To jump the wave or not: teachers’ perceptions of research evidence in education

This article presents a microanalysis of how a group of primary school teachers deals with research evidence in their work. Based on analysis of a group of Norwegian teachers’ interactions over issues of educational research and research-based knowledge, we find that teachers’ representations of educational research particularly center on the following issues: educational research being perceived as circular, ‘polyphonic’, and a matter of accommodation to their experience-based knowledge. These metaphors also shed light upon the dilemmas that arise when research evidence meets teachers’ more contextual knowledge. We conclude that teachers’ practice-based evidence may take new forms with an increased policy focus on research-based evidence, as well as bringing forth challenges for teacher work and professionalism.     

速生树碱性亚钠法制浆的研究

本文对速生树的碱性亚钠法制浆作了较为详细的系列研究，确定了用这种制浆法制造可漂白软浆的蒸煮条件。     

A women's scientific society in the west. The late eighteenth-century assimilation of science

The Natuurkundig Genootschap der Dames (Women's Society for Natural Knowledge), formally established by and for women, met regularly from 1785 to 1881 and sporadically until 1887. It challenges our stereotypes both of women and the physical sciences during the eighteenth century and of the intellectual interests open to women in the early European republics. This essay aims not simply to identify the society and its members but to describe their pursuits and consider what their story adds to the history of Western science. What does this society's existence tell us about the relationship between women and early science in general and about science and society in the Dutch setting in particular? Science and gender look rather different when observed through the activities of the immensely prosperous women of Middelburg, citizens of one of the most highly literate Western countries. The elite lives of the first-generation members of the women's society also offer us a glimpse into the early domestication of science, a process vital to its acceptance and assimilation.     

Why do not more prisoners participate in adult education? An analysis of barriers to education in Norwegian prisons

International Review of Education - From a lifelong learning perspective, education during incarceration is crucial for prisoners’ rehabilitation. This article describes the authors’...     

The Role of Desegregation and Teachers of Color in Discipline Disproportionality

The Urban Review - Scholars note the multitude of ways that the continual shifts in the racial composition of schools affect students, but fewer studies consider the implications of such shifts for...     

Pathways to Parental Engagement: Contributions of Parents,Teachers, and Schools in Cultural Context

Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education.     

PCL一839卡在FDM位置控制系统的应用研究

概述了FDM位置控制系统和PCL一839卡的特点,并详细介绍了如何在FDM位置控制系统中应用PCL一839卡,包括硬件连接和软件的设计。     

One of the few: the experiences of female elite-level coaches in Norwegian football

The aim of this article is to explore the experiences of female elite-level Norwegian coaches in football. More precisely, we wanted to find out the meaning of gender for these coaches’ football experiences. The results presented are based on five in-depth interviews with female elite-level coaches between 36 and 50 years of age. A feminist cultural and a gender perspective are used to understand and discuss the findings. As shown in other studies, the culture of football in Norway is very gendered. This has an impact on the female football coaches’ experiences, both in relation to how they perceive their own role, their coach education and with respect to their self-confidence and how they look upon their own chances in the job market. As a group, they represent a form of pariah femininity, and very little resistance femininity and a liberal feminist perspective, i.e. equality on the men’s premises.     

‘We Have to Go Where the Money Is’—Dilemmas in the Role of Nutrition Scientists: An Interview Study

In Western societies scientists are increasingly expected to seek media exposure and cooperate with industry. Little attention has been given to the way such expectations affect the role of scientific experts in society. To investigate scientists’ own perspectives on these issues eight exploratory, in-depth interviews were conducted in Denmark with reputable nutrition scientists. Additionally, eight interviews were held with ‘key informants’ from the field of nutrition policy. It was found that nutrition scientists experience two dilemmas: first, between their aspiration to make a collective impact on public health and the powerful incentives of each to appear frequently in the media with new messages; second, between their need to cooperate with the food industry for financial reasons and their fear that this may compromise their independence and scientific integrity. It is argued that the dilemmas identified in this study should be dealt with openly by the relevant groups of scientists.