Does the “Pupil Enterprise Programme” Influence Grades Among Pupils With Special Needs?     

Vegard Johansen  Hege M. Somby 《Scandinavian Journal of Educational Research》2016,60(6):736-745

This paper asks whether the Pupil Enterprise Programme (PEP) is a suitable working method for improving academic performance among pupils with special needs. Overall, 20% of pupils participate in PEP at some point during lower secondary school. Results from multilevel regression modelling indicate that pupils with special needs who have participated in PEP attain better grades in Written Norwegian and Mathematics than those pupils with special needs who did not participate in PEP. The difference between PEP participants and non-participants in Written English was insignificant. The positive results for Norwegian and Mathematics seem to be related to the organisation and content of PEP. The data are from a study of 1,880 pupils in the 10th Grade.  相似文献   

Why do not more prisoners participate in adult education? An analysis of barriers to education in Norwegian prisons     

Manger  Terje  Eikeland  Ole Johan  Asbjørnsen  Arve 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(5):711-733

International Review of Education - From a lifelong learning perspective, education during incarceration is crucial for prisoners’ rehabilitation. This article describes the authors’...  相似文献   

“Darkness Overcomes You”: Shaun Tan and Søren Kierkegaard     

Martin Blok Johansen 《Children‘s Literature in Education》2015,46(1):38-52

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How do principals make sense of school leadership in Norwegian reorganised leadership teams?     

Hedvig Abrahamsen  Marit Aas  Glenn Ole Hellekjær 《School Leadership & Management》2015,35(1):62-78

A growing body of research has emphasised the importance of school leadership practice for quality improvement in schools. Yet, little attention has been paid to the investigation of how principals reshape their leadership role and leadership practices when schools reorganise the leadership team with the purpose of increasing the number of formally assigned leaders. As such, this study provides additional insight into how moments of transitions may reshape institutional logics regarding principal leadership practice. Drawing on interviews and contextual observations of five principals in lower secondary schools, framed within a distributed perspective and theory of sense-making, we address this issue by demonstrating that regulative changes influence the normative and cognitive aspects of institutions. We argue that principals re-conceptualise leadership when they move from being solo leaders to sharing leadership, and this allows for subjective interpretations. We have identified two approaches for principal leadership practice which the reorganised leadership team can provide – the exchanging information – and collaborative discussion approaches.  相似文献   

Conceptions of quality in four different disciplines     

Ole‐Jacob Skodvin 《Tertiary Education and Management》2013,19(1):65-80

Abstract

The paper is based on a book (written by the author and his colleague Markku Lehikoinen) dealing with definitions of quality and views on the applicability of different methods of quality assessment to four different disciplinary fields: physics, biology, sociology and history. The paper focuses on conceptions and definitions of quality voiced by scholars representing the different disciplines. The study involved semi‐structured in depth interviews with 33 experienced scholars. The disciplines under study were chosen to represent diverse disciplinary cultures, with the aim of finding out about the potential impact of (social and cognitive) cultural characteristics of the disciplines on conceptions of quality. The findings show both common views across disciplinary fields and disciplinary differences.  相似文献   

Critical perspectives on Danish early childhood education and care: between the technical and the political     

Anders Skriver Jensen  Stig Broström  Ole Henrik Hansen 《Early Years: An International Journal of Research and Development》2010,30(3):243-254

This paper discusses trends in contemporary Danish early childhood education and care (ECEC). Data are sourced from various policy documents, along with material from ongoing research projects in which the authors are involved. It is claimed that contemporary policy on Danish day care services has a tendency to emphasize narrow curriculum improvements and standardized testing. The democratic dimensions are still relatively strong, but at the moment these dimensions are interpreted within a skills‐and‐testing framework, which is leading to a situation where the political masquerades as the technical.  相似文献   

An intentionality interpretation of meaning in mathematics education     

Ole Skovsmose 《Educational Studies in Mathematics》2016,92(3):411-424

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When risk becomes invisible in the everyday life of day care     

Anne Marie Villumsen  Ole Steen Kristensen 《Early Years: An International Journal of Research and Development》2016,36(1):17-32

Both the identification of children at risk in day care and multidisciplinary collaboration with other professions have a political focus. This study was designed as an organizational field study and attempts to establish a coherent practice of multidisciplinary collaboration between day care and social services. This article focuses on the mono-professional pedagogical identification of children at risk as well as on the underlying process of professional reasoning. Interviews with day care staff are analysed and the findings give reason to assume that central aspects of the children at risk and their life circumstances become invisible in the everyday life of day care. Due to defensive routines as well as an organizational culture that frames and creates a non-explicitly structured practice using intuitive processes, the problems of children at risk become invisible in the everyday life of day care. When risk become invisible, it not only impedes the mono-professional help the children receive, it also inhibits a crucial multidisciplinary collaborative provision of support to children at risk and their families. The identification of children at risk seems to be based on an unexamined selection of significant information, processed by intuitive processes.  相似文献   

In‐service training for rural teachers through professional reading     

Ole Philip Sand 《Peabody Journal of Education》2013,88(6):336-343

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Quality incentive based congestion control for multimedia communication over IP networks     

Johansen Stian  Kim Anna N.  Perkis Andrew 《浙江大学学报(A卷英文版)》2006,7(1):7-12

In this paper we introduce a framework for using quality as an incentive to promote proper application level congestion control. Through integrating a joint-source channel coder and feedback-based congestion control scheme, we are able to construct accurate and efficient quality incentives. The framework is applicable in all network architectures where end-to-end congestion control may be used, and is as such not specific to either best-effort or traffic class-based architectures. The concept is presented along with preliminary simulations that highlight the resulting rate control accuracy. We also discuss how to implement some well-known congestion control schemes within our framework.  相似文献