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231.
Learning Environments Research - Changes in learning environments are pivotal when schools and local organizations embark on educational partnerships. Local organisations offer specialized... 相似文献
232.
Henriette Tolstrup Holmegaard Lars M. Ulriksen Lene Møller Madsen 《Scandinavian Journal of Educational Research》2014,58(1):21-40
This paper presents the first results from a longitudinal qualitative study following 38 Danish students' choice of higher education. By using a narrative psychological framework it is shown how the choice of higher education is embedded in various dilemmas, making it difficult for the students to make meaningful choices. They believe the choice should be unique and individual and that it should correspond with who they are and wish to become. However, the analysis shows that choosing what to study after upper-secondary school is a complex ongoing and social process, rather than an isolated individual event. Implications of these results are discussed and the educational system is urged to provide room for and facilitate students' production of choice narratives. 相似文献
233.
Hanne Moeller Andersen Lars Brian Krogh Eva Lykkegaard 《Research in Science Education》2014,44(3):439-460
Students' images of science and scientists are generally assumed to influence their related subject choices and aspirations for tertiary education within science and technology. Several research studies have shown that many young people hold rather stereotypical images of scientists, making it hard for them to see themselves as future scientists. Adolescents' educational choices are important aspects of their identity work, and recent theories link individual choice to the perceived match between self and prototypical persons associated with that choice. In the present study, we have investigated images of scientists among the segment of the upper secondary school students (20 % of the cohort) from which future Danish scientists are recruited. Their images were rather realistic, only including vague and predominantly positive stereotypical ideas. With a particular Science-and-Me (SAM) interview methodology, we inquired into the match between self- and prototypical-scientists (N?=?30). We found high perceived similarity within a core of epistemological characteristics, while dissimilarities typically related to a social domain. However, combining interview data with survey data, we found no significant statistical relation between prototype match and aspirations for tertiary education within science and technology. Importantly, the SAM dialogue revealed how students negotiate perceived differences, and we identified four negotiation patterns that all tend to reduce the impact of mismatches on educational aspirations. Our study raises questions about methodological issues concerning the traditional use of self-to-prototype matching as an explanatory model of educational choice. 相似文献
234.
Jens Dolin Lars Brian Krogh 《International Journal of Science and Mathematics Education》2010,8(3):565-592
This article reports a case study that described and analyzed the changes in the Danish school culture induced and encouraged
by the Programme for International Student Assessment (PISA) results. The educational policy and reforms that were temporally
connected with the publication of the PISA 2000 results are outlined and the related socioeconomic and sociopolitical influences
are explicated. Furthermore, we investigated to what degree the PISA science assessment framework and test system were in
accordance with the Danish educational goals in science in order to discuss the relevance of PISA as a catalyst for the educational
actions taken. The results of our inquiry revealed areas of good correspondence and fundamental differences related to values
underlying the Danish school system and PISA, respectively (e.g., Bildung orientation versus cognitive skills/competency orientation, different learning/assessment paradigms). We argue that such
differences are crucial when considering curricular relevance, validity, and the use of PISA as an agent of change on the
national level. 相似文献
235.
The understanding of inclusion in education has transcended the assumption that inclusion is about students with special needs. It concerns the inclusion of all children. With systems theory as a framework, the article argues that in order to handle inclusion as a phenomenon that concerns all children, we need an operational definition of inclusion differentiated according to three dimensions. The first dimension covers different levels of inclusion. The second dimension concerns different types of social communities in and out of school, from which a child may be included or excluded. The class is one such type of social community, but equally important is membership in the self-organised community of children in the school-yard, the bilateral relationships with other children and/or teachers, etc. The third dimension concerns different degrees of being included in and/or excluded from the different communities. The point is that a child is not either completely included or excluded, but that he/she is included in or excluded from the different communities in different degrees. A comprehensive matrix definition is presented combining the three dimensions, which matches the present understanding of inclusion in education. 相似文献