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The aim of the current study is to investigate whether Swedish secondary school students perceive mathematics as a female, male or gender‐neutral domain. A sample of 1300 students in two age groups, 15‐ and 17‐ years, answered a questionnaire and about 50 students participated in interviews. The main part of the inquiry form consists of Who and mathematics, an attitude scale recently developed by other researchers. The results are analysed with respect to gender, school year and study programme. Gendered attitudes were found among considerable minorities. There is a marked tendency to view mathematics as a symbolically male domain: positive aspects are associated with boys and negative aspects perceived as more female. Older students hold more strongly gendered views than younger. Boys in the science programme have the strongest beliefs of mathematics as a male domain. 相似文献
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Patrick A. Crookes Steve Outram Fabienne C. Else 《Journal of Further & Higher Education》2018,42(8):1156-1166
This paper provides a commentary on a significant collaborative international project to set up an effective system for promoting innovation in the Australian higher education sector. This project was the pilot Transforming Practice Programme (TPP), which was run in Australia in 2014. A sophisticated knowledge translation methodology, the TPP was influenced by the UK’s Higher Education Academy’s (HEA’s) thematic change programmes and focused on enhancing the reward and recognition of quality teaching in Australian higher education. The paper explains the intentions of the TPP and how it was run in conjunction with the HEA in both Australia and the UK. Thirteen Australian universities took part in the pilot, and nine UK universities took part in the UK version of the programme. Having detailed the content and process of the pilot TPP, this article also presents details of feedback received via surveys and interviews with participants, and closes with some evidence-informed conclusions on what worked in the pilot and why. Alongside these conclusions, recommendations are outlined regarding what people in other higher education sectors might learn from the pilot TPP. 相似文献
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Jane Wilkinson Anette Olin Torbjørn Lund Else Stjernstrøm 《School Leadership & Management》2013,33(3):224-239
In this paper, we propose the concept of leading as travelling practices in order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude that practice-informed lens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy. 相似文献
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Crookes Patrick A. Smith Kylie M. Else Fabienne C. Crookes Ellie 《Tertiary Education and Management》2016,22(1):82-97
With an academic workforce undergoing transformation, it is vital that universities rethink how they define and value scholarship through their processes for academic promotion. A key part of this rethink is to review and refine existing documentation about promotion to reflect changing conceptions of scholarly work, in a way that enables scholars from non-traditional academic pathways to be valued equally through the promotion process with their more traditional counterparts. This process of reviewing scholarship was the aim of a promotions review project which began at the University of Wollongong in 2011 and concluded with the production of an Academic Performance Framework (APF). This framework outlines a new way of articulating performance expectations in order to recognise scholarship more broadly, as well as to emphasise more clearly the imperative for academics to be able to articulate evidence of the impact of their work. 相似文献
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Else‐Marie Staberg 《Gender and education》1994,6(1):35-46
This study investigates how Swedish pupils meet chemistry, physics and technology in compulsory school. It explores girls' and boys' actions in and thoughts about these subjects during grades 7 to 9. The pupils come from different worlds determined by gender and social background. In the classroom girls are given, and take upon themselves, the role of keeping lessons together, while boys' attempts to dominate the public arena create disorder. Girls and boys prefer different subject areas. Boys have a practical while girls have a more theoretical approach to science. Girls seek ‘connected knowledge’, and even the successful girls question their understanding. Girls who take an interest in physics and chemistry often have supporting scientist fathers or at least parents with a higher education. Technology is rejected by all girls. The mutual construction and reconstruction of gender and of science/technology contribute to gendered choices of study programmes in upper secondary school. 相似文献
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Universities in Australia are becoming increasingly concerned with their reputation as ‘engaged’ institutions. Yet there is significant confusion about what this idea of ‘engagement’ means and no clear way of measuring or reporting it. In part, this is because of the nature of engagement itself which is dependent on local context, partnerships and communities. This presents a difficulty for academic staff undertaking engaged work within institutions and stresses the need for institutions to develop internal processes that clearly articulate definitions of engagement, set out performance expectations and provide processes for the reward and recognition of the scholarship of engagement. In a sector increasingly concerned with the outputs of research as measurable by publication bibliometrics and grant income, the sometimes difficult to measure outcomes of engaged work can become relegated and dismissed. As part of a project to articulate performance expectations in the area of the scholarship of engagement for academic promotion at the University of Wollongong, researchers undertook an extensive international literature review to learn what had been done in this area previously and to identify issues of concern. This paper sets out the findings from this review, considers the implications of engaged scholarship for academic promotion and suggests some possible ways forward for institutions and staff working in this area. 相似文献
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Else Asker⊘i 《欧洲师范教育杂志》1988,11(2):157-166
The article reports on a research and innovation‐based approach to in‐service training for special education in Norway, with a particular focus on vocational education.
The present basis of policy for special education in Norway is stated, and the author goes on to examine the needs of in‐service training in this field. The role of the Norwegian College of Education for Teachers of Vocational Subjects (NCETVS) is described, and the author examines also the developmental project based on Moholt and Brundalen Schools.
Particular attention is given to the role of evaluation in this project. 相似文献
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