Education as an investment in our future     

Sven Groennings 《Innovative Higher Education》1993,18(2):99-107

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Municipal Intentions to Promote Preschool Children’s Capabilities and Health: A Descriptive Study of 25 Swedish Municipalities     

Karin?GuldbrandssonEmail author  Sven?Bremberg 《Early Childhood Education Journal》2005,33(1):31-38

Preschools are environments where children are given opportunities to develop emotional, social and intellectual capabilities, characteristics that by recent research have been revealed as health protecting. The objectives of this study were to examine the intentions of 25 Swedish municipalities to develop such capabilities through activities in preschool and to relate these intentions to municipal socio-economic conditions. Indicators on municipal intentions to promote preschool children’s emotional, social and intellectual capabilities were rather frequently utilised by the 25 municipalities in this study. However, promotion of physical activity, parent support, and children’s influence in preschool were not prioritised. The extent of intended preschool activities was not determined by municipal wealth, which might be due to a national system for equalizing municipal resources.  相似文献   

Die Bedeutung des pädagogisch-psychologischen Wissens für die Qualität der Klassenführung und den Lernzuwachs der Schüler/innen im Physikunterricht     

Gerlinde Lenske  Wolfgang Wagner  Joachim Wirth  Hubertina Thillmann  Eva Cauet  Sven Liepertz  Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2016,19(1):211-233

In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N?=?993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement.  相似文献   

Assess as you go: the effect of continuous assessment on student learning during a short course in archaeology   总被引：1，自引：1，他引：0  

Sven Isaksson 《Assessment & Evaluation in Higher Education》2008,33(1):1-7

A continuous classroom assessment technique, ‘Five‐minute’ essays, was applied during a short course called Scientific Methods in Archaeology—Applications and Problems, given at the Archaeological Research Laboratory, Department of Archaeology and Classical Studies, Stockholm University, Sweden. There was a strong positive and statistically significant correlation between the grades obtained by the students and time into the course. The results showed no significant difference based on gender but there might be a gender‐based difference in approach. The ‘Five‐minute’ essay was generally appreciated by the students even though some found it stressful. There was no significant difference in this appreciation based on gender. Several advantages of this assessment procedure in comparison with the more traditional final exam are presented.  相似文献   

Special education and general education – coordinated or separated? A study of curriculum planning for pupils with special educational needs     

Sven Nilsen 《International Journal of Inclusive Education》2017,21(2):205-217

The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers cooperate on planning. The analysis is based on a qualitative interview study with special and general education teachers in four primary and lower secondary schools in two municipalities. A clear pattern is shown in the study, where curriculum planning for special and general education is not very coordinated and cooperation between special and general education teachers is often very limited. Thus, curriculum planning within special and general education appears to be more separated than coordinated. The two groups of teachers appear to adopt traditional and partly separate roles, and tend to plan individually rather than together. Responsibility for the education of pupils with special needs seems to be more divided than shared.  相似文献   

Towards utilising emerging technologies to address the challenges of using Open Educational Resources: a vision of the future     

Tlili  Ahmed  Zhang  Jingjing  Papamitsiou  Zacharoula  Manske  Sven  Huang  Ronghuai  Kinshuk  Hoppe  H. Ulrich 《Educational technology research and development : ETR & D》2021,69(2):515-532

Educational technology research and development - The rapid advancements in online education have pointed to a new open learning approach using Open Educational Resources (OER). In this approach,...  相似文献   

Permanent and temporary work practices: knowledge integration and the meaning of boundary activities     

Eva?Maaninen-Olsson  May?Wismén  Sven A?CarlssonEmail author 《知识管理研究与实践》2008,6(4):260-273

Knowledge integration is a critical topic in current knowledge management research and practice. Research on this topic focuses primarily on how knowledge is integrated within a work setting. A less researched area is knowledge integration between different work groups. The purpose is hence to describe and analyze how knowledge is integrated between different work groups. We present two intensive case studies – one permanent and one temporary (project) work settings – which were studied using a practice-based perspective. A main result of the study is that knowledge integration in the two cases was more complicated than the literature suggests. Both differences and similarities were found between the two cases. Differences were seen in the use of boundary spanning activities and boundary objects, whereas similarities were found in the organizational structures and mechanisms, that is, purposes, rules, and infrastructures, which facilitated the integration of knowledge and/or functioned as obstacles and impediments.  相似文献   

Book reviews     

Passow  A. Harry  Hilker  Franz  Lilge  Frederic  Suzuki  Kenzo  Wittig  Horst E.  Dobinson  C. H.  Chambre  P.  Tanner  J. M.  Williams  John D.  Takala  Annika  Anderson  C. Arnold  Engleman  Finis E.  Ahtik  Vito  Edlund  Sven 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(4):485-505

International Review of Education -  相似文献   

The Practice Turn in Science Studies: Past and Present     

Sven Widmalm 《Science & Education》2016,25(7-8):943-946

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Variation in the conduct and the quality of self‐evaluations: a multi‐level path analysis     

Jan Vanhoof  Sven De Maeyer  Peter Van Petegem 《Educational studies》2011,37(3):277-287

While self‐evaluation leads to valuable results in some schools, it appears that in other schools this is true only to a lesser extent or not at all. This raises the question of how differences in the results of self‐evaluations can be explained. This study looks at to what extent the results of self‐evaluation are determined by the way in which self‐evaluation is conducted, by characteristics relating to the general functioning of the school and by the support which schools enjoy. One thousand seven hundred and eighty‐six school principals and team members from 96 schools (primary and secondary) were surveyed by means of a written questionnaire. The data collected were then analysed using multi‐level structural equation modelling. The results provide strong empirical evidence that “attitude with regard to self‐evaluation”, “self‐evaluation as a policy action” and “self‐evaluation as an act of research” are powerful predictors of the quality of self‐evaluations.  相似文献