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21.
Fredrik Hertzberg Åsa Sundelin 《International Journal for Educational and Vocational Guidance》2014,14(1):89-102
This article consists of two parts. First we present an ongoing Swedish research project, “Counseling between recognition, justice and difference”. The aims of the project are presented, along with an outline of the political and professional questions that motivate it and the theories which inform it. In the second part, an account of one of the studies in the project is presented, which focuses on counseling conversations with recently arrived refugees in secondary education. The analysis of the conversations focuses on the communicative projects of the participants, the unintended consequences of their actions, and the impact of power asymmetries. 相似文献
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Perspectives on using video recordings in conversation analytical studies on learning in interaction
Fredrik Rusk Michaela Pörn Fritjof Sahlström Anna Slotte-Lüttge 《International Journal of Research & Method in Education》2015,38(1):39-55
Video is currently used in many studies to document the interaction in conversation analytical (CA) studies on learning. The discussion on the method used in these studies has primarily focused on the analysis or the data construction, whereas the relation between data construction and analysis is rarely brought to attention. The aim of this article is to discuss different approaches to data construction that CA studies in and on learning utilize, and how these approaches facilitate different analysis and understandings of learning and cognition from emic, participants', points of view. Three, partly overlapping, thematic approaches can be discerned: (1) setting-centred, (2) participant-centred and (3) content-centred. The underlying interest of the study seems to influence the data construction, which in turn affects what kind of analysis that can be done. There is a considerable variation in which aspects data sets focus on, where an emphasis in data construction on setting, participant or content also seems to project the subsequent analytic emphasis. This relation between data construction and analysis is important to be aware of and to address. 相似文献
24.
Fredrik Sandberg 《Vocations and Learning》2010,3(2):99-115
This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas’ theory
of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal
is to become a licensed practical nurse. Data about the RPL process were collected using interviews and observations. Through
appraising RPL as a social practice, it is held that the process progresses through a ‘caring ideology’. The caring ideology
is the foundation that makes it possible to build up health care assistants’ trust in teachers’ authority. In this process,
the teachers, by means of strategic actions, become the possessors of (the validity claim) truth. From this starting point,
the assistants’ prior experiences are strategically acknowledged in two ways: by affective comments ‘recognising’ their identity/personality
and by generating a grade in the courses for which their prior learning is being accredited. The findings show that the lifeworld
of these workers is assimilated and colonised through the RPL process and important issues such as power, gender and class
are not accounted for. These matters should not be left out in research on caring practices performed by women from low socio-economic
groups. These issues must be included if RPL processes are not merely assumed to systematically and uncritically reproduce
an existing normative discourse. Based on the RPL practice analysed here, it is proposed that a more reflexive, emancipatory
and communicative RPL process could play a central role in the development and enlightenment of health care assistants. 相似文献
25.
The objective of this paper is to balance two major conceptual tendencies in science policy studies, continuity and discontinuity
theory. While the latter argue for fundamental and distinct changes in science policy in the late 20th century, continuity
theorists show how changes do occur but not as abrupt and fundamental as discontinuity theorists suggests. As a point of departure,
we will elaborate a typology of scientific governance developed by Hagendijk and Irwin (2006) and apply it to new empirical material. This makes possible a contextualization of the governance of science related to
the codification of the “third assignment” of the Swedish higher education law of 1977. The law defined the relation between
university science and Swedish citizens as a dissemination project, and did so despite that several earlier initiatives actually
went well beyond such a narrow conceptualisation. Our material reveals continuous interactive and rival arrangements linking
the state, public authorities, the universities and private industrial enterprises. We show how different but coexisting modes
of governance of science existed in Sweden during the 20th century, in clear contrast with the picture promoted by discontinuity
theorists. A close study of the historical development suggests that there were several periods of layered governance when
interactions and dynamics associated with continuity as well as discontinuity theories were prevalent. In addition, we conclude
that the typology of governance applied in the present paper is fruitful for carrying out historical analyses of the kind
embarked upon in spite of certain methodological shortcomings. 相似文献
26.
Fredrik Jensen Jørgen Sjaastad 《International Journal of Science and Mathematics Education》2013,11(6):1437-1461
Considerable resources are spent on initiatives aiming to increase achievement and participation in science, technology, engineering, and mathematics (STEM). Drawing on focus group interviews and a questionnaire study with participants in ENT3R, a Norwegian out-of-school mathematics program, we investigated why participants attended and stayed in this program and assessed how it influenced participants’ STEM motivation. The authors identified 3 aspects of ENT3R highlighted by the participants: The instructors provided good teaching, the instructors created a positive atmosphere, and the instructors engaged in interpersonal relationships. Moreover, drawing on the expectancy-value model, the authors found that ENT3R appeared to influence 5 factors in the model that are important for STEM motivation: expectation of success, interest–enjoyment value, attainment value, utility value, and cost. This study points to the importance of carefully recruited and trained instructors and of flexible, responsively designed extracurricular programs. 相似文献
27.
Dencker M Thorsson O Karlsson MK Lindén C Wollmer P Andersen LB 《Journal of sports sciences》2008,26(13):1397-1402
Maximal oxygen uptake VO(2max)) is considered the optimal method to assess aerobic fitness. The measurement of VO(2max), however, requires special equipment and training. Maximal exercise testing with determination of maximal power output offers a more simple approach. This study explores the relationship between [Vdot]O(2max) and maximal power output in 247 children (139 boys and 108 girls) aged 7.9-11.1 years. Maximal oxygen uptake was measured by indirect calorimetry during a maximal ergometer exercise test with an initial workload of 30 W and 15 W x min(-1) increments. Maximal power output was also measured. A sample (n = 124) was used to calculate reference equations, which were then validated using another sample (n = 123). The linear reference equation for both sexes combined was: VO(2max) (ml x min(-1)) = 96 + 10.6 x maximal power + 3.5 . body mass. Using this reference equation, estimated VO(2max) per unit of body mass (ml x min(-1) x kg(-1)) calculated from maximal power correlated closely with the direct measurement of VO(2max) (r = 0.91, P <0.001). Bland-Altman analysis gave a mean limits of agreement of 0.2+/-2.9 (ml x min(-1) x kg(-1)) (1 s). Our results suggest that maximal power output serves as a good surrogate measurement for VO(2max) in population studies of children aged 8-11 years. 相似文献
28.
Fredrik Jeppsson Jesper Haglund Tamer G. Amin 《International Journal of Science Education》2015,37(5-6):780-805
Many studies have previously focused on how people with different levels of expertise solve physics problems. In early work, focus was on characterising differences between experts and novices and a key finding was the central role that propositionally expressed principles and laws play in expert, but not novice, problem-solving. A more recent line of research has focused on characterising continuity between experts and novices at the level of non-propositional knowledge structures and processes such as image-schemas, imagistic simulation and analogical reasoning. This study contributes to an emerging literature addressing the coordination of both propositional and non-propositional knowledge structures and processes in the development of expertise. Specifically, in this paper, we compare problem-solving across two levels of expertise—undergraduate students of chemistry and Ph.D. students in physical chemistry—identifying differences in how conceptual metaphors (CMs) are used (or not) to coordinate propositional and non-propositional knowledge structures in the context of solving problems on entropy. It is hypothesised that the acquisition of expertise involves learning to coordinate the use of CMs to interpret propositional (linguistic and mathematical) knowledge and apply it to specific problem situations. Moreover, we suggest that with increasing expertise, the use of CMs involves a greater degree of subjective engagement with physical entities and processes. Implications for research on learning and instructional practice are discussed. 相似文献
29.
Katja Tervahartiala Saara Nolvi Susanna Kortesluoma Juho Pelto Sirpa Hyttinen Niina Junttila Annarilla Ahtola Hasse Karlsson Linnea Karlsson 《Child development》2021,92(1):408-424
The association between child temperament characteristics and total diurnal saliva cortisol in 84 children (M = 2.3 years, SD = 0.6) attending out-of-home, center-based child care and 79 children (M = 2.0 years, SD = 0.5) attending at-home parental care was examined. Saliva samples were collected during two consecutive days, that is, Sunday and Monday, with four samples taken per day. While children higher in surgency had higher total diurnal cortisol production, we did not find evidence that temperament moderated the associations between child-care context and total diurnal cortisol. Negative affectivity and effortful control were not related to cortisol output. Our findings suggest that temperamental surgency may be associated with higher total cortisol production in early childhood across child-care settings. 相似文献
30.
Jörgen Ödalen Douglas Brommesson Gissur Ó. Erlingsson Johan Karlsson Schaffer Mattias Fogelgren 《高等教育研究与发展》2019,38(2):339-353
ABSTRACTDo pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact. 相似文献