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31.
Antenatal education is an important component of antenatal care in the developed world, but research indicates that it may not be meeting consumer needs. This article provides an overview of a needs assessment that aimed to determine the concerns and interests of expectant and new parents and how they prefer to learn during the periods of pregnancy and the early weeks of parenthood. The findings could be used to develop an innovative approach to antenatal education in order to prepare expectant and new parents for the birth experience and the early weeks of parenthood. The current study's results identified that expectant and new parents' concerns and interests during pregnancy, childbirth, and new parenting fall within five interrelated conceptual areas: 1) perceiving achievement or failure; 2) taking on "risk"; 3) riding an emotional "roller coaster" of joy, anxiety, and uncertainty; 4) needing to "know...what is normal"; and 5) needing help to "perform well." 相似文献
32.
Malin Svensson 《Scandinavian Journal of Educational Research》2019,63(1):1-16
This article examines challenges experienced by teachers of asylum-seeking pupils in Sweden, where the right to education is part of a policy of promoting “normal life” during the asylum process. A theoretical framework contributed a deepened understanding of the teachers’ experiences as street-level bureaucrats. Interviews indicated that institutional factors, lack of training, and insufficient support within the educational system constrained the teachers’ work. They developed strategies for dealing with the dilemma of being impeded in providing education equivalent to that of resident pupils but still struggled with how the asylum process affected classroom work. They were sidelined by a lack of control over the asylum decision, processed outside school. This was a source of moral distress and an additional workload, as catering to asylum-seekers’ needs was left to their discretion. Conflicting goals of educational and immigration policy thus conditioned their work and risked undermining the compensatory pedagogical task. 相似文献
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This is the first in a series of investigations planned with a view to studying the effects of the financial aid reform which was introduced in Sweden in the mid-1960s. The group studied is a nationally representative sample of those born in 1948. It is shown that social background is a strongly influential factor in the selection for higher education. However, this class bias would have been far greater if it had not been for the national financial aid system. The aid is not only important for recruitment but also to enable the students to complete a degree program and this is particularly true for those from lower socio-economic strata. 相似文献
35.
The conceptualization of cases of physical motion 总被引:1,自引:0,他引:1
Lennart Svensson 《European Journal of Psychology of Education - EJPE》1989,4(4):529-545
The question addressed in the present article concerns the contextual character of students’ conceptions of cases of psysical motion. An interview investigation with students following the mechanical engineering line of study at Chalmers University of Technology, Göteborg, Sweden was carried out during the students’ first year of study, before and after their first course in Mechanics. In the interviews, the students were verbally presented with eight cases of physical motion, four before and four after the course. The analysis of the conceptualization of physical motion points clearly to the very restricted contextual character of the conceptions of the cases. In previous research, the tradition of describing thinking and knowledge in terms of cognitive structures, shemas, models and so on, is very dominant. In relation to our results, one problem with the focus on cognitive structures is the assumptions made about generality across case or instances. Also, the students’ starting-point for their reasoning about the cases is not in any conceptual framework but in the specific cases. The conceptualizations are related to the students’ previous experiences rather than to any clearly delimited and structured conceptual framework. 相似文献
36.
The most prominent framework for studying socio-technical transitions to date is the multi-level perspective (MLP). While appreciated for its flexibility and usefulness for studying socio-technical transitions it has not been without its critics. In this paper we focus on the ontological foundations of the MLP and its (in)ability to explain transitions and how they come about. The purpose is to initiate development of an explanatory theory for socio-technical transitions, by carrying out an immanent critique of the ontological foundations of the MLP together with a methodological critique. We show that the ontological foundations of the MLP to a large extent inhibits explanatory capacity. The argument is fourfold: since structure and agency are understood as inseparable, (i) the causal influence of material properties are undervalued, and (ii) different degrees of structural constraint and freedom of actors are ignored. As a consequence (iii) transitions are reduced to shifts in the maturity and spread of socio-cognitive rules, without analysis of systemic change. Moreover, (iv) mechanisms are reduced to recurring patterns of events which cannot explain why some transitions fail while others succeed. To remedy these limitations we outline alternative critical realist foundations for transitions theory. 相似文献
37.
In recent years, we have witnessed an upsurge in the attention given to Sport for Development and Peace (SDP). Yet, despite a burgeoning body of scholarship, SDP remains largely undertheorized. Emergent perspectives, however, point to the complex nature of SDP programmes. The purpose of this article is to assess how Sen’s Capability Approach – a normative framework rooted in human development – may help us better understand SDP at the conceptual level. In this paper, we analyse: (a) existing theories on SDP, (b) the Capability Approach and (c) implications of re-examining SDP through the Capability Approach. This includes an analysis of the applicability of the Capability Approach to SDP practice, policy and research. We conclude by suggesting that the Capability Approach provides a malleable normative framework that can promote conceptual clarity of SDP across a multitude of epistemological, theoretical and methodological perspectives. 相似文献
38.
Lennart Svensson Elsie Anderberg Christer Alveg?rd Thorsten Johansson 《Instructional Science》2009,37(3):205-225
Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject
matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected
to learn. There is also often a lack of identity of meaning between the same students’ use of the same expression from one
use of the expression to another, in very similar contexts. The context gives a specific meaning to any expression. This variation
in context and meaning is very central to the phenomena of teaching and learning. In educational research there is a need
to differentiate between specific meanings expressed in conceptualizing subject matter, on the one hand, and concepts and
meanings seen as parts of cognitive systems and social languages, on the other. The contextual character of the use of language
is crucial to the understanding of teaching and learning and needs to be more carefully considered. The article is a discussion
of the problem of varying meanings of language expressions in relation to major traditions of research, focusing on meanings
and concepts within the field of learning and teaching. 相似文献
39.
Dyslexia is assumed to be frequent amonginmates in prisons and in juvenileinstitutions. However, it remains unclearwhether the literacy difficulties observed arereally dyslexic in nature. Seventy inmates injuvenile institutions were studied. In additionto literacy skills, the assessment includedphonological skills, school attendance,cultural background, and self-esteem. Dyslexiain the sense of decoding problems related tophonological deficiencies was observed in 11%of the cases. Most of the inmates withliteracy difficulties had a background, frominfancy and onwards, characterized by severesocial and emotional problems, interfering withpositive experience of literacy and theliterate culture. However, these sub-optimalexperiences of the literate culture do notimply dyslexia. From this perspective, it isunlikely that dyslexia is a determining factorof delinquent behavior. 相似文献
40.
Lennart Svensson 《高等教育研究与发展》1997,16(2):159-171
In this article the concepts of research tradition, research programme, research tool and research orientation are used to clarify the character of phenomenography. Phenomenography is said to be fundamentally a research orientation and to be characterised by the delimitation of an aim in relation to a kind of object. The aim is to describe and the kind of object is a conception. Phenomenographic research also has common characteristics of method of a general kind related to the orientation and these are called a research approach. The orientation and approach together are said to represent a research specialisation. The historical roots and the ontological, epistemological and methodological assumptions of this research specialisation are described and summarised. Lastly, phenomenography is described as a reaction against and an alternative to dominant positivistic, behaviouristic and quantitative research and as making its own ontological, epistemological and methodological assumptions with inspiration from, and similarities to, several older and concomitant traditions, without agreeing entirely with any of those. 相似文献