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There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. 相似文献
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The digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality. 相似文献
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Victor Wennemar Wiltmann Hans-Christer Holmberg Pasi Pelttari Jussi Mikkola Keijo Häkkinen Olli Ohtonen 《European Journal of Sport Science》2016,16(8):1111-1120
The present study was designed to analyse and compare the kinetics and kinematics associated with three different starting strategies during classic cross-country ski racing. Inside a ski tunnel, 12 elite male skiers performed three sets of three 38?m starts. Each set included one start using: double poling only (DP), diagonal stride only (DIA) and freely chosen (FREE) (i.e. where subjects used the strategy or combination of strategies they felt was fastest) in random order. The first 18?m was performed on a series of force plates that measured horizontal and vertical forces followed by 20?m of a standard snow track. Additionally, cycle characteristics and joint angles were measured. DIA and FREE were faster over 38?m than DP (P?.01). Net horizontal impulse (taking into account both positive and negative impulses) 5–10?m after the start was lower during DP than during DIA and FREE (both P?<?.05). All subjects skied faster when using only DIA for the entire 38?m. Furthermore, the sum duration and frequency of propulsive contacts over the first 18?m was less in DP than DIA and FREE (P?相似文献
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A robust body of evidence supports the finding that particular teaching and assessment strategies in the K‐12 classroom can improve student achievement. While experts have identified many effective teaching and learning practices in the assessment for learning literature, teachers’ knowledge and use of “high leverage” formative assessment (FA) practices are difficult to model in novice populations. By employing advances in construct modeling, the theoretical underpinnings of learning progressions research, and four principles of evidence‐centered design, teacher educators along with psychometricians can test hypotheses about teacher learning progressions. Utilizing an FA moves‐based framework, the article examines how beginning teachers’ posing, pausing, and probing practices align with five key strategies of FA. Examples of construct maps, instructional tasks, and turns of talk analysis using scoring guides are provided from an empirical study of novice science preservice teachers in a high‐needs school district. 相似文献
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Peter Holmberg 《Science & Education》1996,5(3):267-276
With examples we show the change in physics research methods in Finland. From mere passive observations physics moved towards experiments and even planning special experiments to solve particular problems, the goal being to establish a theory of the phenomenon under study. In this way a fruitful interaction between experiment and theory emerged. Individual learning repeat this progression. 相似文献
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瑞典远程教育的发展与模式 总被引：3，自引：0，他引：3
本文描述瑞典远程教育的背景与环境.随着整个世界的变革,远程教育的目标、策略及学生来源在一百多年的实践过程中也发生了根本性的变革,新的政策、理论和技术为远程教育增添了新的机遇和新的参与者.今天,利用数字化信息的学习者可以在任何地方,通过移动电话和计算机连接到互联网获取信息,这就给教育机构提出了新的要求:灵活、更新、适合、快速并且兼备愉悦性以吸引学生.同时,教育机构的另一挑战是如何利用新技术的优势,发展新型的教学论,鼓励创造力、批判性思维,同时学会抵制和对抗欺骗性学习行为.关于教育与学习,具有时代特征的是文本、图片、声音、照片及电影等普遍的"复制粘贴"技术,这些技术一方面可以以建设性的和发展性的方式被利用,同时也可能用于违法、欺骗和毁灭性的使用.本文将以自上而下和由内及外的方式,来讨论远程教育在瑞典的发展与瑞典政治目标与政策的关系.由于教育逐渐全球化而且受国家政策以外其他力量的影响,因此也用自下而上和由内及外的方法讨论一些新的概念.文章的第二部分讨论远程教育的多种概念和方法,即什么是数码世界的远程教育和可替代的新概念.其中的一个结论是:虽然在国家的层面上已设定了宏大目标,但教育组织机构的变化非常缓慢.而在数字传媒文化里长大的年轻学子却有着特定的能力,他们能在多种的教育途径中作出自己的抉择.瑞典的教育机构面临着很大的压力,因为教育经费在持续递减,教师与学生的比例也越来越小.文章最后的总结评论部分比较了瑞典远程教育的初始阶段和现状的特征,并探讨了远程教育中主要领域的发展前景. 相似文献