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1.
In Western societies scientists are increasingly expected to seek media exposure and cooperate with industry. Little attention
has been given to the way such expectations affect the role of scientific experts in society. To investigate scientists’ own
perspectives on these issues eight exploratory, in-depth interviews were conducted in Denmark with reputable nutrition scientists.
Additionally, eight interviews were held with ‘key informants’ from the field of nutrition policy. It was found that nutrition
scientists experience two dilemmas: first, between their aspiration to make a collective impact on public health and the powerful
incentives of each to appear frequently in the media with new messages; second, between their need to cooperate with the food
industry for financial reasons and their fear that this may compromise their independence and scientific integrity. It is
argued that the dilemmas identified in this study should be dealt with openly by the relevant groups of scientists. 相似文献
2.
With an emphasis on high-stakes testing and a focused curriculum, it would seem at times, the joy of creativity is missing from the classroom. This article describes a curricular approach the children named “Creative Endeavors”, as implemented by a first grade teacher. The approach is described in three phases. In the exploratory stage the children were presented with various media, made requests for additional materials, and explored different forms of expression. In the second phase the children made choices based on interests, and typically worked with others in a spirit of collaboration with an emphasis on the process of the project as well as affective responses. In the final phase of intentional planning, children began to independently design, construct, and take responsibility for their project working alone or with others. Phases are intended to provide a blueprint for other teachers to explore creative endeavors in the classroom. Children in this project communicated through various media including sewing, photography, and drama. Through collaborating with peer and choosing projects, the children became authentically engaged in the various classroom experiences. Although the curricular approach was intended to foster creativity, in each phase writing about their projects became a natural and critical element in the process. Children wrote about their experiences, the steps they took to take part in the process, why they chose it, and reflected upon the projects undertaken. 相似文献
3.
Maria Keilow Anders Holm Mette Friis-Hansen Rune Müller Kristensen 《School Effectiveness & School Improvement》2013,24(2):194-211
ABSTRACTA main objective of classroom management (CM) is to raise students’ attention to their daily academic work by creating a classroom environment that supports academic and socioemotional learning. While studies have addressed CM effects on classroom-level behaviour or students’ academic outcomes, students’ attention skills been largely overlooked. This randomized controlled trial evaluates the effectiveness of a teacher-targeted CM intervention on students’ selective attention. Twenty-four primary schools were randomized into receiving the Inclusive And Appreciative Classroom Management (IACM) intervention (treatment) or a general information technology (IT) didactics course (control condition). All participating 1st-grade teachers and their students (N = 1,160) were followed for 1 year. Using repeated measurements of the d2 Test of Attention, we find that the IACM intervention improves students’ selective attention with .26 standard deviations. The effect is robust to the inclusion of student- and classroom-level characteristics. All analyses account for the variation across students, classrooms, and schools. 相似文献
4.
This article explores the upper secondary (or post‐16) school market. The study on which it is based, funded by the Swedish Research Council, was entitled ‘Upper‐secondary education as a market’. Empirical data include official statistics, policy documents, school publications, company reports and school visits. Printed and other news media were also scrutinised to identify how the marketisation of education is represented in public discourse. A number of themes emerged from the study which included mapping the expansion of the school market, chains of ownership and influence, marketing strategies, choice and the school market and issues raised in the media. These imply that there is a new market discourse which represents a clear break with previous social democratic education policies primarily aimed at enhancing citizenship and wider democratic values within an inclusive public school. However, critiques have also emerged including a call for strengthened regulations of and control over independent schools and concern about an education market equated more with shares and profits rather than pedagogy and student citizenship. 相似文献
5.
Birgitte Holm S?rensen Oluf Danielsen Janni Nielsen 《Education and Information Technologies》2007,12(1):17-27
This paper builds on a key finding of a 5-year Danish research project con-cerning children in the 7 to 15 age group: children’s
principal use of computers and the internet takes place in their spare time, and it is during their spare time that the majority
of children really learn how to use interactive media. The project shows that in children’s spare-time use of ICT they employ
informal forms of learning based to a large extent on their social interaction both in physical and virtual spaces. These
informal learning forms can be identified as learning hierarchies, learning communities and learning networks; they are important
contributions to the school of the knowledge society. The ICT in New Learning Environments project based on anthropologically inspired methods and social learning theories shows that students bring their informal
forms of learning into the school context. This happens particularly when the school has undergone physical alterations and
when its organisation of learning and teaching are also restructured, with project-based learning becoming an important part
of the school work and with the media available in the learning environment. Using organisation theory, the school working
with ICT and project-based learning is shown to simultaneously constitute a mixed mode between the school of the industrial
and the knowledge society. The research shows that it is possible to tip the balance in the direction of the school of the
knowledge society, and thus of the future, by comprehensively using ICT and project work in the day-to-day activities of the
school, alongside and integrated with the traditional forms of learning, and not least by employing the informal learning
processes children develop outside school. For teachers this will mean an extension of their function: no longer merely communicators
of knowledge, they will have to become knowledge managers and overall leaders of projects, and this entails much more dialogue
with the pupils.
相似文献
| Janni NielsenEmail: |
6.
Marit Holm Hopperstad 《International Journal of Early Years Education》2008,16(2):133-150
In this article the author focuses on drawing‐related interaction among 5–6‐year‐old children in two Year One classes in Norwegian primary schools as they engage in teacher‐initiated learning activities involving drawing. Inspired in particular by Gunther Kress’ semiotic perspective on drawing, the author presents four interaction categories to explore social aspects of young children’s engagement in the process of forming visual‐graphic signs that convey meaning. The author proposes that while the children’s interaction can add support to the drawing process, it may also produce some risk for the children’s confidence as drawers. It is the role of the practitioner to manage and facilitate interaction so that support is maximised and risk minimised. 相似文献
7.
Kristiina Holm Petri Nokelainen Kirsi Tirri 《British Journal of Religious Education》2014,36(3):315-331
The aim of this study was to assess the self-evaluations of Finnish secondary school students’ (N?=?549) interreligious sensitivity. The data were collected from 12–16-year-old young people with a 15-item Interreligious Sensitivity Scale Questionnaire (IRRSSQ). The IRRSSQ is based on Abu-Nimer’s Developmental Model of Interreligious Sensitivity, which is based on the Developmental Model of Interreligious Sensitivity by Bennett. The IRRSS measures the orientations towards religious differences in five categories: Denial, Defence, Minimisation, Acceptance and Adaptation, of which the first three are religiocentric orientations and the last two religiorelative. Three research questions were examined: Are there any differences in the interreligious sensitivity between (1) girls and boys, (2) students who study religious education and (religion-free) ethics education in school, and (3) students who differ in academic achievement, measured with the grade point average (GPA)? The results showed that the girls assessed their interreligious sensitivity higher than did the boys. Further, no statistically significant differences were found between the students attending religious education in school and the students attending ethics education. However, the low GPA scores were related to a religiocentric framework and the high GPA scores to a religiorelative framework. 相似文献
8.
Althea ArchMiller John Fieberg J.D. Walker Noah Holm 《Assessment & Evaluation in Higher Education》2017,42(8):1208-1220
Peer assessment is often used for formative learning, but few studies have examined the validity of group-based peer assessment for the summative evaluation of course assignments. The present study contributes to the literature by using online technology (the course management system Moodle?) to implement structured, summative peer review based on an anchored rubric in an ecological statistics course taught to graduate students. We found that grade discrepancies between students and the instructor were fairly common (60% of assignments), relatively low in value (mean = 3.3 ± 2.5% on assignments that had discrepancies) and proportionally higher for criteria related to interpretation of statistical results and code quality and organisation than for criteria related to the successful completion of analysis or instructional tasks (e.g. fitting particular statistical methods, de-identification of one’s submission). Students reported that the peer assessment process increased their exposure to alternative ways of approaching statistical and computational problem-solving, but there were concerns raised about the fairness of the process and the effectiveness of the group component. We conclude with some recommendations for implementing peer assessment to maximise student learning and satisfaction. 相似文献
9.
ABSTRACTEfforts to reach gender equality in education in Finland have been extensive. Both teacher education and policy documents for schools have focused on gender equality and gender-neutral treatment of students. The aim of this study is to explore if and how these efforts are manifested in upper secondary school teachers’ and study counsellors’ perceptions of students’ self-belief, academic emotions, study habits and behaviour at school. Twenty-three interviews were conducted and analysed qualitatively through inductive content analysis. The results revealed that teachers and study counsellors perceive that girls’ low self-belief and high achievement expectations affected their academic performance, while boys’ insecurity or need for support was rarely mentioned. The teachers ascribed the students several gender-stereotypical attributes: girls were perceived as diligent and hard-working while boys were perceived as being indifferent towards school and achievements. The implications of these results for students’ self-belief and for teacher education are discussed. 相似文献
10.
Todd T. Holm 《Communication Research Reports》2013,30(1):66-76
While cheating has been studied in a variety of academic fields little to no research has been done in the field of communication studies and more specifically in the basic public speaking classroom. This may be due in part to a false sense of security public speaking instructors feel when they observe and evaluate a student as he or she stands and delivers a speech. Instructors may assume that since the student delivers the speech the student also researched and wrote the speech. However, the results of this study indicate that students self‐report cheating on speeches and do not seem to have a clear‐cut idea about what constitutes cheating in a public speaking class. 相似文献