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1.
In this forum we engage in a dialogue with Allison Gonsalves’s paper ‘“Physics and the girly girl—there is a contradiction somewhere”: Doctoral students’ positioning around discourses of gender and competence in physics’. In her paper Gonsalves uses a sociocultural approach to examine women doctoral students’ stories about becoming physicists. In doing so her paper focuses on how discourses of masculinity and femininity can create available and unavailable positions for the women students. In this dialogue we do a parallel reading of two of the student narratives presented by Gonsalves, using Judith Butler’s (1990) concept of discursive agency as a means to more explicitly bring the affordances for women identity constitution offered by their localized physicist context to the fore, rather focusing on its, often more visible, constraints. 相似文献
2.
In Sweden, the anti-discrimination initiatives and the efforts against degrading treatment are promoted by two laws indicating self-regulatory and transparent actions toward preventing both. To be successful, it is important that everybody involved in the work has the same understanding of the task and that everybody understands written formulations of local policy documents, here labelled equity plans, in order not to reinforce inequalities when counteracting discrimination and degrading treatment. Our aim is to explore the world-views that are expressed by the schools in their equity plans. We ask what are the perceived causes of discrimination and degrading treatment within the schools, what solutions in the equity plans emerge and which subject positions are constructed and made possible. The analysis rendered three discourses of which we can see recurring signs in the material and these have been labelled The perfect school discourse, The designated discourse and The educational discourse. These discourses are different in how they relate to discrimination and degrading treatment in school and they also provide different opportunities for students. We conclude that policy-making is important as a means to change discriminatory patterns and we suggest how to avoid drawing on discourses that are likely to counteract the goals. 相似文献
3.
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 6th and 7th 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 7th 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
4.
Within the framework of cognitive learning theories, instructional design manipulations have primarily been investigated under
tightly controlled laboratory conditions. We carried out two experiments, where the first experiment was conducted in a restricted
system-paced setting and is therefore in line with the majority of empirical studies in the learning sciences. However, the
second experiment was done in an ecologically more valid classroom setting, with students working at their own pace with the
instructional material embedded in a professional hypermedia learning environment. Both dealt with the same topic in the domain
of biological education, namely the structure and functioning of the enzyme ATP-Synthase. In both experiments, the educational
value of three- versus two-dimensional animations as well as of visual cues was investigated in a 2 × 2 factorial design.
Students’ understanding was facilitated by the presence of a 3D-representation format under tightly controlled conditions
only. Regarding the ecologically more valid classroom setting, the 2D format tended to foster understanding more efficiently
than the 3D format. The implementation of visual cues enhanced the amount students remembered in both experiments. Our results
indicate that the results of tightly controlled laboratory conditions may not be easily generalized to naturalistic classroom
settings. 相似文献
5.
Mattias Nylund Kristina Ledman Per-Åke Rosvall Maria Rönnlund 《British Journal of Sociology of Education》2020,41(1):1-17
ABSTRACTPrevious studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes. 相似文献
6.
“Great Location,Beautiful Surroundings!” Making Sense of Information Materials Intended as Guidance for School Choice 总被引：2，自引：0，他引：2
Following international trends during the last decades of the 20th century mechanisms of marketization, freedom of choice, and competition were introduced into the Swedish compulsory school system, thereby transforming it into one of the most de‐regularized in the world. The overall aim of the pilot study presented here is to shed light on a phenomenon that has occurred as an effect of the shift in policy—namely on the information or marketing material which is directed from schools to families as guidance for school choice. The primary aim is to generate a conceptual basis for further research into the choice‐related communication between schools and families. The information material analyzed consists of three annual volumes of a brochure, produced by the local education office in a middle‐sized Swedish city area. Aside from picturing the content in terms of 145 symbolic expressions, sorted into 10 thematic categories, the results show how the material can be understood as made up of emotional imageries that give little guidance but that carry salvation stories on education and learning that have a transformative potential, as it opens up a new space for the governing of institutions and individuals. 相似文献
7.
Maria Rönnlund Kristina Ledman Mattias Nylund Per-Åke Rosvall 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):302-318
Background: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of ‘horizontal and vertical knowledge discourses’ and ‘discursive gaps’.Findings and conclusions: Overall, teaching that was observed focused primarily on ‘doing’. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to ‘Personal experiences’, ‘The other(s)’ and ‘Wider perspectives’. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes. 相似文献
8.
Understanding and influencing teaching and learning cultures at university: a network approach 总被引：1，自引：0，他引：1
Academic cultures might be perceived as conservative, at least in terms of development of teaching and learning. Through a lens of network theory this conceptual article analyses the pattern of pathways in which culture is constructed through negotiation of meaning. The perspective contributes to an understanding of culture construction and maintenance with a potential to aid academic developers and others in the endeavour to influence teaching and learning cultures in academia. Throughout the discussion the importance of supporting the weak links between clusters of individuals stands out as a feature to focus upon. We propose that the sheer complexity of culture construction and maintenance in academic organisations is likely to cause any single, isolated attempt for change to fail Instead, we argue that a multitude of inter-related initiatives over a long period of time is likely to distinguish strategies that are successful in influencing academic teaching and learning cultures. 相似文献
9.
Mattias Lundin 《Cultural Studies of Science Education》2007,2(1):265-279
Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure
in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school
science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose
of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of
24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant
conversations including questions were transcribed. The analysis was made by examining the establishment of relations between
utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the
results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to
a science language game. Without teacher guidance, students’ questions are potential promoters for making the topic drift
and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions
to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students
in making science knowledge useful in daily life.
相似文献
| Mattias LundinEmail: |
10.
Ricarda Steinmayr Mattias Ziegler Birgit Träuble 《Learning and individual differences》2010,20(1):14-18
Research in clinical samples suggests that the relationship between intelligence and academic achievement might be moderated by sustained attention. The present study aimed to explore whether this interaction could be observed in a non-clinical sample. We investigated a sample of 11th and 12th grade students (N = 231). An overall performance score and a quality of performance score in sustained attention as well as verbal, numerical, and general intelligence scores served as predictors. Achievement criteria were grades in math and German as well as Grade Point Average (GPA) obtained after testing. Both types of sustained attention scores were significantly related to school performance, but only the quality of performance score incrementally contributed to the prediction of school performance above and beyond intelligence. Overall differences in the sustained attention test significantly moderated the relationship between verbal intelligence and German grades. Quality of performance moderated the relationship between general intelligence and GPA as well as the one between numerical intelligence and math grades. The study elucidates the interplay between sustained attention, intelligence, and school performance in a non-clinical sample. 相似文献