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21.
本文旨在阐述以瑞典民众高中和学习协会为独特形式的瑞典非正规成人教育中远程教育的特征。依据瑞典民众高中和学习协会的办学哲学思想,“会议式学习”是建构式学习的基石,特别是当学习的目的不是为了应付考试而进行信息复制时,更是如此。当学生需要进行分析和批判性地讨论时,他们需要组织小组会议以取得对论题的深刻理解。“会议式学习”这一独特特征在瑞典民众高中和学习协会中的实践已有一个世纪之久。现在,这种在修课学员之间组织小组面对面会议又在现代远程教育中再现,以创造一个更灵活的学习环境,促进深层次学习和提供更好的学生支持服务。瑞典民众高中的教师和学习圈的圈长越来越意识到,在现代化的信息技术的辅助下,创造远程的更好的学习条件是可能的。他们还认识到,创建一个学员们可以聚会、互相学习并相互给予更好支持的虚拟网上论坛也是可能的。而且,实践结果越来越清楚地显示出:远程学习并不只是第二等的选择,与面对面的会议相比,两者各具优点。 相似文献
22.
Two studies investigated whether children’s television programs that were produced to decrease racial prejudice had the intended positive effect on young children. Study 1 measured 60 White 5- and 6-year-old children’s attitudes toward Asian, Black, and White stimuli prior to, and immediately following, a brief, one-time anti-prejudice television program. No significant change was observed. Study 2 assessed the attitudes of 30 White 3–6-year-old children toward Asian, Black, Hispanic, and White stimuli at the beginning and end of a 3-week intervention period. During the intervention period children watched a pro-diversity television program four times. Plot and anti-prejudice message comprehension was assessed at three time-points during the testing period. Participants improved on plot and message comprehension over time, but no change in ideas about race was evidenced (children indicated a strong pro-White bias at both pre- and post-test). Possible reasons for, and implications of, this lack of change are discussed. 相似文献
23.
Tertiary Education and Management - The study explores an ultimately unsuccessful merger of three Norwegian public university colleges. It shows how social practices of support for and opposition... 相似文献
24.
Anders Persson 《Scandinavian Journal of Educational Research》2013,57(5):499-514
This paper aims to show how the Goffman frame perspective can be used in an analysis of school and education and how it can be combined, in such analysis, with the frame factor perspective. The latter emphasizes factors that are determined outside the teaching process, while the former stresses how actors organize their experiences and define shared situations. In this light, an analysis of framing of and in Swedish compulsory school, based on governing documents, is carried out. Since the frame factors are contradictory, different possibilities to frame school in the Goffmanian sense present themselves to the school actors. In spite of frame factors, school can be framed in different and inconstant ways, for example, as an institution, an organization, a movement, or a seminar. Such nuance shifts show different dynamics of social interaction in school and can be used to understand variations between and within schools. 相似文献
25.
Past research found a negative impact of Internet use on psychological well-being of young adults. This finding conflicted with the emerging literature on Internet use among older adults, which usually suggested positive effects. The goals of the current research were a) to examine age differences in psychological well-being, b) to study the impact of Internet use on psychological well-being of young and older adults, and c) to explore group differences between older Internet users and nonusers of psychological well-being and personal characteristics. Three hundred and ninety-six young and older adults completed a survey on internet use and psychological well-being. Young and older adults were found to differ on dimensions of psychological well-being. In addition, older Internet users were more positive than non-users concerning psychological well-being and personal characteristics. 相似文献
26.
With the aim of contributing to the research about the educational use of social media, the paper explores teachers’ experiences of ethical dilemmas on Facebook. The paper draws upon focus group interviews with Swedish secondary teachers. Two main categories of ethical dilemmas, related to the border between private and professional, are detected. The dilemmas concern (1) teachers’ moral responsibility for pupils’ actions and (2) how teachers appear on social media. Different boundary work practices created and used by teachers are identified. The main conclusion is that, by having contact with pupils in a virtual social arena originally intended for private use, teachers’ use of social media brings to fore and intensifies deep-rooted ethical questions about what the teacher role is and should be. Teachers’ participation on social media such as Facebook compels them to reflect upon and position their preferred teacher role in these new social arenas. 相似文献
27.
The aims of the study presented in this paper were twofold:
to analyse if and how pupils who received some kind of special education differed from students who received no such support with respect to different self-concept and ability factors; and
to investigate substantive consequences of different theoretical bases for statistical modelling.
28.
Bengt Persson 《欧洲特需教育杂志》2013,28(4):337-347
According to Swedish legislation as well as laws pertaining to disabled citizens, Swedish schools are to be accessible for all children and adolescents. This implies that disabilities of any type must not be allowed to prevent students from completing their schooling on their own terms. The purpose of this research was to study the degree to which the Swedish school is accessible for all students. A total 200 professionals and politicians were interviewed alongside more than 30 upper secondary school students. The results show that the ambition level is high with regard to adapting educational programmes for the disabled student group, especially in the rhetoric of politicians and civil servants. However, in practice, teachers and head teachers have considerably more difficulty in delivering to students satisfactory schooling. This is often due to conflict between the striving for inclusion and the difficulty adapting learning environments during everyday classroom instruction. By use of institutional theory the study demonstrates that intentions as described of responsible politicians are altered in the system when confronted with the institutional reality. Schools’ meeting the natural variation of difference in the student group causes complications in educational work in which various solutions are attempted. When educational differentiation is found wanting in attempts to meet students’ various needs, various types of special solutions are sought, which have the objective of reducing heterogeneity among the students. This type of organisational differentiation seems accepted and legitimised where it concerns students having various kinds of school‐related difficulties, while seeming to create a disadvantage for some other students. One should understand this as thought coercion, where pressure from professionals in schools leaves little room for other strategies and in which the concept of the inclusive school is challenged. 相似文献
29.
Roland S. Persson 《Roeper Review》2013,35(1):43-59
Formative evaluation helps to determine the realistic value of a program and sets the stage for program change for improvement. 相似文献
30.
Roland S. Persson 《Roeper Review》2017,39(3):183-186
This article is a theoretical commentary to Robert J. Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model as published in the Roeper Review. Though the proposed model is attractive and a formidable attempt to reform education in a politically and economically turbulent world that all too often ignores ethics and wisdom and increasingly shuns critical thinking, this article focuses on the two equally formidable obstacles to implementing the model, namely, systems inertia and evolutionary dynamics, neither of which is addressed by Sternberg (2017). In conclusion, a suggestion is made for the reevaluation of ambitions and position in the light of what the ACCEL model is proposed to potentially achieve. 相似文献