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In Conclusion The various literacies and modes of thinking required in an information society will challenge the capacities of every person.
While a variety of means are being found to help build and maintain these information resources, new vistas of capability
lie before us.
These opportunities and how we respond to them will determine our collective future in a world grown closer through mutual
dependence upon shared intellectual resources.
In addition, he teaches at the University of Stockholm. 相似文献
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Rano Zakirova Engstrand Lise Roll‐Pettersson 《Journal of Research in Special Educational Needs》2014,14(3):170-179
This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self‐efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre‐service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self‐efficacy and attitudes towards inclusion, although a relationship was found between participation in in‐service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed. 相似文献
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Manuela Sanches-Ferreira Rune J. Simeonsson Mónica Silveira-Maia Sílvia Alves 《International Journal of Inclusive Education》2013,17(5):457-468
This paper reports the results of a national two-year project, commissioned by the Portuguese Ministry of Education, to investigate the implementation of the International Classification of Functioning, Disability and Health (ICF) under Decree-Law 3/2008. The Decree-Law also introduced the principle that the documentation of students' functioning profiles should be the basis for eligibility decision-making – replacing the need of a diagnosis. Of specific interest was the study of the ICF implementation in the assessment, eligibility and intervention processes of students in need of specialised supports. To that end, the study was based on a document analysis of case records of 214 students. The analysis of functioning profiles showed that the ICF use promoted a functional approach in students' assessment. In addition, the use of the ICF contributed to the differentiation of eligible and non-eligible students based on their functioning profiles and addressed the most suitable educational interventions within the Individualised Education Plans. 相似文献
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Rune J. Krumsvik 《美中教育评论》2008,5(9):1-16
This position paper highlights existing and emerging, prospective digital divides in Norwegian schools and asks whether we are now moving from traditional digital divides to digital inequality in our digitized society and schools. Despite very good technology density in Norwegian society and schools in general, there is the reason to pay attention to whether this situation creates new kinds of digital inequalities among already vulnerable pupil groups. Therefore, this position paper focuses on whether under the new Norwegian educational reform. The Knowledge Promotion, it is necessary to consider this issue from another angle because of e.g. the increased status of digital literacy and implementation of ICT-based （Information and Communication Technology） exams in the national curriculum. The position paper focuses on what kind of digital inequalities we see the profiles of and what issues the government has to consider to prevent these tendencies escalating. 相似文献
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Rune Pettersson 《Educational technology research and development : ETR & D》1992,40(2):109-116
Rune Pettersson is manager of Technical Training for the Swedish R&D firmellemtel. In addition, he teaches at the University of Stockholm and at the Royal Institute of Technology, also in Stockholm. 相似文献
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Understanding the underlying processes influencing college students’ academic achievement represents an important goal of educational research. The aim of the present study was to examine the utility of the extended Theory of Planned Behaviour (TPB) and the relative influence of cognitive processes and measures of past behaviour in the prediction of grade intentions and actual grades in the context of higher education. Our results show that perceived behavioural control (PBC), subjective norms (SN) and past grades emerged as significant predictors and were able to explain 41% of the variance in grade intentions, while the influence of cognitive processes (planning and future orientation) was not significant. With respect to the prediction of actual grades, we found that habitual school attendance and past grades explained 26% of the variance in actual grades. Again, the influence of cognitive processes (planning and future orientation) was not significant. The main discussion is centred on the utility of the extended TPB in the prediction of academic achievement and the complex relationship between cognitive processes and past behaviour in predicting human actions in general. Limitations and implications of the study are also discussed. 相似文献
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Rune Krumsvik 《欧洲师范教育杂志》2009,32(2):167-185
There is a need to develop a broader view of knowledge to deal with the way in which new digital trends influence the underlying conditions for schools, teaching and subjects. This theoretical article will therefore examine whether a broader view of knowledge, digital literacy and assessment forms can generate new ways of adapted education within Knowledge Promotion Reform and the digitised school. The article is particularly angled towards the implications this may have for both teachers and pupils, but also for teacher education. 相似文献
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Derived from Basic Psychological Needs Theory (BPNT) is the notion that the social environment may promote athletes’ basic psychological needs, which are considered important for positive development and optimal motivational functioning. The present study investigated the predictive value of perceived justice and coach feedback on basic needs satisfaction in the context of youth football. Participants were Norwegian youth football players (N?=?532) participating in a national tournament. During the initial stage of the tournament, players completed the Coaching Feedback Questionnaire, Perceived Justice in Sport Questionnaire and Basic Psychological Needs in Exercise Scale under supervision. Regression analysis showed that perceived justice and positive/instructive coaching feedback positively predicted players’ needs satisfaction, while negative feedback and non-reinforcement/ignoring mistakes were not significant predictors of needs satisfaction. Together, perceptions of justice and coach feedback explained 24% of the variance in athletes’ needs satisfaction. The findings thereby indicate that athletes’ perceptions of fairness and coach feedback are important in understanding youth athletes’ needs satisfaction. 相似文献