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71.
Based on a qualitative study on young Korean immigrant children’s interpretation of American popular culture, this paper reflects
on the researchers’ role by examining the research challenges faced. Prior to discussing the research obstacles in conducting
the study, we begin with briefly describing its methodology and design. Next, we discuss the various obstacles we encountered
when conducting our study and howwe attempted to overcome these dilemmas by discussing two major struggles during the research
process: a) the relationships between the researchers and our young participants, and b) the cultural sensitivity that was
needed in initially gaining permission from and working with the parents of our informants. It then illuminates how the researchers
attempted to cope with such difficulties by rethinking a researchers’s role emphasizing the importance of cultural context
in research. Finally, the paper provides some discussions and implications based on our research experiences. 相似文献
72.
Lena Liapi 《Cultural and Social History》2017,14(5):549-564
This article reconsiders ideas of the public sphere in the seventeenth century, by focusing on how public opinion is shaped by the movement of information between media and between receivers. It contends that the scholarly preoccupation with a public sphere viewed exclusively in terms of politics obscures the fact that contemporaries did not distinguish between politics and subjects such as crime in their newsgathering. Examining the case study of James Turner, a burglar in the 1660s who became a cause célèbre in London and beyond, this article shows how crime news were eagerly exchanged, informing discussions and constructing public opinion. 相似文献
73.
Lena Dahl Oeyvind Foerland Standal Vegard Fusche Moe 《Journal of Adventure Education & Outdoor Learning》2019,19(3):256-268
The purpose of this study was to explore how teachers in friluftsliv (the Scandinavian equivalent of outdoor education and outdoor recreation) reflect upon their safety strategies in relation to pupils’ friluftsliv abilities in the upper secondary school ‘Sport and Physical Education programme’. This article is based on six focus group interviews of friluftsliv teachers. The analysis of the empirical material is inspired by John Evans’s understanding of the concept of abilities as dynamic sociocultural constructs and processes. In the findings, different challenges related to teachers’ experiences of a general decline in pupils’ winter friluftsliv abilities are identified. Furthermore, the article identifies and discusses challenges related to teachers’ safety strategies, which led to both inclusion and exclusion of pupils. The findings in this study reveal a tension between important winter outdoor skills and inclusive friluftsliv. 相似文献
74.
Duran Lena Ballone McArthur Julia Hook Stephen Van 《Journal of Science Teacher Education》2004,15(2):155-171
The purpose of this study was to examine middle childhood students' perceptions of the learning environment in a reform-based physics course. A lecture-style, introductory physics course was modified into an inquiry-based course designed for preservice middle childhood teachers through the collaborative efforts of faculty in the Colleges of Education and Arts and Sciences. Focus group interviews were conducted to examine students' perceptions. The results suggested that the students initially felt a level of frustration with a new constructivist experience; however, they were able to embrace the inquiry method and expressed a desire for additional specialized content courses for preservice teachers. 相似文献
75.
To support prospective teachers’ professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions; burnout dimensions and student satisfaction were hypothesised to be consequences of both the distal and more proximal variables. Data were collected at four time points from N = 3,892 students enrolled in teacher education at 13 universities. Structural equation modelling revealed favourable effects of autonomy support, competence support, and social relatedness on the core burnout dimensions and satisfaction. Effects of programme structure on these outcomes were small and mediated by autonomy support and difficulty of demands. Study self-efficacy emerged as a broad personal resource. Implications for teacher education are discussed. 相似文献
76.
Mikkel Snorre Wilms Boysen Lena Højgaard Jansen Mathilde Knage 《Scandinavian Journal of Educational Research》2020,64(2):211-226
ABSTRACTWithin both society and education, economic and social entrepreneurship is considered to be of great importance. However, there appear to exist different and contradictory principles regarding the essence of this entrepreneurship. On the one hand, entrepreneurship is associated with economical concepts like competition, individual achievement and commodification. On the other hand, entrepreneurship is associated with collaboration, sharing and collective endeavors. The different notions and rationales represent a dilemma from an educational perspective, in the sense that the students may find themselves split between individual and collaborative methods and ideals. In this study, this dilemma is explored through a case study conducted in collaboration with students from the field of Social Education. The case study indicates that ambivalent notions about entrepreneurship, creativity and innovation entail a number of pedagogical challenges and produce occasional frustration among students. Especially, the students demonstrate different attitudes towards the concept of sharing ideas with their peers. At the end of the article, further educational implications of the study are discussed. 相似文献
77.
Peter Erlandson Ola Strandler Mikael R. Karlsson 《British Journal of Sociology of Education》2020,41(3):410-425
AbstractIn this article, we use data from ethnography-inspired studies of eight Swedish schools. We describe and analyse how a number of neoliberal-inspired economic and political processes have (re)organised social and relational practices in local school settings. There is an increased focus on individuality in the everyday working lives of teachers, where result-centred practices, relations and professional identities have replaced notions of equality and compensatory interventions. In our study, the teachers describe an increasing focus on performativity, competition and hierarchisation. We use fairness as a lens for illuminating these changes in social relations, changes in the organisation of teachers’ practices, and teachers’ struggles with these changes. The purpose of this study is to analyse how the current reforms are enacted and how they affect the working lives of teachers, and thereby to contribute to the current discussion on how the last decades of political and administrative changes have affected educational practice. 相似文献
78.
Yvonne Karlsson 《Emotional and Behavioural Difficulties》2019,24(1):70-83
The overall aim of this article is to analyse how a school’s special needs unit in Sweden deals with children’s agency and category work as they negotiate and categorise the problems that are encountered there. The data derive from an ethnographic study conducted in a Swedish special educational needs unit (SENU) attended by a group of five boys aged between 7 and 12. The results show that the teachers’ categorisations of the boys’ emotional and behaviour problems and attention-deficit/hyperactivity disorder (ADHD) could be interpreted as an attempt to guide the boys’ development so that they will change and improve. Conversely, from the boys’ perspectives, the daily activities in the SENU could themselves be problematic in that the boys are obliged to adopt several different strategies to control and strengthen their identity. These observations highlight the importance of detailed analyses of the boys’ communicative activities during their interactions with teachers and peers. 相似文献
79.
AbstractThe ways in which examination standards are conceptualised and operationalised differently across nations has not been given sufficient attention. The international literature on standard-setting has been dominated by the psychometrics tradition. Broader conceptualisations of examination standards have been discussed in the literature in England, which has curriculum-related examinations at the end of schooling. There has, however, been little analysis of conceptualisations of examination standards in Scotland. Different education systems and examinations operate in Scotland and England, and the stated value positions and processes relating to examination standards differ markedly. This paper critically examines policy positions on assessment standards in Scotland and England through the lens of recent theories of standard-setting. By analysing public statements on standards, the paper illuminates similarities and differences in conceptual bases and operational approaches, and examines the effects of these on outcomes for candidates. We conclude that both systems are operationalising attainment-referencing, but with different processes in Scotland and England and these practices do not fit within previous examination standards classifications. As such, the paper moves examination standards theory forward by concluding that there is at least one superordinate definitional category that draws upon more than one definitional stance. 相似文献
80.
Karlsson Annika Nygård Larsson Pia Jakobsson Anders 《Cultural Studies of Science Education》2020,15(1):1-25
Cultural Studies of Science Education - This article aims to explore and clarify how students’ use of first and second languages in a translanguaging science classroom (TSC) may affect the... 相似文献