STEERING HIGHER EDUCATION SYSTEMS IN EUROPE: THE CASE OF SWEDEN     

Dan Brändström  Sigbrit Franke‐Wikberg 《Higher Education in Europe》1992,17(3):78-88

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Überprüfung eines fähigkeitsorientierten Ansatzes zur Erklärung sportmotorischer Leistungen     

Klaus Bös  Heinz Mechling 《Sportwissenschaft》1985,15(4):381-397

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Mother tongue,language policy and education     

György Szépe 《Prospects》1984,14(1):63-73

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On conceptualizing early childhood education     

Artin Göncü  Elsa Weber 《Early Childhood Education Journal》1989,16(3):40-41

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The impact of medical practice on biomedical research: The case of human leucocyte antigens studies     

Löwy I 《Minerva》1987,25(1-2):171-200

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Documenting pedagogical support measures in Finnish IEPs for students with intellectual disability     

Lauri Räty  Tanja Vehkakoski  Raija Pirttimaa 《欧洲特需教育杂志》2019,34(1):35-49

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PROFILE OF NEW TEACHERS IN THE TURKISH EDUCATIONAL SYSTEM     

Galip Karagözoğlu  Karen Bellefleur Murray 《Higher Education in Europe》1988,13(4):27-35

A profile of students entering the teaching profession in Turkey was developed based on demographic and academic information obtained from the University Entrance Examination (UEEX) for 1982 and 1986. Findings reveal that low achieving students and others from low‐income families comprise the majority of persons desiring to become teachers at the elementary and secondary levels, thus posing the possibility of education serving as a vehicle for upward mobility. Alternative are considered so as to alleviate the consequences of the entering of less capable leaders into education than was the case in the past, in Atatürk's time, when educators were held in high esteem.  相似文献   

What does physiological synchrony reveal about metacognitive experiences and group performance?     

Muhterem Dindar  Sanna Järvelä  Eetu Haataja 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(5):1577-1596

There is a growing body of research on physiological synchrony (PS) in Collaborative Problem Solving (CPS). However, the current literature presents inconclusive findings about the way in which PS is reflected in cognitive and affective group processes and performance. In light of this, this study investigates the relationship between PS and metacognitive experiences (ie, judgement of confidence, task interest, task difficulty, mental effort and emotional valence) that are manifested during CPS. In addition, the study explores the association between PS and group performance. The participants were 77 university students who worked together on a computer-based CPS simulation in groups of three. Participants’ electrodermal activity (EDA) was recorded as they worked on the simulation and metacognitive experiences were measured with situated self-reports. A Multidimensional Recurrence Quantification Analysis was used to calculate the PS among the collaborators. The results show a positive relationship between continuous PS episodes and groups’ collective mental effort. No relationship was found between PS and judgement of confidence, task interest, task difficulty or emotional valence. The relationship between PS and group performance was also non-significant. The current work addresses several challenges in utilising multimodal data analytics in CPS research and discusses future research directions.  相似文献   

Exploring the lack of a disfluency effect: evidence from eye movements     

Alexander Strukelj  Katharina Scheiter  Marcus Nyström  Kenneth Holmqvist 《Metacognition and Learning》2016,11(1):71-88

An eye-tracking study with 60 native Swedish speakers (18–30 years) was conducted to investigate the positive effects on learning outcomes predicted by the disfluency effect. Subtle low-pass filtering was used as a disfluency manipulation and compared with a control condition using regular text. The text was presented on four separate text presentation screens (TPSs), and eye movements were recorded. A free recall task was given 25 min later, and working memory capacity (WMC) was assessed to test if it would moderate learning outcomes. The disfluency manipulation had no effect on learning outcomes, total reading times on words or lines, first- or second-pass reading on lines, or average fixation durations. Moreover, the disfluency effect was not moderated by students’ WMC or self-reported prior knowledge of the topic. However, an adaptation to the disfluency manipulation was found. Total reading times on both words and lines were shorter in TPS 1 and 2 in the disfluency condition compared with the control condition, whereas reading times were longer in TPS 3 and 4. It is discussed if failures to replicate the disfluency effect arise from material features, with positive adaptations to disfluency (i.e., higher effort investment) possibly requiring more comprehensive materials.  相似文献   

A Conceptual Approach to Teaching Mathematics to Students With Intellectual Disability     

Kerstin Göransson  Tina Hellblom-Thibblin  Eva Axdorph 《Scandinavian Journal of Educational Research》2016,60(2):182-200

Swedish compulsory school for students with intellectual disability (ID) has been criticized for focusing on care and not presenting the students with enough knowledge-related challenges. The purpose of this study is to investigate how a conceptually-based mathematics curriculum can be interpreted and constructed for students with ID. A total of 18 mathematics lessons in 6 classes for students with ID were filmed, and the teachers were interviewed in connection with the lessons. A qualitative content analysis approach was used to identify aspects of mathematical competency content and to analyze the teaching. Three major groups of teaching strategies are identified: pedagogical mathematics activities, focusing on students’ perceptions of mathematical content, and encouraging dialogue between students.  相似文献