The Role of School Climate in Explaining Changes in Social Trust Over Time     

Erik Lundberg  Ali Abdelzadeh 《Scandinavian Journal of Educational Research》2019,63(5):712-724

School is often ranked highly among social agents that are central to the development of various citizenship values and norms in younger members of society. In this paper, we examined the impact of two dimensions of school climate on changes in social trust among adolescents over time, namely relationships and safety. Using a series of latent change models on 3-wave panel data concerning roughly 850 Swedish adolescents aged 16 to 18 years, we found that experiences of victimization in school mattered most in predicting changes in social trust across 3 time points, when relevant demographic factors and other aspects of the school climate were controlled. In particular, social trust declined most among adolescents who experienced more victimization at school.  相似文献   

Variation in expert source selection according to different objectivity standards     

Erik Alb?k 《Cultural Studies of Science Education》2011,6(2):475-478

Several scholars have tried to clarify how journalists handle and implement the abstract objectivity norm in daily practice. Less research attention has been paid to how common abstract professional norms and values, in casu the objectivity norm, may systematically vary when interpreted and implemented in daily journalistic practice. Allgaier’s study “Who is having a voice?” is a most welcome contribution to the, so far, limited literature on variation in the interpretation and implementation of journalistic norms among journalists. Not only does it demonstrate how the interpretation of journalistic norms may vary among journalists, but it goes one step further and demonstrates how variation in the implementation of such norms may affect journalistic products.  相似文献   

Measuring learning in serious games: a case study with structural assessment     

Pieter Wouters  Erik D. van der Spek  Herre van Oostendorp 《Educational technology research and development : ETR & D》2011,59(6):741-763

The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural assessment (defined as measuring the learners’ knowledge organization and compare this with a referent structure) which comprises three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest that structural assessment measures an individual’s understanding of a domain at least differently from verbal assessment. While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information about the quality of the knowledge structures.  相似文献   

What is valued in friluftsliv within PE teacher education?—Swedish PE teacher educators’ thoughts about friluftsliv analysed through the perspective of Pierre Bourdieu     

Erik Backman 《Sport, Education and Society》2013,18(1):61-76

The value assigned to friluftsliv (activities similar to outdoor education) in physical education teacher education (PETE) and in the physical education (PE) syllabus in Sweden does not seem to result in the implementation of friluftsliv in the practice of teaching in Swedish schools. This study investigates how the identified values of friluftsliv, expressed in interviews with 17 PE teacher educators in Sweden, reflect struggles for legitimate and privileged knowledge in PETE. The exploration of friluftsliv within PETE reveals positions that appear to be an effect of the dominating logic of sport within Swedish PETE and the limited influence of the academic field. The educational consequences of the identified values are analysed and discussed from a socio-cultural perspective.  相似文献   

Gymnastics     

Yoshiaki Takei  J. Hubert Dunn  Erik Blucker 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):141-162

The 16 highest‐scored Roche vaults (G1) performed during the 2000 Olympic Games were compared with those receiving the 16 lowest‐scores (G2). A 16‐mm motion picture camera operating at 100 Hz recorded the vaults during the competition. The results of t tests (p < .05) indicated G1, compared to G2, had (a) shorter time of board support, greater normalised average upward vertical force and backward horizontal force exerted by the board, greater change in the vertical velocity while on the board, and greater vertical velocity at board take‐off, (b) comparable linear and angular motions in pre‐flight, (c) smaller backward horizontal impulse exerted by the horse, smaller loss of the horizontal velocity while on the horse, and greater horizontal and vertical velocities at horse take‐off, (d) greater height and larger horizontal distance of post‐flight, (e) higher body mass centre at knee release, and (f) higher mass centre, greater normalised moment of inertia, and smaller vertical velocity at mat touchdown. Therefore, gymnasts and coaches should focus on sprinting the approach; blocking and pushing‐off the take‐off board rapidly and vigorously; departing the board with a large vertical velocity; exerting large downward vertical force and small forward horizontal force from the handstand position while on the horse; departing the horse with large horizontal and vertical velocities; and completing the majority of the double salto forward near the peak of trajectory and releasing the knees above the top of the horse to prepare for a controlled landing.  相似文献   

The power of role design: Balancing the principals financial responsibility with the implications of stress     

Erik Lindberg 《Educational Assessment, Evaluation and Accountability》2012,24(2):151-171

The Anglo-Saxon countries have implemented Management by Objectives (MBO) complemented with school-based management (SBM) fairly rapidly. Although these countries are considered something of a benchmark of stability, research on principals reveals that they experience high levels of stress and that this is associated with poorer job performance. These findings raise the question of whether increased stress and poorer performance are the result of the new SBM role. In this article, empirical research on Sweden is used to address this question. While Sweden has not come as far as England in the implementation of SBM, it is farther along than other European countries. Paying specific attention to the SBM role, the article uses a qualitative method to describe the implementation of MBO in two cases with different characteristics, one centralized and one decentralized. A quantitative method is also used to conduct a large scale study of stress levels among all principals in upper secondary schools in Sweden. The results indicate that the choice of whether to retain the traditional principal role, developed at a time of centralized management by rules, or to replace it with a new SBM role influences the level of stress that principals experience, although in different ways. The practical implications of these findings are discussed in the final section of the paper.  相似文献   

Improving higher education practice through student evaluation systems: is the student voice being heard?     

Erik Blair  Keisha Valdez Noel 《Assessment & Evaluation in Higher Education》2014,39(7):879-894

Many higher education institutions use student evaluation systems as a way of highlighting course and lecturer strengths and areas for improvement. Globally, the student voice has been increasing in volume, and capitalising on student feedback has been proposed as a means to benefit teacher professional development. This paper examines the student evaluations at a university in Trinidad and Tobago in an effort to determine whether the student voice is being heard. The research focused on students’ responses to the question, ‘How do you think this course could be improved?’ Student evaluations were gathered from five purposefully selected courses taught at the university during 2011–2012 and then again one year later, in 2012–2013. This allowed for an analysis of the selected courses. Whilst the literature suggested that student evaluation systems are a valuable aid to lecturer improvement, this research found little evidence that these evaluations actually led to any real significant changes in lecturers’ practice.  相似文献   

Pluralism, Relativism and the Neutral Teacher   总被引：1，自引：0，他引：1  

Sven Erik Nordenbo 《Journal of Philosophy of Education》1978,12(1):129-139

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Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia     

Stefan Samuelsson  Richard Olson  Sally Wadsworth  Robin Corley  John C. DeFries  Erik Willcutt  Jacqueline Hulslander  Brian Byrne 《Reading and writing》2007,20(1-2):51-75

Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness, rapid naming, and verbal memory; genetic influence was weak, and shared environment influence was relatively strong for vocabulary and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S. samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences. We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten, and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the Australian twins.  相似文献   

The engineering of engineering education: curriculum development from a designer's point of view     

Otto Rompelman  Erik De Graaff 《European Journal of Engineering Education》2006,31(2):215-226

Engineers have a set of powerful tools at their disposal for designing robust and reliable technical systems. In educational design these tools are seldom applied. This paper explores the application of concepts from the systems approach in an educational context. The paradigms of design methodology and systems engineering appear to be suitable for both analysing existing education and designing new curricula.  相似文献