Corrigendum to “Higher Education Policy: Why hope for Quality when rewarding Quantity?” [Research Policy Volume 49, Issue 8(2020) /104083]     

Alice Civera  Erik E. Lehmann  Stefano Paleari  Sarah A.E. Stockinger 《Research Policy》2021,50(2):104168

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Teacher Education for Research‐based Practice in Expanded Roles: Finland's experience   总被引：3，自引：0，他引：3  

Ian Westbury  Sven‐Erik Hansén  Ole Björkvist 《Scandinavian Journal of Educational Research》2013,57(5):475-485

Preparing teachers for a research‐based professionalism has been the central mission of teacher education in Finland since the mid‐1970s. More recently, as a result of such national policy developments as school‐based curriculum development and local decision‐making, the conception of teachers' work and professionalism has expanded. Drawing on experience within the teacher education programmes at the University of Helsinki and Åbo Akademi University, this paper discusses some of the programmatic issues that these developments have raised in class‐teacher, i.e. “elementary”, teacher education programmes. We focus in particular firstly on the research thesis that is a part of every teacher education programme in Finland, and the hallmark of the research‐based professional ideal; and, secondly on the emerging issues that derive from the need to incorporate the expanded understanding of the teacher's role within the curriculum of teacher education.  相似文献   

BETYDELSEN AV DEN TIDSMÄSSIGA PLACERINGEN AV KUNSKAP OM RESULTATET I ANSLUTNING TILL ÖVNING MED TVÅ TYPER AV INLÄRNINGSMATERIAL     

Av forskarassistent  fil. lic. Bengt‐Erik Andersson 《Scandinavian Journal of Educational Research》2013,57(1):65-79

This study was designed to investigate the cross‐cultural similarity of vocational interests as measured by the Strong Interest Inventory. An Icelandic version of the SII was administered to Icelandic college students studying medicine, business, library science, geology, biology, psychology, theology, and nursing. 290 first year students were tested, and 123 students approaching final exams of whom 80 were re‐tested two years later. Reliability coefficients for the scales (occupational themes, interests, occupations and the special scales) varied from 0.79 to 0.89. On the basis of the US norms 74‐83 percent of students were correctly classified into their actual professional group. The results indicate that US norms are valid for Icelandic college students and allow for satisfying prediction of educational and vocational choice. This may indicate that the US norms of the SII could be applicable for other Nordic college students. SII scale scores for all groups indicate identical interest structure for Icelandic and US groups of the same field of study.  相似文献   

Children's Rights,die Antipädagogen,and the Paternalism of John Stuart Mill     

Sven Erik Nordenbo 《Scandinavian Journal of Educational Research》2013,57(4):163-180

Abstract: Nordenbo, S. E. 1987. Children's Rights, die Antipädagogen, and the Paternalism of John Stuart Mill. Scandinavian Journal of Educational Research 31, 163‐180. In recent decades it has been maintained by some contemporary heirs to the tradition of progressive education that children must be regarded as a ‘subjugated’ section of the population, and that support for this view can be found in John Stuart Mill's moral and political philosophy. This article attempts a closer examination of this latter claim. It can be shown that Mill's ‘principle of liberty’ must be understood according to the strategic theory of moral rules, and that it can thus be argued that paternalism towards children is justifiable, which is what Mill maintains. From this reading of Mill it follows that proponents of ‘educational liberalism’ are not justified in claiming Mill as spokesman for their views.  相似文献   

Early Experience and the Development of Cognitive Competence: Some Theoretical and Methodological Issues 1     

Stein Erik Ulvund 《Scandinavian Journal of Educational Research》2013,57(2):45-75

Abstract

Ulvund, S.E. 1982. Early Experience and the Development of Cognitive Competence: Some Theoretical and Methodological Issues. Scandinavian Journal of Educational Research 26, 45‐75. A theoretical analysis focussing on the relationship between early experience and the development of cognitive competence is given. It is argued that the interactionistic position known as a transactional model of development (Sameroff 1975a) is especially applicable to the problem of early experience. It is further suggested that the optimal stimulation hypothesis forms a relevant basis for the identification of some of the major issues related to the effects of early experience, and that particularly the enhancement prediction (Wachs 1977) seems to correspond closely to what is meant by a transactional model of development. In accordance with McCall (1977), Sameroff (1975a) and Wohlwill (1973b), it is held that one of the main implications of a transactional model of development is that research to a larger extent should focus on discontinuity and instability in development rather than continuity and stability. Finally, based on various approaches to the problem of the effects of early experience (U?giris 1977), some integrated conceptions and their major implications for coming research are discussed.

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Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics     

Tran D. Keys  George Farkas  Margaret R. Burchinal  Greg J. Duncan  Deborah L. Vandell  Weilin Li  Erik A. Ruzek  Carollee Howes 《Child development》2013,84(4):1171-1190

This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three‐ to five‐year‐olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large‐scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta‐analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects.  相似文献   

Friluftsliv: a contribution to equity and democracy in Swedish Physical Education? An analysis of codes in Swedish Physical Education curricula   总被引：2，自引：2，他引：0  

Erik Backman 《课程研究杂志》2013,45(2):269-288

During the last decade, expanding research investigating the school subject Physical Education (PE) indicates a promotion of inequalities regarding which children benefit from PE teaching. Outdoor education and its Scandinavian equivalent friluftsliv, is a part of the PE curriculum in many countries, and these practices have been claimed to have the potential to contribute to more equity in PE teaching. Through an investigation of how stipulations regarding friluftsliv in the national Swedish PE curriculum are transformed and interpreted into 31 local PE syllabus documents, this paper investigates the possibilities for friluftsliv to fulfil this potential. In an analysis inspired by the educational sociologist, Basil Bernstein, I claim that Swedish PE teachers’ marginalized interpretation of friluftsliv indicates its weak classification when a part of PE. When friluftsliv is addressed in PE, the strong dominance of a performance code transforms it into mere sport activities. The results of this study highlight questions regarding PE teachers’ interpretation of learning aims and their work with text documents. It also discusses alternatives to implementing friluftsliv through PE and the role of teachers in curriculum reforms.  相似文献   

Humanistic Trends and the Curriculum Field   总被引：1，自引：0，他引：1  

Erik Forrest 《课程研究杂志》2013,45(3):197-207

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Teacher Professional Growth on Assessment Literacy: A Case Study of Prevocational Geography Education in the Netherlands     

Erik Bijsterbosch  Tine Béneker  Wilmad Kuiper  Joop van der Schee 《The Teacher Educator》2013,48(4):420-445

Abstract

Teachers should have the necessary assessment knowledge and skills to contribute to students’ learning. This study provides insight into how a professional development program for teachers contributed to the achievement of higher mastery levels of assessment literacy. This study used Xu and Brown's TALiP (Teacher Assessment Literacy in Practice) framework to achieve these higher levels. To evaluate the extent to which teachers demonstrated professional growth regarding their assessment literacy, teachers’ practices were evaluated through a content analysis of summative assessments. Potential changes in teachers’ knowledge, skills, and beliefs were measured through questionnaires and interviews. The outcomes showed that reflection on educational goals and on teachers’ beliefs, collaborative practice, and peer feedback played an important role in fostering higher mastery levels in assessment literacy. The outcomes of this study support the value of the TALiP framework and support the idea that professional growth could be fostered via diverse growth pathways.  相似文献   

Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching     

Jaana Herranen  Päivi Kousa  Erik Fooladi  Maija Aksela 《International Journal of Science Education》2013,35(14):1977-1998

ABSTRACT

The aim of this study is to provide an understanding of context-based inquiry teaching within a humanistic perspective on science education by studying pre-service teachers’ beliefs about inquiry and their implementations of inquiry in their context-based teaching sequences. Therefore, five pre-service teachers enrolled in a university undergraduate course called ‘Inquiry-based chemistry education II’ (5 ECTS) were involved in an empirical case study. The pre-service teachers’ implementations of inquiry were studied from their reports on self-designed context-based inquiry teaching sequences for students age 13–15, and their beliefs by interviewing them after the course. The results indicate that the most frequent aspects of inquiry, which were implemented, were that inquiry (i) includes a context, (ii) is a way to act, (iii) is a way to think, and (iv) includes source/information evaluation and argumentation. The pre-service teachers’ beliefs about inquiry were shown to reflect manifold aspects of inquiry, such as the difficulty in explaining it. However, this difficulty in encapsulating inquiry into a clear-cut definition is not necessarily an impediment to inquiry-based teaching. Furthermore, inquiry is inherently context-bound, and context-based teaching requires extra-situational knowledge from the context and not only declarative knowledge from science. This should be considered to support effective professional development.  相似文献