Racialised entanglements of teacher professionalisation and problematised immigrant schoolchildren: crafting a Danish welfare nation-state, 1970–2013

Abstract

Modern welfare states emerged as a response to the social question and were crafted through the educationalisation of society engendering a need for a variety of professionals who could take care of citizens of concern. This article revisits the social question in a post-1970 Danish context of a growing non-western immigrant and refugee population and increasing professional attention paid to the presence of immigrant schoolchildren as a new social problem. In particular, the article takes as its point of departure the educationalisation of this new social problem, often referred to in terms of “integration”. Hence, it examines the dispositions and capacities of teachers imagined to handle immigrant schoolchildren as objects of educational and societal concern. Moreover, it explores how these entangled processes of educational problematisations and teacher professionalisation embedded in visions of good citizens and a good society, ultimately fed into the crafting of a post-1970 Danish welfare nation-state. Deploying a governmentality perspective, the analysis is based on diachronic reading of three professional journals specialised in the topic of the education of immigrant schoolchildren (1980–2013), supplemented by the annual reports of the Royal Danish School of Education (1970–2000). The article suggests that the crafting of a Danish welfare nation state between 1970 and 2013 crystallised in entanglements of subtly racialised professional subjectification and educational problematisations of immigrant schoolchildren, inextricably linking public and individual welfare to citizens practising a “Danish way of life”.     

School performance,school segregation,and stress-related symptoms: comparing Helsinki and Stockholm

This study investigates cross-cultural differences in the interrelation between school performance, school segregation, and stress-related health among 9th-grade students in the greater Stockholm and Helsinki areas. Contrary to the Swedish case, it has been proposed that school performance in Finland is largely independent of the specific school attended and of socioeconomic background. Finland also stands out as a contrast to Sweden considering their better performance in the Programme for International Student Assessment (PISA) surveys. Our first 2 hypotheses explore whether there is a greater degree of school segregation in Stockholm than in Helsinki, and our second pair of hypotheses test whether Finland’s school success has come at a price in terms of increased student stress. Our results largely confirm that Stockholm schools are less “equal” and more segregated than those in Helsinki. We also find that school performance is more strongly linked to stress-related complaints among students in Helsinki than in Stockholm, especially among Finnish girls.     

Vertical jumping height and horizontal overhead throwing velocity in young male athletes

Abstract

The purpose of this study was to examine the effects of calendar and skeletal age, anthropometric dimensions, training history and their interactions on vertical jumping height and horizontal overhead throwing velocity in a cross‐section of 318 young male athletes (age range 9–16 years) participating in cross‐country skiing (n = 70), basketball (n = 40), apparatus gymnastics (n = 19), ice hockey (n = 50), track and field (n = 89) and wrestling (n = 50). Vertical jumping height was measured with four different loads held on the shoulders and then interpolated for loads representing 0 and 40% body mass. Horizontal overhead throwing velocity using both hands was determined for seven balls of different weights and then interpolated for weights representing 1 and 5% body mass.

Both vertical jumping height and overhead throwing velocity were found to increase (P< 0.01) from the skeletally youngest to the oldest cohort when the effects of body height and mass were controlled. The inter‐event comparisons did not reveal statistically significant differences in respect of vertical jumping height. Also in the overhead throwing tests, the inter‐event differences were small, although the analysis of variance revealed statistically significant (P< 0.001) differences for the skeletal age cohorts of 13 and 14 years. While the quantity of training had no effect on vertical jumping height, it explained the results in the overhead throwing test.

The effects of training on vertical jumping and horizontal overhead throwing among adolescent athletes were considered to be small, while maturational processes and anthropometric development followed by increase in calendar age were deemed to be of greater importance.     

Development and Validation of an Instrument to Measure University Students’ Biotechnology Attitude

The impact of biotechnologies on peoples’ everyday lives continuously increases. Measuring young peoples’ attitudes toward biotechnologies is therefore very important and its results are useful not only for science curriculum developers and policy makers, but also for producers and distributors of genetically modified products. Despite of substantial number of instruments which focused on measuring student attitudes toward biotechnology, a majority of them were not rigorously validated. This study deals with the development and validation of an attitude questionnaire toward biotechnology. Detailed information on development and validation process of the instrument is provided. Data gathered from 326 university students provided evidence for the validity and reliability of the new instrument which consists of 28 attitude items on a five point likert type scale. It is believed that the instrument will serve as a valuable tool for both instructors and researchers in science education to assess students’ biotechnology attitudes.     

Reliability and validity of a Turkish version of the DELES

The primary aim of this study was to examine the reliability and validity of a Turkish version of the Distance Education Learning Environment Survey (DELES) in post-secondary distance education. The second aim was to investigate empirically the conceptualisation of the distance education learning environment as a singular latent construct, within a second-order factorial structure that consists of six first-order factors. The DELES is a 34-item instrument for assessing social-psychological perceptions among distance education students. The tested hypotheses concerned key antecedents and consequences of the factorial structure of DELES in the Turkish context using confirmatory factor analyses. Principal component analysis of the Turkish data revealed six main factors of interest, which corresponded to the hypothesised constructs in the original DELES. The data suggested good reliability and validity for the Turkish DELES (DELES-TR) relative to the original version. Further, second-order analyses were conducted with two complementary samples to demonstrate the validity of six dimensions of the DELES-TR and their contributions to an overall factorial structure of social-psychological learning environment in distance education. Initial support for the second-order factorial validity of DELES-TR was found. Results indicate that a dimensional model of DELES-TR with the six first-order factors provided a superior fit to the data than first-order DELES-TR with six factors. Additionally, an investigation was conducted regarding associations between the DELES-TR’s psychosocial scales and a student satisfaction scale. This study is unique in its focus on the learning environment in distance education in the Turkish setting.     

Invention characteristics and the degree of exclusivity of university licenses: The case of two leading French research universities

This paper examines the determinants of university exclusive versus non-exclusive licenses. We specifically focus on the effect of the characteristics of the licensed invention (i.e. stage of development, specificity and appropriability). We rely on a unique and original dataset of 91 inventions contained in 62 intellectual property licensing contracts executed in the period of 2005–2014 by two leading French research universities. We cannot find a significant relation between the characteristics of the invention and the degree of exclusivity. In particular, as opposed to theoretical predictions, embryonic inventions are not significantly linked to more exclusive licenses and generic inventions are not significantly linked to non-exclusive licenses. Furthermore, inventions that are both generic and embryonic are not significantly linked to exclusive licenses per field of use. These results, although still exploratory, contribute to feed the discussion about the performance of university-industry technology transfer since they suggest that performance might be improved by taking more into account the characteristics of the licensed invention.     

Biology and Health Education

The Health Promoting Schools in Europe initiatives have highlighted the importance of health education in schools. Although health education is inter-disciplinary, biology teachers have an important role in teaching about health and in the formation of policy. Health education needs therefore to be part of initial teacher education programmes for those who are preparing to teach biology in secondary schools. Student teachers in England and Sweden have been involved in a pilot study that is investigating two aspects of teaching health education. The first element of the study has used questionnaires and small group discussions to explore biology student teachers’ perceptions of teaching about health as part of biology. In the second phase student teachers have been investigating secondary pupils’ understanding about aspects of health. In this paper we report on the initial findings and consider the implications of these results for the teaching of biology in secondary schools.