Study-service as a significant factor in career development     

Ulla Kann  Andrew Quarmby 《International journal for the advancement of counseling》1986,9(2):175-188

The purpose of this paper is to describe the role of the Botswana study-service scheme (Tirelo Setshaba) in the career development of its participants. Study-service is defined as community service used to educate those who participate in contrast to other service programmes where the main objective is to provide manpower e.g. by providing service to the community. First, the existing career development situation in Botswana for senior secondary school students is reviewed and findings from some recent research in this field in the country are presented. Second, the nature of the one year experience gained by Tirelo Setshaba participants is described including the uniqueness of Tirelo Setshaba as compared to other similar schemes in that service takes place before post-secondary education, but with other policies being similar to those developed for university students. Third, the paper presents a rationale for career development assistance for Tirelo Setshaba participants and describes career development material prepared for them. The nature of the scheme, with two or a maximum of four participants assigned to a village, has made it necessary to design a career service for clients who are so widely scattered that the often-used career talks, conventions or one-to-one counselling are impractical. Finally, the paper argues for a proper evaluation of Tirelo Setshaba's impact on career development as the conclusions drawn in the paper are based on limited observations.Senior Research Fellow, National Institute of Development Research and Documentation, University of Botswana. She has served for several years as planning officer with the Ministry of Education in Botswana and as a psychologist (career guidance) in Sweden.Tirelo Setshaba Adviser, Ministry of State President, Botswana. He has long experience from study-service schemes in a number of countries, inter alia Botswana, Nepal and Indonesia.  相似文献   

Is teacher attrition a poor estimate of the value of teacher education? A Swedish case     

Rickard Carlsson  Ulla Karin Nordänger 《欧洲师范教育杂志》2019,42(2):243-257

Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years  相似文献   

Hallmarks of participation – children’s conceptions of how to get access to communities in Norwegian Early Childhood Education and Care (ECEC)     

Marianne Ree  Marit Alvestad  Eva Johansson 《International Journal of Early Years Education》2019,27(2):200-215

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Changes in the prevalence of child sexual abuse, its risk factors, and their associations as a function of age cohort in a Finnish population sample     

Laaksonen T  Sariola H  Johansson A  Jern P  Varjonen M  von der Pahlen B  Sandnabba NK  Santtila P 《Child abuse & neglect》2011,35(7):480-490

Objective

We examined (1) the prevalence of childhood sexual abuse (CSA) experiences as a function of cohort and gender, (2) the prevalence of factors associated with CSA as a function of cohort and whether the association of these factors with CSA remained the same irrespective of cohort, and (3) whether any cohort differences could be explainable by cohort differences in reporting bias.

Method

We used the responses of 4,561 men (M = 29, SD = 7 years) and 8,361 female (M = 29, SD = 7 years) Finnish participants who responded to the Childhood Trauma Questionnaire-Short Form as well as questions regarding family structure.

Results

The prevalence of CSA experiences varied between 0.7-4.6% for men and 1.8-7.5% for women depending on the item. Younger cohorts reported less CSA as well as less of the risk factors (physical neglect and abuse, emotional neglect and abuse, parental substances abuse, not growing up with both biological parents) that were positively associated with the likelihood of CSA. The effects of these risk factors did not vary as a function of the cohort. Also, the declining trend was not explainable by social desirability being higher in the younger cohorts.

Conclusions

The results suggest that there is a real decline in the prevalence of CSA and it is associated with a simultaneous decline in factors associated with CSA.  相似文献   

Better safe than sorry? Risk and educational research     

Per Lindqvist  Ulla Karin Nordänger 《Educational studies》2007,33(1):15-27

This paper presents the argument that education and the teaching profession have been saturated by a new form of risk consciousness and risk consideration. The aim is to shed light on this issue and present a number of empirical examples and questions of interest in educational research. Furthermore, the paper presents some of the central theories regarding risk and an attempt is made to relate these theories to an epistemological framework. The article also emphasizes the problems and issues that arise from the way teachers think, experience and manage risk in their daily work, and examines how this affects their didactic intentions and, in the long run, also the pupils’ learning potential. It is the intention of the authors, in the scientific as well as in the professional discussion, to reintroduce the positive connections between teaching and risk zones, as well as between professional development and risk taking.  相似文献   

Learning for an unknown context: a comparative case study on some Swedish and Polish Political Science students' experiences of the transition from university to working life     

Kristina Johansson  Lucyna Kopciwicz  Lars Owe Dahlgren 《Compare》2008,38(2):219-231

This comparative small‐scale (Swedish and Polish sample) longitudinal qualitative study investigates political science students' conceptions of their studies, their future profession and their workplace learning. The students (10 in Sweden and 11 in Poland) were interviewed twice, first when they were at the end of their studies and a second time when they had worked for approximately one year. The questions asked were designed to try to understand the transition from higher education to work life. The results indicate that they bring with them a set of academic generic skills from their education when they enter working life. Furthermore, the students in the two countries have very different perceptions of the subject Political Science, and the expectations they have regarding their studies and future working life also differ considerably.  相似文献   

前西班牙时代那哇特尔文化的口头性与书面性     

帕特里克·约翰松  刘明 《新疆师范大学学报(哲学社会科学版)》2008,29(1):43-49

在西班牙占领本地之前,口头文学和图画文字是那哇特尔人表现、保留和传承其文化传统的有效工具.任何一篇文字的内容,都可以通过口述或者看图说话的方式来表达.这两种方式的表现力都远远地超过了言语本身,因为词语的"文本"在口头演出当中通过声音、手势、舞蹈、音乐、节奏、多彩的象形文字、特定的时空氛围而被"具体化"了.同样,书写的文本也因文字画、意符、音符以及颜色、形状、大小、位置、间隔关系、笔势以及图纹的双层影像等而被"具像化"了.尽管古抄本中的图画主要是被设计来"看"而不是(西方人观念中的)读的,很可能有与之相配的口述文本同时存在,它们从图像中生发而出,或者作为图本的补充存在.文章将涉及以下一些问题:第一,在前西班牙时代.人们是如何来"阅读"、也就是符号性地解释一个图画文本的?第二,图形比喻怎样触发口头表演?第三,口头演出如何"扎根"于图画?第四,言语的独白或对话在看图说话时如何得以运用或被参照?全部分析以那哇特尔(nahuatl)印地安人的手抄本和由西班牙人及其印地安助手们(根据当地土著的口述)所搜集和记录下的那哇特语文献为基础.  相似文献   

NEGOTIATING POLITICIANS’ RESPONSIBILITIES IN NEWS INTERVIEWS     

Mats Ekström  Monika Djerf-Pierre  Bengt Johansson  Nicklas Håkansson 《Journalism Practice》2016,10(8):983-1004

News interviews are contexts in which political responsibilities are articulated and negotiated. Although the accountability interview is recognized as a commonsense practice in journalism, and the research on political interviews is substantial, it partly remains to explore how responsibilities are negotiated in different forms of questioning in journalism. This study investigates three generic forms of questioning: accountability questioning, the clarifying of promises, and the principal assessments. Key features of the different forms are specified. The empirical study investigates how the questionings are performed in news on industrial crises in Sweden, in the different political regimes in the 1970s and the 2000s. The data consist of 27 news interviews with the formally responsible Ministers. The method is based on Conversation Analysis and includes detailed analyses of questions and answers. The study shows (1) how the forms of questioning differ when it comes to the action agenda and in how responsibilities are invoked and negotiated; (2) how the questionings tend to reproduce particular expectations of Governmental interventions; (3) how increased assertiveness and adversarialness in interviewing coincide with reduced expectations of political responsibilities.  相似文献   

Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text     

Mochizuki  Toshio  Nishimori  Toshihisa  Tsubakimoto  Mio  Oura  Hiroki  Sato  Tomomi  Johansson  Henrik  Nakahara  Jun  Yamauchi  Yuhei 《Educational technology research and development : ETR & D》2019,67(5):1197-1230

This paper describes the development of a software program that supports argumentative reading and writing, especially for novice students. The software helps readers create a graphic organizer from the text as a knowledge map while they are reading and use their prior knowledge to build their own opinion as new information while they think about writing their essays. Readers using this software can read a text, underline important words or sentences, pick up and dynamically cite the underlined portions of the text onto a knowledge map as quotation nodes, illustrate a knowledge map by linking the nodes, and later write their opinion as an essay while viewing the knowledge map; thus, the software bridges argumentative reading and writing. Sixty-three freshman and sophomore students with no prior argumentative reading and writing education participated in a design case study to evaluate the software in classrooms. Thirty-four students were assigned to a class in which each student developed a knowledge map after underlining and/or highlighting a text with the software, while twenty-nine students were assigned to a class in which they simply wrote their essays after underlining and/or highlighting the text without creating knowledge maps. After receiving an instruction regarding a simplified Toulmin’s model followed by instructions for the software usage in argumentative reading and writing along with reading one training text, the students read the target text and developed their essays. The results revealed that students who drew a knowledge map based on the underlining and/or highlighting of the target text developed more argumentative essays than those who did not draw maps. Further analyses revealed that developing knowledge maps fostered an ability to capture the target text’s argument, and linking students’ ideas to the text’s argument directly on the knowledge map helped students develop more constructive essays. Accordingly, we discussed additional necessary scaffolds, such as automatic argument detection and collaborative learning functions, for improving the students’ use of appropriate reading and writing strategies.

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Consequences of school grading systems on adolescent health: evidence from a Swedish school reform     

Björn Högberg  Joakim Lindgren  Klara Johansson  Mattias Strandh  Solveig Petersen 《教育政策杂志》2021,36(1):84-106

ABSTRACT

Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6^th and 7^th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7^th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health.  相似文献