and how follow-up and guidance of NQTs only started after the problems were disclosed to colleagues and the school leaders. This study indicates that there is a lack of insight into NQTs’ work situation, a fact that seems to exacerbate a negative development in the school environment. We argue that school leaders must be more proactive by being aware of the dynamics of the teaching team when NQTs join a previously established team. School leaders should communicate the expectations they have for how the team can welcome NQTs’ new ideas, on the one hand, and offer support if they encounter challenges, on the other. Furthermore, our findings indicate that the composition of teaching teams must be reassessed from year to year so that they serve as an arena that promotes professional development for both NQTs and established teachers. Poor relationships with colleagues and a lack of cooperation within teacher teams may also have a detrimental effect on student learning. School leaders have a great amount of power and influence, perhaps much more than they are aware of, when it comes to the wellbeing of NQTs and their decision to remain in the profession. We underline the importance of the role school leaders have in socialising NQTs into the teaching profession by paying attention to how they are welcomed and mentored by their colleagues in school. 相似文献
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Bj?rn Stensaker Peter Maassen Monika Borgan Mette Oftebro Berit Karseth 《Higher Education》2007,54(3):417-433
In this article the use, updating and integration of Information and Communication Technology (ICT) for teaching and learning
purposes is discussed. Based on an empirical study using interviews and document analysis of the implementation of ICT in
five Norwegian universities and colleges, the article analyse a number of factors that are of importance for the implementation
of ICT in higher education. The analysis discloses that Norwegian higher education institutions often have adequate economic
resources and a rather well developed technical infrastructure and support structure related to the use of ICT. However, attempts
to link ICT initiatives to organisational development issues and to human resource management have not been very successful.
In the conclusion it is argued that pedagogical issues and organisational and human development aspects must be better linked
if ICT is to play a more effective role in teaching and learning in Norwegian higher education. 相似文献
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ABSTRACTThe paper aims to analyse how pupils’ equal educational opportunities are warranted. We focus on how regulations of adapted education and the right to special needs education provide school leaders’ and teachers’ room for discretionary decision-making, how it is interpreted and how discretionary power is justified. The paper draws on findings from an interdisciplinary study (education and law) on the transformation of legal standards into professional actions in schools. This paper employs interview data from three compulsory schools (grades 1–10), legal documents, and public reports, and the analysis is guided by a conceptual distinction between structural and epistemic aspects of discretion. Based on our findings, we question whether the discretionary space regarding special needs education gives too many opportunities for action and, hence, weakens pupils’ legal rights. Under the guise of a common school, there is a risk that pupils’ special needs are made invisible. 相似文献
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This study examined images of aging women as depicted in advertisements from three periodicals during a ten‐year period. Five major variables were considered in this content analysis: the frequency with which aging women appeared, the types of products involved, the setting, the value orientation, and the change in the image of older women over time. Differences between time periods and among magazines were analyzed. Findings of the study and its implications for educators and practitioners are discussed. 相似文献
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Berit Bae 《Early Years: An International Journal of Research and Development》2010,30(3):205-218
The UN Convention on the Rights of the Child has during recent decades influenced professionals and policy‐makers in Norway as well as in other countries, resulting in changes in documents regulating early childhood institutions. Little is known, however, about the way this right is understood and realized in everyday practice. How is the concept of participation understood by professionals in the field? What issues emerge as problematic in everyday practice? Combining findings from an evaluation study and research from early childhood institutions, it is possible to unravel three problem areas. They are described under these headings: (a) Interpreting participation with a bias towards individualism? (b) Play and playful interaction – an integral part of children's right to participation? (c) Are the youngest children ‘mature’ enough? The article is rounded off by pointing to the need to pay critical attention both to what is happening on policy levels, and to theoretical perspectives influencing the professionals in the field. 相似文献