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Matej Supej Niels J. Nedergaard Joakim Nord Hans-Christer Holmberg 《Journal of sports sciences》2019,37(6):647-655
Here, we explored the relationship between incline and start strategy during alpine skiing. Eight FIS skiers performed starts on a flat (3°) and steep (21°) incline employing five different strategies. Their times, trajectories and velocities were monitored with a GNSS system and video. A significant interaction was observed between slope incline and start strategy with respect to the skier’s exit velocity (p < 0.001, ?2p = 0.716), but not for the start section time (p = 0.732, ?2p = 0.037). On the almost flat incline, both section time (p = 0.022, ?2p = 0.438) and exit velocity (p < 0.001, ?2p = 0.786) were influenced significantly by start strategy, with four V2 skate-pushes being optimal. On the steep incline, neither section time nor exit velocity was affected significantly by start strategy, the fastest section time and exit velocity being attained with four and two V2 skate-pushes, respectively. In conclusion, these findings demonstrate that the start strategy exerts considerable impact on start performance on almost flat inclines, with strategies involving three or more V2 skate-pushes being optimal. In contrast, start performance on the steep incline was not influenced by strategy. 相似文献
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Joakim Malm Leif Bryngfors Lise-Lotte Mörner 《European Journal of Engineering Education》2015,40(4):347-365
Supplemental Instruction (SI) is a programme that is attached to difficult courses with the objective of increasing student performance and retention. However, an SI programme also has the potential to increase overall student performance and retention during the first critical year if applied to introductory courses. In this study the latter objective is investigated in an engineering educational environment. The study shows that an SI programme attached to difficult first semester courses for new engineering students has substantial positive effects on both first-year student performance and retention. Both male and female students appear to benefit from attending SI to the same extent. Some potential reasons for these improved first-year student performances are that attendance at SI sessions appears to lead to improved self-confidence, a broader network of study partners, improved study strategies and problem-solving skills and an increased ability to critically review material and work with others. 相似文献
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Joakim Landahl 《Educational Philosophy and Theory》2020,52(6):625-639
AbstractThis article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early international assessments conducted in the 1960s and 1970s by the IEA with the PISA studies conducted by the OECD from the year 2000 onwards. The paper argues that there has been a shift in the ways that the assessments structure time. The early IEA surveys were characterized by a relative slowness, lack of synchronization and lack of trend analyses. PISA, by contrast, is characterized by high pace, simultaneous publication of results around the world and regular and recurrent studies making the analysis of trends possible. The emergence of this new time regime, it is argued, has implications for how education is governed. At the transnational level, it strengthens the influence and importance of OECD as a significant policy actor. At the national level, as educational discourse and policy adapts to the temporalities of the PISA calendar, two kinds of effects can be distinguished. First, there is a tendency towards searching for “retrotopian” solutions for contemporary problems. Second, there is a tendency towards acceleration and short-term planning when it comes to educational reforms. 相似文献
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Joakim Samuelsson 《Educational Psychology in Practice》2008,24(3):237-250
The present study examines the effect of three different structured methods, traditional, independent and problem‐solving, of teaching children arithmetic in the beginning of 7th grade in Sweden, age 13 years. The progress made by these students is presented by measures of their arithmetic ability, calculation and quantitative concept, as well as their self‐regulated learning skills in mathematics, characterised as internal and instrumental motivation, self‐concept and anxiety. The results will be discussed with reference to a socio‐cultural perspective. This study has a split‐plot factorial design with time as within‐subject and type of intervention as a between‐subject factor. The results show that there are no significant differences between teaching methods when assessing arithmetic in total and calculation. Students’ progress in quantitative concepts is significantly better if teachers teach traditionally or with a problem‐based curriculum. In order to develop aspects of self‐regulating learning skills, the results show that pupils would benefit in a traditional or problem‐solving curriculum. Problem‐solving seems to be more effective than traditional and independent work for students’ internal motivation. Traditional work and problem‐solving are more effective than independent work for students’ self‐concept. 相似文献
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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
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Educating for the New Sweden? 总被引：1，自引：0，他引：1
Sverker Lindblad Lisbeth Lundahl Joakim Lindgren Gunilla Zackari 《Scandinavian Journal of Educational Research》2013,57(3):283-303
Here we focus on Sweden as an advanced welfare state with a centralised educational system stressing modernisation and democratisation that was rapidly restructured into a deregulated, decentralised system based on vouchers and parental choice. The design was based on the collection of different kinds of data: policy texts, public statistics, in depth interviews with policy makers and administrators at different levels ( n = 12) and teachers and headteachers ( n = 42), surveys of students in Grade 9 in comprehensive schools ( n = 413) in different contexts. In the interviews we found different recurrent themes in the narratives dealing with changes in education governance and on the subjects, students and teachers, in the system. By means of this we could portray a field of different conceptions of relations between education governance and social inclusion and exclusion among actors in different positions in Swedish education. The study showed large differences in the context of schools in terms of social and cultural backgrounds among students. We also found distinct differences between students in different cultural contexts. Those in contexts dominated by students of 'foreign background' were more loyal to traditional schooling cultures compared to more sceptical students from other contexts. In sum, our studies show a transition in the education culture in Sweden. This was conceptualised as a change in hegemony in the former welfare state where no alternatives are present in the current discourse on restructuring. 相似文献
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Birgitta Nordén 《Environmental Education Research》2018,24(5):663-677
The study investigates the transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The purpose was to analyse and describe variations in how nine teachers in different subject matters experienced collaborative teaching in the context of a whole school educational development project. A total of 27 semi-structured interviews were conducted and analysed using phenomenographic method and contextual analysis. Two main approaches to transdisciplinary teaching were identified among the teachers: one where teachers contributed but struggled with transdisciplinarity, and the other where they displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in the transdisciplinary framework. However, they also experienced tensions between their resources and capabilities, and the challenges they faced in the project. 相似文献