Institutional traditions in teachers’ manners of teaching     

Eva Lundqvist  Jonas Almqvist  Leif ?stman 《Cultural Studies of Science Education》2012,7(1):111-127

The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within science education in Sweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis. The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area called “Properties of materials”. The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students’ attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition common in science education in Sweden between 1960 and 1990.  相似文献   

Embracing Social Sustainability in Design Education: A Reflection on a Case Study in Haiti     

Anders Kjøllesdal  Jonas Asheim 《Scandinavian Journal of Educational Research》2014,58(2):173-188

Sustainable design issues are complex and multi-faceted and need integration in the education of young designers. Current research recommends a holistic view based on problem-solving and inter-disciplinary work, yet few design educators have brought these ideas to their full consequence. Sustainability education for designers is still often rooted in environmental issues, providing incomplete understanding of the broader relationships at hand. The article reflects on a case study of a student-initiated multi-disciplinary design project in Haiti. This reflection allows for discussing a number of issues related to establishing an educational agenda for incorporating social sustainability in design education, including recommendations for how to address motivation, expected learning outcomes, and feedback and guidance.  相似文献   

The internationalised university as discourse: institutional self‐presentations,rhetoric and benchmarking in a global market     

Jonas Stier  Mats Börjesson 《International Studies in Sociology of Education》2013,23(4):335-353

In the last half century higher education has had to respond to a rapidly accentuated process of globalisation. Consequently, universities worldwide are more concerned with internationalisation than before. Stier identifies three intrinsic internationalisation ideologies (idealism, instrumentalism and educationalism) in higher education. Drawing from these ideologies and using discourse analysis, written documentation on internationalisation from 31 universities in 12 countries has been analysed to explore the self‐presentations that universities project of themselves in discursive space. Focal questions were: (1) what types of rhetorical devices are used in university’s self‐presentations and (2) what are the ideological consequences of this use? Five idealtypical self‐presentations were discussed. One conclusion drawn is that universities must harmonize politically controversial dichotomies, which produces consensus narratives. Yet there are potential tensions between these dichotomies. On the language level these tensions are resolved by harmonising different ideals.  相似文献   

Democratic Experience and the Democratic Challenge: A Historical and Comparative Citizenship Education Study of Scandinavian Schools     

Jonas Lieberkind 《Scandinavian Journal of Educational Research》2013,57(6):710-730

In Scandinavian schools, there is a significant tradition for creating a democratic context of experience; this tradition is gradually being challenged by new political and economic movements and increasing focus on tests, assessments, knowledge, and skills. The purpose of this study is to analyze and discuss the status of the current context of experience in Scandinavian schools and the students' perceptions of the classroom environment. The study is based on a historical and secondary analysis of the International Civic and Citizenship Education Study (ICCS). The ICCS is large-scale comparative study investigating more than 140,000 Year 8 students in more than 5,300 schools from 38 countries. The conclusion is that the Scandinavian school still, to a considerable degree, develops a democratic and open environment. However, this is not without challenges. The results reveal an asymmetry between the open dialogue-based classroom and the students' poor influence in decision-making at school.  相似文献   

Leg amputation side determines performance in curve sprinting: a case study on a Paralympic medalist     

Johannes Funken  Kai Heinrich  Steffen Willwacher  Ralf Müller  Jonas Böcker  Hiroaki Hobara 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(1):75-87

The lower limb kinetics of curve sprinting in amputees are not well described in the literature, particularly with respect to the effect of the side of amputation. This is an issue due to the importance of the knowledge for prosthetic design and classification of athletes. Thus, the aim of this study was to investigate the influence of side of amputation on curve sprinting performance in athletes with a unilateral leg amputation. A three-dimensional motion analysis system (Vicon), four force plates (Kistler) and a modified mathematical human model (ALASKA) were used to compare clockwise and counter clockwise curve sprinting lower limb kinematics and kinetics of a Paralympic medalist with a left-sided knee exarticular amputation. Results reveal that vertical ground reaction force application and total vertical impulse were lower when the affected limb was at the inside of the curve. The unaffected limb showed joint mechanics different to those established for non-amputee athletes and might contribute better to propulsion when being the inside limb. Curve sprinting biomechanics and the ability to attain high radial velocities are directly dependent on the side of amputation relative to the curve direction in a unilateral amputee athlete of highest performance level.  相似文献   

A comparison of haemolytic responses in fore-foot and rear-foot distance runners     

Stuart Caulfield  Kirsty A. McDonald  Brian Dawson  Sarah M. Stearne  Ben A. Green  Jonas Rubenson 《Journal of sports sciences》2016,34(15):1485-1490

This study examined the haemolytic effects of an interval-based running task in fore-foot and rear-foot striking runners. Nineteen male distance runners (10 fore-foot, 9 rear-foot) completed 8 × 3 min repeats at 90% vVO_2peak on a motorised treadmill. Pre- and post-exercise venous blood samples were analysed for serum haptoglobin to quantify the haemolytic response to running. Vertical ground reaction forces were also captured via a force plate beneath the treadmill belt. Haptoglobin levels were significantly decreased following exercise (P = 0.001) in both groups (but not between groups), suggesting that the running task created a haemolytic stress. The ground reaction force data showed strong effect sizes for a greater peak force (d = 1.20) and impulse (d = 1.37) in fore-foot runners, and a greater rate of force development (d = 2.74) in rear-foot runners. The lack of difference in haptoglobin response between groups may be explained by the trend for fore-foot runners to experience greater peak force and impulse during the stance phase of their running gait, potentially negating any impact of the greater rate of force development occurring from the rear-foot runners’ heel strike. Neither type of runner (fore-foot or rear-foot) appears more susceptible to technique-related foot-strike haemolysis.  相似文献   

The influence of content knowledge on teaching and learning in Traditional and Sport Education contexts: an exploratory study     

Peter Iserbyt  Phillip Ward  Jonas Martens 《Physical Education & Sport Pedagogy》2016,21(5):539-556

Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways.

Purpose: This study was conducted to investigate how a teacher's enacted pedagogical content knowledge (PCK) differed as a function of CK and Sport Education (SE), and to investigate the relative contribution of CK and Sport Education on student learning in terms of swimming performance.

Methods: Four intact classes comprising 88 secondary school students (age: 16–17 years) were randomly assigned to a Traditional, an Sport Education, a Traditional-CK, and a SE-CK group. All classes were taught by the same teacher during a 10-day unit of instruction in the front crawl.

Results: Results showed that the teacher's PCK differed as a function of improved CK. For verbal representations, the amount of cues in the Traditional-CK and SE-CK groups increased about sixfold compared to the Traditional and the SE group. For visual representations, more partially incorrect demonstrations were observed than correct demonstrations in the Traditional and the SE group. More mature and developmentally appropriate tasks were observed in the Traditional-CK and the SE-CK group compared to the Traditional and the SE group. Students in the Traditional-CK and SE-CK groups demonstrated a significant reduction of their amount of strokes on 50?m compared to the Traditional group. A significant interaction effect revealed a larger increase in swimming performance in the CK groups compared to the Traditional and the SE group. Finally, students in the SE group swam significantly more laps than their counterparts in the other groups.

Discussion and conclusion: These results show the impact on student learning when CK was added to both Traditional and Sport Education conditions and contribute to the literature for pre- and in-service teachers. The Sport Education model did not contribute to students’ swimming performance. Students in the Traditional and the SE group did not get the same quality of instruction as students in the Traditional-CK and SE-CK conditions. The latter groups received content that was presented differently both as a presentation and in terms of the actual task. In short, students in the Traditional and Sport Education conditions experienced the content differently than those in the Traditional-CK and SE-CK conditions. These instructional differences resulted in students in the Traditional-CK and SE-CK conditions improving their swimming performances in terms of technical efficiency and in terms of 50?m times.  相似文献   

Deviating glucose results in an international dual-center study. A root cause investigation     

Janne Cadamuro  Peter Bergsten  Katharina Mrwald  Anders Forslund  Marie Dahlbom  Jonas Bergquist  Iris Ciba  Susanne M. Brunner  Jeanne Jabbour  Daniel Weghuber 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(1)

During a dual-center study on obese and normal weight children and adolescents, focusing on glucose metabolism, we observed a marked difference in glucose results (N = 16,840) between the two sites, Salzburg, Austria and Uppsala, Sweden (P < 0.001). After excluding differences in patient characteristics between the two populations as cause of this finding, we investigated other preanalytic influences. Finally, only the tubes used for blood collection at the two sites were left to evaluate. While the Vacuette FC-Mix tube (Greiner Bio-One, Kremsmünster, Austria) was used in Uppsala, in Salzburg blood collections were performed with a lithium heparin tube (LH-Monovette, Sarstedt, Germany). To prove our hypothesis, we collected two blood samples in either of these tubes from 51 children (Salzburg N = 27, Uppsala N = 24) and compared the measured glucose results. Indeed, we found the suspected bias and calculated a correction formula, which significantly diminished the differences of glucose results between the two sites (P = 0.023). Our finding is in line with those of other studies and although this issue should be widely known, we feel that it is widely neglected, especially when comparing glucose concentrations across Europe, using large databases without any information on preanalytic sample handling.  相似文献   

Considering student retention as a complex system: a possible way forward for enhancing student retention     

Jonas Forsman  Maartje van den Bogaard  Cedric Linder  Duncan Fraser 《European Journal of Engineering Education》2015,40(3):235-255

This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention.  相似文献   

Research findings with application to counselling children speaking a minority language     

Sylvia G. Linde 《International journal for the advancement of counseling》1986,9(3):265-271

  相似文献