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Structural Uniformity and Functional Diversification: Swedish Higher Education Ten Years after the Higher Education Reform 总被引:1,自引:0,他引:1
Berit Askling 《Higher Education Quarterly》1989,43(4):289-305
The Swedish higher education reform in 1977 was designed to create an integrated and unified system, by including all post-secondary education in a new structure. The governance and organizational pattern were designed to support flexibility, creativity and capacity for innovation. The inner life of higher education today reflects these intentions of the reform but is also characterized by market-orientation and market-dependency. These new and strange issues in the higher education context are influencing the everyday life of an educational system, in which notions of centralism, uniformity and state legitimation are still taken for granted. 相似文献
2.
Berit S. Haug 《Journal of Science Teacher Education》2014,25(1):79-96
This study examines how an inquiry-based approach to teaching and learning creates teachable moments that can foster conceptual understanding in students, and how teachers capitalize upon these moments. Six elementary school teachers were videotaped as they implemented an integrated inquiry-based science and literacy curriculum in their classrooms. In this curriculum, science inquiry implies that students search for evidence in order to make and revise explanations based on the evidence found and through critical and logical thinking. Furthermore, the curriculum material is designed to address science key concepts multiple times through multiple modalities (do it, say it, read it, write it). Two types of teachable moments were identified: planned and spontaneous. Results suggest that the consolidation phases of inquiry, when students reinforce new knowledge and connect their empirical findings to theory, can be considered as planned teachable moments. These are phases of inquiry during which the teacher should expect, and be prepared for, student utterances that create opportunities to further student learning. Spontaneous teachable moments are instances when the teacher must choose to either follow the pace of the curriculum or adapt to the students’ need. One implication of the study is that more teacher support is required in terms of how to plan for and effectively utilize the consolidation phases of inquiry. 相似文献
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Haug T 《Journal of deaf studies and deaf education》2011,16(3):343-361
There is a current need for reliable and valid test instruments in different countries in order to monitor deaf children's sign language acquisition. However, very few tests are commercially available that offer strong evidence for their psychometric properties. A German Sign Language (DGS) test focusing on linguistic structures that are acquired in preschool- and school-aged children (4-8 years old) is urgently needed. Using the British Sign Language Receptive Skills Test, that has been standardized and has sound psychometric properties, as a template for adaptation thus provides a starting point for tests of a sign language that is less documented, such as DGS. This article makes a novel contribution to the field by examining linguistic, cultural, and methodological issues in the process of adapting a test from the source language to the target language. The adapted DGS test has sound psychometric properties and provides the basis for revision prior to standardization. 相似文献
5.
Sonja Haug 《Zeitschrift für Erziehungswissenschaft》2005,8(2):263-284
Zusammenfassung Die Entwicklung der mündlichen und schriftlichen Kenntnisse in Deutsch und der Sprache des Herkunftslandes bei Angeh?rigen
der ersten und zweiten Einwanderergeneration aus den Gastarbeiter-Anwerbel?ndern, bei Aussiedlern und neuen Zuwanderergruppen
wird beschrieben und Erkl?rungsfaktoren für Unterschiede werden mit Hilfe bivariater und multivariater Verfahren untersucht.
Die Deutschkenntnisse der ersten Generation steigen zwischen 1984 und 2001 kaum an, wohingegen Aussiedler und Zuwanderer in
kurzer Zeit relativ gute Fortschritte aufweisen. Die meisten Befragten sind bilingual. Defizite bei Deutschkenntnissen variieren
nach Herkunftsland. Der Zweitspracherwerb erfolgt im Generationenverlauf, d.h. in Deutschland geborene Personen mit Migrationshintergrund
haben in der Regel bessere Deutschkenntnisse als die erste Generation. Die Aufenthaltsdauer hat per se keinen Einfluss auf
den Spracherwerb, ebenso wie das Geschlecht, w?hrend das Einwanderungsalter und die Schulbildung entscheidende Faktoren sind.
Personen mit niedrigem Einwanderungsalter, Personen, die eine weiterführende Schule im Herkunftsland oder eine h?here Schule
in Deutschland abgeschlossen haben, haben eine h?here relative Chance, gute mündliche und schriftliche Deutschkenntnisse zu
erwerben.
相似文献
6.
Magnus Strøm Mellingsæter Berit Bungum 《European Journal of Engineering Education》2015,40(2):115-127
This paper presents a case study of how the interactive whiteboard (IWB) may facilitate collective meaning-making processes in group work in engineering education. In the case, first-year students attended group-work sessions as an organised part of a basic physics course at a Norwegian university college. Each student group was equipped with an IWB, which the groups used to write down and hand in their solutions to the physics problems. Based on a Vygotskian, dialectical stance, this study investigates how the students used the IWB in the group-work situation. From qualitative analysis of video data, we identified four group-work processes where the IWB played a key role: exploratory, explanatory, clarifying and insertion. The results show that the IWB may facilitate a ‘joint workspace’, a social realm in which the students’ dialogues are situated. 相似文献
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The aim of this article is to shed light on some aspects of professional responsibility by investigating students’ visions
of future work and notions of professional responsibility. The data is based on interviews with samples of freshmen in three
educational programmes at the University of Oslo in Norway. The data has been analysed in relation to two thesis claimed by
Steven Brint: “The rise of a utilitarian ethos” in higher education and the movement from “social trustee professionalism”
to “expert professionalism”. The findings show that the students in our sample do not think of higher education primarily
as a means to get credentials that will be useful in the labour marked. An intellectual interest in the discipline is the
most prevalent reason for the students’ educational choices. Furthermore our findings support an orientation towards “expert
professionalism” rather than “social trustee professionalism”. But, embedded in the perspective of an expert there is an emphasis on ethical knowledge, moral and/or societal responsibility
and the wish to do good for others. However, the students’ sense of responsibility seems to be restricted to certain “localism”
of their specific occupation. Based on the findings we argue that the students reveal a moral awareness that should be taken
seriously by the educational institution in order to foster critical rationality and professional commitments. 相似文献
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Halszka Jarodzka Thomas Balslev Kenneth Holmqvist Marcus Nystr?m Katharina Scheiter Peter Gerjets Berit Eika 《Instructional Science》2012,40(5):813-827
Complex perceptual tasks, like clinical reasoning based on visual observations of patients, require not only conceptual knowledge about diagnostic classes but also the skills to visually search for symptoms and interpret these observations. However, medical education so far has focused very little on how visual observation skills can be efficiently conveyed to novices. The current study applied a novel instructional method to teach these skills by showing the learners how an expert model visually searches and interprets symptoms (i.e., eye-movement modelling examples; EMMEs). Case videos of patients were verbally explained by a model (control condition) and presented to students. In the experimental conditions, the participants received a recording of the model’s eye movements superimposed on the case videos. The eye movements were displayed by either highlighting the features the model focused on with a circle (the circle condition) or by blurring the features the model did not focus on (the spotlight condition). Compared to the other two conditions, results show that a spotlight on the case videos better guides the students’ attention towards the relevant features. Moreover, when testing the students’ clinical reasoning skills with videos of new patient cases without any guidance, participants studying EMMEs with a spotlight showed improved their visual search and enhanced interpretation performance of the symptoms in contrast to participants in either the circle or the control condition. These findings show that a spotlight EMME can successfully convey clinical reasoning based on visual observations. 相似文献
10.
Marianne Ødegaard Berit Haug Sonja M. Mork Gard Ove Sørvik 《International Journal of Science Education》2013,35(18):2997-3020
In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning. 相似文献