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Barbro Sjöberg 《The International Journal of Art & Design Education》2009,28(1):71-81
This article is part of a formal research project concerning design as an integrated part of sloyd education. The concept of ‘sloyd education’ is used in the Nordic countries as an umbrella term for different educational crafts whose scientific basis is to be found in the university subjects Sloyd Education and Crafts Science. The aim of the whole project is to develop methods for teaching design theory and design practice within sloyd teacher education. By analysing the design processes of five design students during an MA course in Fashion and Textiles, an account of the kind of design knowledge the students are working on during the process, and how iterativeness and multi‐layered procedures, which are characteristic for the design process of a single student, is built up. The results of the analysis show that during the design process the students concentrate on technological and aesthetical knowledge and that the design process can be very varied and have its starting points both in images and in concrete materials. 相似文献
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Johansson BB 《Annals of dyslexia》2006,56(1):13-50
Current neuroimaging and neurophysiologic techniques have substantially increased our possibilities to study processes related
to various language functions in the intact human brain. Learning to read and write influences the functional organization
of the brain. What is universal and what is specific in the languages of the world are important issues. Most studies on healthy
bilinguals indicate that essentially the same neural mechanisms are used for first and second languages, albeit with some
linguistic and cultural influences related to speech and writing systems, particularly between alphabetical and nonalphabetical
languages. Proficiency, age of acquisition, and amount of exposure can affect the cerebral representations of the languages.
Accumulating data support the important role of working memory for acquiring high proficiency in the reading of native and
second languages. It is proposed that longitudinal studies on second language acquisition are essential and that the specific
problems related to second language learning in dyslexic children should have high priority. 相似文献
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Barbro?GrevholmEmail author Lars-Erik?Persson Peter?Wall 《Educational Studies in Mathematics》2005,60(2):173-197
In the department of mathematics of the Luleå University of Technology in Sweden, a dynamic model for the education of doctoral students and guidance of supervisors in research groups has been developed and applied for several years now. Presently groups in mathematics as well as a group in mathematics education are working according to this model and treated in the same way. Moreover, both the students and the supervisors get some education and experience also in elements, which usually are not included in more traditional models for supervision in the mathematical sciences in Sweden. In this paper, we describe our model as well as some experiences of it. Moreover, the results of a questionnaire addressed to and answered by all doctoral students (both finished and still in the program) are presented, evaluated and compared with some related investigations in Sweden. We claim that the students in general are very satisfied to be supervised and guided in this way. In principle, there have been no cases of dropping out of the Ph.D. programs, students obtained their degrees within the stipulated time and the careers after the studies have been successful. We hope that this positive experience will stimulate other universities to test and evaluate our model (or relevant parts of it) under different conditions. 相似文献
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A case study of what appears to be an inclusive classroom in Sweden is reported. The group of children in the class studied was very heterogeneous: five of the 15 children had a disability diagnosis at the time of the study. One aim of the study was to develop a methodology which can be used in order to investigate in what sense classrooms are ‘inclusive’, especially as regards the point of view of the pupils. It is argued that an explicit definition of characteristics of inclusive classrooms and clear‐cut methods to study those characteristics are necessary prerequisites in order to reach valid conclusions concerning what teaching strategies are central to inclusive processes. The data consist of interviews with the teachers and children involved, sociograms, a questionnaire answered by the children, notes from participant observations and poetry by the children. The analyses suggest that the classroom seems to be inclusive, although it is emphasised that this is not an all‐or‐none phenomenon, especially children's experiences are complex phenomena. It is argued that the teachers try to create a learning community where differences are valued. Six teacher strategies emerged from the data. 相似文献
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Based on a modern reading of Aristotle??s theory of friendship, we argue that virtual friendship does not qualify as genuine friendship. By ??virtual friendship?? we mean the type of friendship that exists on the internet, and seldom or never is combined with real life interaction. A ??traditional friendship?? is, in contrast, the type of friendship that involves substantial real life interaction, and we claim that only this type can merit the label ??genuine friendship?? and thus qualify as morally valuable. The upshot of our discussion is that virtual friendship is what Aristotle might have described as a lower and less valuable form of social exchange. 相似文献
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