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1.
Citizens of modern societies must trust a broad range of systems and professionals. When distrust arises, professionals are expected to be accountable. This paper draws on conversational material from a preschool team meeting. When a preschool work team prepares to meet a parent who has complained about their recurring neglect to change her child’s nappies ‘in time’, they are found: (1) to carefully review the encounter with the client, (2) in a team-building fashion, to select suitable accounts to offer ‘front stage’ and (3) to internally justify their selection of accounts. Our results indicate that work team members who engaged in backstage rehearsal author the organisation for building trust and, simultaneously ‘rehearse away’ what should remain the organisations’ secrets. Communicating the intent to satisfy was deemed more important than was using evidence from their professional knowledge base. 相似文献
2.
Lars-Erik Malmberg Hazel Hagger Sophie Webster 《European Journal of Psychology of Education - EJPE》2014,29(3):429-451
Following a model on the cyclical nature of teacher (“trait”) self-efficacy and context-, task- and situation-specific (“state”) mastery experiences (TSSME), we investigated the variability and effects of lesson characteristics (e.g. lesson sequence), student group characteristics (e.g. proportion of students receiving free school meals) and teacher characteristics (e.g. teacher experience) on teachers' situation-specific mastery experience. Forty-three teachers reported on 1,055 lessons in 385 student groups using electronic questionnaires in Personal Digital Assistants during a period of 2 weeks. Two domains of TSSME (support of learning and organisation of classrooms) and perception of students (engagement and behaviour) were found. Multilevel models found roughly a quarter of the variance in TSSME between teachers, a quarter between student groups and half between lessons. Student group characteristics differentially predicted TSSME. Perceived student engagement was more predictive of TSSME than perceived student behaviour. More experienced and high-efficacy teachers had higher TSSME. The findings have implications for our understanding of teachers' everyday practice with different student groups. 相似文献
3.
Michael F. Christie André Jaun Lars-Erik Jonsson 《European Journal of Engineering Education》2002,27(1):13-20
This paper is based on an evaluation of a mixed mode course called Learning Numerical Methods for Partial Differential Equations from the Web. The authors discuss the impact of information communication technology (ICT) on the provision of tertiary education and cite the course as an example of how it can be used at the subject level. The course employed ICT in a number of different ways. The introductory part of the course was held in a specifically designed video-conferencing facility that had a range of ICT capabilities. The design of the room is critiqued as is the use that was made of it. Throughout the paper the authors emphasize the point that ICT is a powerful tool for teaching and learning but failure to plan, deliver and assess ICT-based courses on sound pedagogical grounds merely means that poor teaching and learning practices are disseminated more widely and more quickly. On the basis of our evaluation we propose a simple set of questions that can be used to evaluate the best use of ICT in engineering education. 相似文献
4.
Street Karin E. S. Malmberg Lars-Erik Stylianides Gabriel J. 《Educational Studies in Mathematics》2022,111(3):515-541
Educational Studies in Mathematics - Self-efficacy in mathematics is related to engagement, persistence, and academic performance. Prior research focused mostly on examining changes to... 相似文献
5.
The aim of the study is to investigate the effects of the Madrasa Resource Center (MRC), a child-centered intervention program, on East-African (Kenya, Zanzibar, and Uganda) preschool children's cognitive development. Altogether 321 children (153 non-intervention and 168 intervention) participated in a cross-sequential study over three time-points during preschool (mean ages 4.3, 6.0, and 7.1 years). A multilevel model (MLM; time-points nested within children nested within schools), in which time was coded flexibly (i.e., child's age operationalized as months from start of the intervention), showed a beneficial curvilinear effect of the intervention program on children's cognitive gains. A moderation analysis suggested that the effect of observed preschool quality (ECERS) was stronger in the intervention program. The findings are discussed within the context of East-African preschool policy. 相似文献
6.
Tertiary Education and Management - In many countries, practice-oriented programmes have been recast as university programmes, fuelling debate on the purpose of higher education. We highlight two... 相似文献
7.
Tertiary Education and Management - Studies have demonstrated that neoliberal governance dismantles professionals’ will to critique, counteracting efforts to improve quality by preventing... 相似文献
8.
Adopting a person-centered approach, we profiled 5th and 6th grade children's (152 boys and 161 girls) school-related beliefs about perceived task difficulty and agency beliefs in ability and effort. Five clusters were compared across key learning-related dimensions encompassing underlying worldviews (means–ends beliefs, normative difficulty, nature of ability), motivation (intrinsic, identified, introjected, and extrinsic), and adjustment (achievement and well-being): Agentic (high ability, high effort, low difficulty), Strivers (above average ability, high effort, high difficulty), Normative (average ability, effort and difficulty), Disengaged (low ability, low effort, average difficulty) and Challenged (low ability, low effort, high difficulty). The findings suggest that difficulty, perceived either as challenge or obstacle, plays an important role for the belief profiles, and that relationships with worldviews and motivation are indicative of adaptation and maladaptation. 相似文献
9.
AbstractUsing mobile technology and experience sampling in junior high school, real-time motivation and engagement were explored at four-levels: between lessons (up to 2 lessons per day; Level 1), between days (5 days per week; L2), between weeks (4 weeks; L3), and between students (113 students; L4). Findings for a ‘random effects’ model revealed substantial variance between students (M?=?67%), followed by variance between lessons (M?=?29%), with little variance between days and between weeks (M?=?2%). In a ‘fixed and random effects’ model, we explored the roles of prior general academic motivation and engagement as well as ability and socio-demographics. Findings revealed that prior general academic motivation and engagement played a significant role in students’ real-time motivation and engagement in mathematics and English and reduced between-student variance by about half. Gender (females), ability (high), and socioeconomic status (high) were also associated with higher real-time motivation and engagement. 相似文献
10.
Lars-Erik Hansen 《档案与原稿》2016,44(3):124-140
Private archival institutions collect records from churches, trade unions, companies, associations and any other non-government organisations. Organisations and associations have played an important role in Swedish public life during the twentieth century, being agents in the process of democratisation and societal change leading to the modern welfare state. Citizens' influence on politics and administration has to a large extent been channelled through organisations of various kinds. During the second half of the last century, a nationwide network of so-called popular movement archives emerged, initiated by the records creating organisations themselves. These institutions are important complements to the public archives, covering other spheres of society and contributing to preserve the history of everyday life, and political and social development. However, the traditional forms of stable rule-based organisations with structured records creation are dissolving, and being replaced with more loosely connected and continuously changing communities working in an online environment. Furthermore, the last decades have witnessed the emergence of digital information, and most private institutions lack the technological infrastructure and knowledge to receive digital records for long-term preservation. This study explores the developments and current status of popular movement archives in Sweden, and the challenges they are facing, in order to outline a scenario for future development and consequences for future societal memory. 相似文献