The Rhetoric of the Norwegian Constitution Day: A Topos Analysis of Young Norwegian Students’ May 17 Speeches, 2011 and 2012     

Johan Laurits Tønnesson  Kirsten Sivesind 《Scandinavian Journal of Educational Research》2016,60(2):201-218

  相似文献   

Sustainable participatory processes of education technology development     

Bolmsten  Johan  Manuel  Michael Ekow 《Educational technology research and development : ETR & D》2020,68(5):2705-2728

Educational technology research and development - According to UNESCO, sustainable education requires a participatory development process. This article reports the results of three case studies...  相似文献   

Laughter, smiles and grins: The role of humor in learning and facilitating     

Johan Hovelynck  Luk Peeters 《Journal of Adventure Education & Outdoor Learning》2003,3(2):171-183

This article inquires into the role of humor in the relational learning process that takes place in adventure education programs. It presents program episodes, which the authors experienced in their practice as facilitator, staff trainer and researcher, and explores the related literature. Four aspects appear to affect whether humor either facilitates or interferes with participants' learning in development programs. First, humor plays a role in developing relationships among participants and between participants and facilitators, and hence in the relational safety that characterizes an environment conducive to learning. Second, it may play a role in creating a workable distance to sensitive learning issues. Third, humor may offer new and unexpected perspectives, which contribute to revising familiar but restrictive reference frames. Finally, humor seems to fulfill these functions to the extent that it is not planned to do so, and as such may exemplify the 'paradox of functionality' in relational processes.  相似文献   

Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs     

Natalie Pareja Roblin  Jo Tondeur  Joke Voogt  Bram Bruggeman  Griet Mathieu  Johan van Braak 《Technology, Pedagogy and Education》2018,27(2):165-181

The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. The current multiple case study investigated the practical considerations informing nine secondary school teachers’ decision-making processes regarding the use of tablet PCs. Stimulated recall interviews revealed 10 criteria underpinning teachers’ instructional decisions. Four criteria influenced the degree of congruence with teachers’ previous practices: familiarity, alignment with course content, opportunities to achieve (new) instructional goals efficiently, and compatibility with established pedagogical beliefs. Costs and benefits of tablet PCs were determined in terms of educational added value, lesson preparation requirements and potential disruptions to the learning environment. Finally, access to a solid technology infrastructure, supportive school policies and knowledge of how to effectively integrate tablet PCs with course content were identified as important pre-conditions for sustainable implementation. Overall, the results suggest that practical concerns constitute a critical element in teachers’ decision making, influencing not only teachers’ intention to adopt tablet PCs, but also the ways in which they use this technology to support instruction.  相似文献   

Working successfully towards inclusion—or excluding pupils? A comparative retroductive study of three similar schools in their work with EBD     

Johan Malmqvist 《Emotional and Behavioural Difficulties》2016,21(4):344-360

Sweden uses municipally run pupil referral units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion. A purposeful sampling procedure was used to select three elementary schools with regard to their success (school A) or failure (B and C) in keeping pupils with problematic behaviours at school. These three schools are in catchment areas with similar socio-economic conditions. A mixed methods research design was combined with comparative case studies in a retroductive approach. School A had only one pupil transferred to a PRU in 10 years, whereas such transfers from B and C were almost tenfold. School A distinguished itself from the other two schools by its number of inclusive qualities. This school succeeded in keeping almost all students without depriving other students of their rightful learning.  相似文献   

Behind the scenes: Unpacking student discussion and critical reflection in lectures     

Kristine Ludvigsen  Rune Johan Krumsvik  Jens Breivik 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2478-2494

  相似文献   

Historical thinking about sources in the context of a standards-based curriculum: a Swedish case     

Johan Samuelsson  Joakim Wendell 《Curriculum Journal》2016,27(4):479-499

The increased interest in basing teaching on disciplinary thinking has had a profound impact on the syllabus for history in Sweden. Within this context, we examine how students demonstrate one aspect of disciplinary thinking in history, namely reasoning about historical sources. The material used is written answers to an assignment about historical sources in the national test in history for year 6. The analysis shows that many students are able to show at least some aspects of disciplinary thinking about sources, though the vast majority has problems with contextualising the source in the assignment. One explanation put forth is that the syllabus is not yet fully enacted in teaching practices.  相似文献   

Educational reform as a dynamic system of problems and solutions: Towards an analytic instrument     

Johan Luttenberg  Thérèse Carpay  Wiel Veugelers 《Journal of Educational Change》2013,14(3):335-352

Large-scale educational reforms are difficult to realize and often fail. In the literature, the course of reform and problems associated with this are frequently discussed. The explanations and recommendations then provided are so diverse that it is difficult to gain a comprehensive overview of what factors are at play and how to take them into consideration. In this article, a model to provide a comprehensive framework for the analysis of educational reforms is presented. Education is conceptualized as a social system and educational reform thus as the manner in which this social system adapts to a changing context. The upper secondary education reforms undertaken in the 1990s in the Netherlands are adopted as a test case to evaluate the utility of the model. The results of the study paint a picture of educational reform as a loosely organized system of problems and solutions. The possibilities and potential limitations of the model are discussed in closing.  相似文献   

Estimating Nonlinear Structural Models: EMM and the Kenny–Judd Model     

Johan Lyhagen 《Structural equation modeling》2013,20(3):391-403

How is affective change rated with positive adjectives such as good related to change rated with negative adjectives such as bad? Two nested perfect and imperfect forms of dynamic bipolarity are defined using latent change structural equation models based on tetrads of items. Perfect bipolarity means that latent change scores correlate -1. Meaningful structural equation modeling (SEM) analyses of self-rated affect may require analyzing polychoric correlations, if self-ratings are collected using ordered categories. The models were applied to 6 4-wave datasets from Steyer and Riedl (2004). Results suggest that perfect bipolarity is generally compatible with valence self-ratings, whereas imperfect bipolarity is compatible with tension and energy self-ratings. Methodological and substantive limits of the approach are discussed.  相似文献   

Relating Latent Change Score and Continuous Time Models     

Manuel C. Voelkle  Johan H. L. Oud 《Structural equation modeling》2013,20(3):366-381

The primary goal of this article is to demonstrate the close relationship between 2 classes of dynamic models in psychological research: latent change score models and continuous time models. The secondary goal is to point out some differences. We begin with a brief review of both approaches, before demonstrating how the 2 methods are mathematically and conceptually related. It will be shown that most commonly used latent change score models are related to continuous time models by the difference equation approximation to the differential equation. One way in which the 2 approaches differ is the treatment of time. Whereas there are theoretical and practical restrictions regarding observation time points and intervals in latent change score models, no such limitations exist in continuous time models. We illustrate our arguments with three simulated data sets using a univariate and bivariate model with equal and unequal time intervals. As a by-product of this comparison, we discuss the use of phantom and definition variables to account for varying time intervals in latent change score models. We end with a reanalysis of the Bradway–McArdle longitudinal study on intellectual abilities (used before by McArdle & Hamagami, 2004) by means of the proportional change score model and the dual change score model in discrete and continuous time.  相似文献