Strategic Embodiment in Virtual Spaces: Exploring an on-line discussion about sexualities equality in schools

This paper analyses patterns of participation on a voluntary anonymous Web-based discussion forum, open to students and faculty in one UK university, concerning sexualities equality in schools. Analysis revealed that participants often rejected the security of anonymity and strategically embodied themselves and others (as gay, straight, parents, etc.) to provide authority and ethical grounding for certain arguments. These embodied arguments invited engagement and promoted dialogue. We found that while personal embodiments were crucial for meaningful interaction, they also brought the risk of personalizing systematic inequality and fostering a victimization discourse. In the light of this, we argue that both individual and collective perspectives are crucial for promoting sexualities equality in school.     

Teachers’ intuitive interaction competence and how to learn it

In the study that forms the basis of this article, I have shed light on various aspects of how the intuitive actions of the teacher appear in the classroom, and also drawn attention to the tacit aspect of this kind of actions. Furthermore, I have discussed how these can be seen as a significant part of the teacher’s intuitive action competency. The investigation also discusses how teachers’ education can facilitate the development of this competency. The study argues that what is crucial to how the teacher handles unexpected situations is that he, based on his experience, manages to face new situations with enough creativity to break free from established patterns across situations, and act in an appropriate manner according to the emerging situation. Data are collected by using video recordings, applying videography as a methodological approach. Four teachers have been videotaped in the classroom, in total 45–50 h.     

Understanding of the alphabetic principle through invented spelling among hearing‐impaired children learning to read and write: experimentation with a pedagogical approach

Given the problems experienced by hearing‐impaired individuals in learning the written language, a pedagogical approach was tested. The study examined the links between the development of representations of alphabetic system and the results in reading and writing of first graders. In the study, there were 31 hearing‐impaired children and 25 hearing ones. Invented spelling was measured three times during the school year. Reading and writing tests were given at the end of the year. The results obtained revealed a similarity between the learning profile of the hearing‐impaired children and that of the hearing children. It also demonstrated the importance of the work done through invented spelling, among the hearing‐impaired children. Thus, like their hearing peers, hearing‐impaired children are able to use procedures to process the written word based on the alphabetic principle, but continuous support‐implying invented spelling constantly adjusted to the progression of their representations must be provided.     

Dangerous spaces: constructing and contesting sexual identities in an online discussion forum

This paper explores ways in which the research design of an anonymous online discussion forum on sexual orientation and schooling fostered the creation, maintenance and/or disruption of linguistic constructions of participant identity. The paper focuses on the presentation of self and the performance of sex–gender–sexuality within a research environment carefully designed as a ‘safe space’: an environment in which the body is conspicuous by its absence, and the construction and performance of identity relies on language alone. We explore the lines of power operating firstly between ourselves as researchers and the discussion participants, and secondly between the participants themselves, and consider the particular complexities involved in both creating and researching an online environment where simply to take part is to be at risk, and where the intervention or participation of the researchers may act both as a silencing mechanism and as a source of danger.     

Benchlearning – an action research program for transforming leadership and school practices

ABSTRACT

In this paper, we investigate how a Benchlearning program for principals in Norway and Sweden supports changes in Norwegian principals’ leadership practices. The program design builds on principles for practical action research. The aim of the program was to inspire changes in the principals’ leadership practices that encourage innovative school practices. The program includes learning modes such as theoretical inputs, sharing experiences, school visits, training, and trialling of new leadership practices. Drawing on data from participants’ reflections on their learning and changes in their leadership practices, we identify transformations that have been realized and the ways in which the Benchlearning program has supported the transformations. The findings indicate that the program can be seen as a systematic and disciplined process, a ‘meta-practice’, that supports changes in the principals’ leadership practices, their understandings, and the conditions of their practice. More specifically, the findings show that the theoretical inputs and practical learning modes stimulated transformations of the principals’ thinking about leadership practices, what they do in practice and how they relate to others. In particular, the study suggests that the principals’ active participation in trialling new leadership practices in their own schools stimulated transformations.     

Fish Oil Supplementation in Pregnancy and Neurodevelopment in Childhood—A Randomized Clinical Trial

A double-blind randomized controlled trial of n-3 long-chain polyunsaturated fatty acid (n-3 LCPUFA) supplementation or matching placebo during third trimester of pregnancy was conducted within the COPSAC₂₀₁₀ mother-child cohort consisting of 736 women and their children. The objective was to determine if maternal n-3 LCPUFA pregnancy supplementation affects offspring neurodevelopment until 6 years. Neurodevelopment was evaluated in 654 children assessing age of motor milestone achievement, language development, cognitive development, general neurodevelopment, and emotional and behavioral problems. Maternal n-3 LCPUFA supplementation during pregnancy improved early language development and reduced the impact of emotional and behavioral problems. The n-3 LCPUFA supplementation was in boys associated with the earlier achievement of gross motor milestones, improved cognitive development, and a reduced impact of emotional and behavioral problems.     

The links between pedagogical competence,instructional quality,and mathematics achievement in the lower secondary classroom

Educational Studies in Mathematics - It is widely assumed that teachers play a key role in providing high-quality learning opportunities to students and fostering students’ learning. Yet it...     

Technological change in the Norwegian whaling industry: A case-study in the use of patent-statistics as a technology indicator

This paper presents an example of the use of patent statistics as a technology indicator in one industry. The first part deals with the problem of interpretation. Through examination of several other partial technology indicators, it is concluded that at least in this industry, patent statistics provide a reliable indicator, not only for the timing of inventions, but for the timing of innovations and diffusion as well. The reason is that the intervals between the stages in the innovation process are very short. This contradicts evidence from many other industries, and it is therefore emphasized that generalizations are unwarranted.The second part of this paper deals with the possible causes of technological change in Norwegian whaling. The methodology is inspired by J. Schmookler's work. Thus, the patents are correlated with other indicators of economic development in the industry. But while Schmookler's view is that the patent activity is determined by social demand and economic growth, the conclusions for the Norwegian whaling industry point in the opposite direction: the technological transformation that took place during the 1920s and early 1930s was forced upon the firms in their efforts to cut costs, which was achieved by rationalizing production and catching methods in line with a downward price trend for whale oil.     

Affecting Education Policy through Border Crossing between Special Education and General Education

ABSTRACT

A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done to teacher educators as opposed to something to which they can contribute and make a difference. In this article, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy.