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61.
Arne Larsson 《Scandinavian Journal of Educational Research》2013,57(1):67-75
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. 相似文献
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Robin Ulriksen Åse Sagatun Henrik Daae Zachrisson Trine Waaktaar Arne Ola Lervåg 《Scandinavian Journal of Educational Research》2013,57(3):357-376
Social support and socioeconomic status (SES) have received considerable attention in explaining academic achievement and the achievement gap between students with ethic majority and immigrant background, and between boys and girls. Using a Structural Equation Modeling approach we examine (1) if there exist a gap in school achievements between these groups, (2) whether social support and SES is associated with achievements across these groups, (3) whether social support is associated with achievements after controlling for SES, and (4) whether achievement gaps are explained by group differences in social support and SES. Self-reported cross-sectional survey and register data from 8,574 10th graders in Norway was employed. Although we found group differences in achievements, and direct associations with social support and SES, we found no group differences in these associations. Controlling for SES and other sources of social support, teachers' support remained a significant positive influence on students' school outcomes. 相似文献
63.
Arne Carlsen 《Teachers and Teaching》2013,19(3):239-255
This paper starts from the observation that particularly rewarding parts of a set of research interviews were all accompanied by laughter. The interviews in question inquired into organizational practice as sites for individual and collective ‘becoming’, conceived as a set of ongoing authoring acts situated in everyday work. The research interview should be considered amongst those events where such authoring takes place. Interviews constitute events of understanding within the hermeneutics of becoming. Based on two exemplifying strips of dialogues from my interviews, I identify and discuss three kinds of laughter. ‘Positioning laughter’ has the function of affirming authoring acts, welcoming elaboration and creating a general atmosphere of trust. ‘Resonating laughter’ addresses a form of pattern recognition that I suggest amounts to the tuning‐in to an unutterable ‘we’. The function of resonating laughter is that it marks and celebrates this emerging understanding and plants the seeds of a prolonged interpretive effort. ‘Liberating laughter’ addresses and potentially releases from constraints in the event of understanding: whether that be in patterns of the interview as a social event, in prior understanding or in investments into self‐conceptions. The overall function of laughter is that it may enhance implicit interpretation and maintain an open dialectic in understanding; both qualities of particular relevance in becoming interviews. 相似文献
64.
SCHILLING Arne KIM Seokryul WEISSMANN Daniel TANG Ziying CHOI Sangsu 《浙江大学学报(A卷英文版)》2006,7(9):1482-1491
INTRODUCTION The first phases of the product life cycle are almost completely digitalized nowadays. Single parts or complete product models are modeled with 3D CAD solutions. Assembling single parts to digital mockups (DMUs) is important for checking the de- pendencies between the parts and detecting conflicts. Due to their complexity, such data is managed in specialized Product Data Management (PDM) sys- tems. They gained an increasing importance in many industries during the last d… 相似文献
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Eli Munkebye Eldri Scheie Anja Gabrielsen Arne Jordet Stig Misund 《Environmental Education Research》2020,26(6):795-811
AbstractEducation for sustainable development (ESD) provides crucial opportunities for young people to be involved in complex sustainability issues. This study contributes to existing knowledge about primary school teachers’ approaches to ESD across a range of subjects. Norwegian schools can join the Sustainable Backpack programme (SBP), which supports teachers to develop projects that promote a holistic understanding of sustainable development across school subjects. The present study set out to examines teachers’ interdisciplinary approach to ESD and the SBP teachers’ perceptions of how their curriculum units promote environmental, social and economic dimensions of sustainable development. The study is a multi-case study, with curriculum units designed for students aged 10-13?years from 14 Norwegian schools. Content analysis suggest that the units used several subjects to ESD, but the teachers could have challenged the students’ reflection to a greater extent in terms of argumentation and critical thinking. The units succeeded to some extent in pursuing a holistic approach. 相似文献
66.
Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple,But Complex
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Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5‐year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared variance between vocabulary, grammar, verbal working memory, and inference skills was a powerful longitudinal predictor of variations in both listening and reading comprehension. In line with the simple view of reading, listening comprehension, and word decoding, together with their interaction and curvilinear effects, explains almost all (96%) variation in early reading comprehension skills. Additionally, listening comprehension was a predictor of both the early and later growth of reading comprehension skills. 相似文献
67.
Claudine Bowyer-Crane Silke Fricke Blanca Schaefer Arne Lervåg Charles Hulme 《Reading and writing》2017,30(4):771-790
Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree. 相似文献
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OBJECTIVE: An anogenital examination is usually part of the standard medical assessment in children evaluated for suspected sexual abuse, and the emotional impact on the child has been studied. The primary aim of this study was to assess non-abused preschool children's responses to an anogenital examination. METHOD: One hundred and fifty-eight children (119 girls), aged 5-6 years old, were recruited by self-selection from a town community in Norway. After a full medical "top-to-toe" examination, including an anogenital examination with use of a colposcope, the children were asked for their reactions to different parts of the examination. The instrument used was a Faces Rating Scale with five faces, ranging from smiling to crying. Parents and nurses also completed questionnaires regarding their perceptions of the children's reactions. RESULTS: The results from the self-report scales showed that only 7.7% of the children rated the anogenital examination as somewhat negative, but the children rated the anogenital part of the examination as significantly more distressing than the examination of their ears and mouth. Microbiological swabbing from the anogenital area was most frequently mentioned as something the children disliked. Complementary data from the parents supported the children's responses regarding the anogenital part, but also emphasized the importance of good preparation and a "child-friendly" atmosphere when performing the examination. CONCLUSIONS: Most preschool children, who have no history of sexual abuse do not find an anogenital examination traumatic if the examination is well planned and performed by experienced professionals in a supportive atmosphere. 相似文献
69.
Sebastian T. Opitz Ute Harms Knut Neumann Kristin Kowalzik Arne Frank 《Research in Science Education》2015,45(5):691-715
Energy is considered both a core idea and a crosscutting concept in science education. A thorough understanding of the energy concept is thought to help students learn about other (related) concepts within and across science subjects, thereby fostering scientific literacy. This study investigates students’ progression in understanding the energy concept in biological contexts at the transition from primary to lower secondary school by employing a quantitative, cross-sectional study in grades 3–6 (N?=?540) using complex multiple-choice items. Based on a model developed in a previous study, energy concepts were assessed along four aspects of energy: (1) forms and sources of energy, (2) transfer and transformation, (3) degradation and dissipation, and (4) energy conservation. Two parallel test forms (A and B) indicated energy concept scores to increase significantly by a factor of 2.3 (A)/1.7 (B) from grade 3 to grade 6. Students were observed to progress in their understanding of all four aspects of the concept and scored highest on items for energy forms. The lowest scores and the smallest gain across grades were found for energy conservation. Based on our results, we argue that despite numerous learning opportunities, students lack a more integrated understanding of energy at this stage, underlining the requirement of a more explicit approach to teaching energy to young learners. Likewise, more interdisciplinary links for energy learning between relevant contexts in each science discipline may enable older students to more efficiently use energy as a tool and crosscutting concept with which to analyze complex content. 相似文献
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