PEDAGOGIKEN OCH SKOLANS MÅLSÄTTNING.

Maurud, 0. 1976. Reciprocal Compreheasion of Neighbour Languages in Scandinavia. An Investigation of How Well People in Denmark, Norway and Sweden Understand Each Other's Written and Spoken Languages. Scand. J. educ. Res. 20, 49‐72. Soldiers in the three countries were exposed to spoken and written texts in the two other Scandinavian languages and their comprehension was tested by asking them questions about the contents and by asking them to translate certain central words in the texts into their own language. Questions about certain important non‐linguistic factors such as education level, domicile, travels to the other Scandinavian countries, reading in the other Scandinavian languages, exposure to radio and television programs from the other Scandinavian countries, own estimation of other Scandinavian language comprehension and attitudes towards these languages were also included. The answers to these questions were used to throw light on the results of the language test.     

ENHETLIGHET OCH DIFFERENTIERING I SKOLELEVERS KAMRATVÄRDERINGER

Søvik, N. 1977. Individual Instruction in Norwegian (The PODIN Project). Scandinavian Journal of Educational Research, 21, 197‐232. As the principle of integration instead of segregation has become dominant in the planning and organization of the Norwegian school (1st to 9th grade), different kinds of individualized instruction have been recommended to the teachers to use. The main problem behind the project reported here was to investigate whether, and to what extent, an experimental program of individualized instruction within an ordinary school class would improve students’ performance in oral and written Norwegian compared with traditional instruction. It was carried out in three parallel studies with first‐graders and a new series of three experiments with second‐graders.     

JAMFÖRELSE MELLAN TVÅ METODER VID ORDFÖRRÄDSPROV

In the article we examine the growth of special education, the expansion of the field and the categories used to classify special education students. Special education began to grow rapidly at the end of the 1960s with the advent of the comprehensive school system. This growth has occurred in both traditional classroom‐type teaching and part‐time, clinic‐type special education characteristic of the modern school model. The catetories used as the basis for transfer to special education have changed very little during the present century. Transfer to schools for the educationally subnormal has been due to lack of mental capacities, while transfer to classes for the socially maladjusted has been based on inability to adapt socially.     

BETYDELSEN AV DEN TIDSMÄSSIGA PLACERINGEN AV KUNSKAP OM RESULTATET I ANSLUTNING TILL ÖVNING MED TVÅ TYPER AV INLÄRNINGSMATERIAL

This study was designed to investigate the cross‐cultural similarity of vocational interests as measured by the Strong Interest Inventory. An Icelandic version of the SII was administered to Icelandic college students studying medicine, business, library science, geology, biology, psychology, theology, and nursing. 290 first year students were tested, and 123 students approaching final exams of whom 80 were re‐tested two years later. Reliability coefficients for the scales (occupational themes, interests, occupations and the special scales) varied from 0.79 to 0.89. On the basis of the US norms 74‐83 percent of students were correctly classified into their actual professional group. The results indicate that US norms are valid for Icelandic college students and allow for satisfying prediction of educational and vocational choice. This may indicate that the US norms of the SII could be applicable for other Nordic college students. SII scale scores for all groups indicate identical interest structure for Icelandic and US groups of the same field of study.     

PÄdagogische Zeitschriften Westdeutschlands

Ohne Zusammenfassung     

ELEVENES REAKSJON PÅ SKOLENS PROGRAM,ARBEIDSMETODE OG ARBEIDSORDEN

Grunewald, K., Simeonsson, R. J. &; Scheiner, A. Piaget and Normalization: Developmental Humanism. Scandinavian Journal of Educational Research 21, 181‐195. The technology of behaviorism and the social consciousness of normalization have produced monumental changes for developmentally handicapped children. Both, however, lack an intrinsic developmental perspective and as pragmatic approaches they do not provide conceptual bases to distinguish the means‐end aspects of ‘normality’. Piaget's cognitive‐developmental theory is proposed as a framework to provide content, direction and structure for educational and habili‐tative intervention. The specific contributions of (a) competency focus, (b) cognitive stages, (c) invariance of development, (d) construction of reality, (e) assimilation‐accommodation, and (f) decentration are considered within the context of main‐streaming and other normalization efforts. An interface between the sequences of ‘guiding environments’ and the Piagetian construct of stages in the construction of reality is specified. The juxtaposition of common themes promotes the systematic analysis of environments and experiences of the developmentally handicapped to meet developmental as well as humanistic criteria.     

Skizze zur Historiographie der Ästhetischen Bildung

This article is focussing on a historical approach to the term of aesthetic education from three different angles: as history of ideas, biographies and images. Aesthetic education is thereby understood as performative and reflective involvement with aesthetics and the fine arts such as arts, theatre and literature etc. A first approach is defining the history of ideas as a theoretical reconstruction of aesthetic concepts and their educational relevance; this history is also discussing educational theories and their aesthetic implications. It is more or less an implicit and compensatory history because the important contexts are not visible at first sight; and the aesthetic and pedagogical theories often need a reciprocal addition. A biographical perspective is hereby concentrated on the biography of artists. Thereby the educational science of biographies are highlighting the situation of the arts and the artists, the development of becoming an artist, the progression as an artist and the artistic institutions in a educational-aesthetic nexus. Such a perspective is supplementing the history of ideas concerning cultural and socio-historical dimensions as well as institutional and biographic aspects. Finally, the history of images is focusing on the thesis that every picture also includes a programme of aesthetic education. In pictures the process of productive and reflective visualisation is expressed: paintings refer to their production and their understanding. For the method of the historical-educational iconography of aesthetic education a historicizing matrix from production aesthetics, work aesthetics and reception aesthetics is suggested. This matrix is combined with a theory of education as transformation of self-relation, of relations to other individuals and the world. The three approaches just mentioned are exemplified by Leonardo da Vinci and his famous picture “Vitruvian Man” from 1492.     

Ästhetische Bildung: Eine systematische Annäherung

On the one side, the public interest in aesthetic education is increasing, on the other side the knowledge about the effectiveness of this educational sector is small (1). This paradoxical situation is caused by a research deficite. Starting point for a systematic approach to aesthetic education is the reflection of the interplay in sensory perception and bodily experience leading to aesthetic learning (2). Against this background, the author reflects production aesthetics, the aesthetic of the opus and the aesthetic of reception and reflects these categories in regard to school theater performance (3). Learning processes by aesthetic education are described (4). Finally, the author outlines the fields in which systematic research is needed in regard to different methodological approaches, disciplines and the various fine arts (5).     

LÄRAREN SOM MILJÖFAKTOR I KLASSRUMMET

Abstract:Wedman, I. 1981. Allocating Individuals into Mastery States on the Basis of Expected Utilities. Scandinavian Journal of Educational Research 25,9‐19. This study describes a procedure for making decisions in connection with criterion‐referenced measurements. The procedure, which may be called a full Bayesian procedure, uses continuous utility functions instead of a dichotomized utility structure. The basic idea is to combine the posterior distribution for a certain person with utility functions for ‘advance’ and ‘retain’ decisions respectively. The decision is then made in favour of the action with the largest expected utility. Fictitious data are presented to illustrate the procedure.