Green Open Access in Astronomy and Mathematics: The Complementarity of Routines Among Authors and Readers

Minerva - Open access (OA) to publications has become a major topic in science policy. However, electronic publication providing free access to research via the internet is more than a decade...     

Gross efficiency predicts a 6-min double-poling ergometer performance in recreational cross-country skiers

The purpose of the study was to investigate which physiological parameters would most accurately predict a 6-min, all-out, double-poling (DP) performance in recreational cross-country skiers. Twelve male recreational cross-country skiers performed tests consisting of three series lasting 10 s, one lasting 60 s, plus a 6-min, all-out, DP performance test to estimate mean and peak power output. On a separate day, gross mechanical efficiency (GE) was estimated from a 10-min, submaximal, DP test and maximal oxygen consumption (VO₂ max) was estimated from an incremental treadmill running test. Power was measured after each stroke from the acceleration and deceleration of the flywheel that induced the friction on the ergometer. The power was shown to the skier on a small computer placed on the ergometer. A multivariable correlation analysis showed that GE most strongly predicted 6-min DP performance (r = 0.79) and interestingly, neither DP VO₂ max, nor treadmill-running VO₂ max, correlated with 6-min DP performance. In conclusion, GE correlated most strongly with 6-min DP performance and GE at the ski ergometer was estimated to be 6.4 ± 1.1%. It is suggested that recreational cross-country skiers focus on skiing technique to improve gross mechanical efficiency during intense DP.     

Uncovering contents of mentor teachers' interactive cognitions during mentoring dialogues

In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' interactive cognitions, before and after training in supervisory skills. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behaviour.     

Make Way for the Robots! Human- and Machine-Centricity in Constituting a European Public–Private Partnership

Minerva - This article is an analytic register of recent European efforts in the making of ‘autonomous’ robots to address what is imagined as Europe’s societal challenges. The...     

School Closure: What are the consequences for the local society?

School closures have been common in rural areas since the middle of the last century, when new and modern schools replaced small old‐fashioned schools with only one or two classrooms. Due mainly to the industrialisation of farming and hastened by the merging and globalisation of industry, the last 50 years have seen a migration of people from rural areas to large towns. This has caused closures of schools built in the 1950s and 1960s, which had been the pride of and a sign of development in local societies. These closures most often give rise to heated debate, the main cry of protest being that the closure of the school is a death‐blow to the local society. The present study is based on a qualitative analysis performed in 2003 of 30 Danish school closures in the period 1990–1999. The results show that school closure in itself does not have the devastating effects mentioned in the debate. The main problem for local societies is a lack of people and thus lack of human capital, and in remote areas and on small islands school closure is a sign of a community in the final phase of the death process, not a cause.     

Educational assessment in Danish schools

This profile describes the methods used for assessing pupils in Danish schools. The Danish school system is rooted in traditions going back almost 200 years. The per pupil expenditure is the highest of any country at the level of primary education and at the lower secondary level is only exceeded by three countries. Public satisfaction with the system has generally been high, but international comparisons have shown disappointing results. This may be a result of complacency and possibly also of a weak evaluation culture in a country without a national curriculum, without marking before grade eight, and without national tests of proficiency before the end of grade nine. However, there are changes underway in terms of strengthening the evaluation culture.     

Proof and application

This paper outlines an epistemological conception which attempts to relate the formal aspects of mathematical proof to its pragmatic dimensions. In addition to the key concept of application, the paper makes use of several concepts from the domain of analytical philosophy, to present a view of proof that might best be categorized as a dialectical one. A number of implications for teaching are discussed.     

Alternative teacher education in the Netherlands 2000–2005. A standards‐based synthesis

Findings are synthesized from six evaluation studies of alternative teacher certification programs introduced in the Netherlands between 2000 and 2005. The available evidence raises concerns about the feasibility of accelerated workplace learning for aspiring teachers. Intake assessments amounted mostly to selection procedures, while less attention was paid to advising candidates. In candidates' workplace learning, work often overrode learning. They received little mentoring and were offered few opportunities to qualify themselves in all basic aspects of teaching. Conclusions and recommendations regarding the development of alternative teacher education are formulated on the basis of five quality standards for teacher education.

Entre 2000 et 2005, les Pays‐Bas ont mis en place des parcours parallèles pour la formation des enseignants. Dans cet article, l'auteur présente les résultats de six études qui ont évalué la qualité de ces parcours parallèles. Les résultats disponibles soulèvent des questions quant à la possibilté de réaliser des formations accélérées effectuées sur le terrain et destinées aux futurs enseignants. Dans ces formations accélérées, l'évaluation initiale (intake assessment) servait la plupart du temps à sélectionner les candidats tandis que peu d'attention était accordée à la fonction conseil. Lorsque les candidats étaient formés sur le terrain, la pratique prenait le dessus sur la formation. Ils n'étaient guère encadrés et avaient peu l'occasion de se familiariser avec tous les aspects fondamentaux du métier d'enseignant.

S'inspirant de cinq standards de qualité pour la formation des enseignants, l'auteur présente ses conclusions et ses recommandations pour la mise en place de parcours parallèles en ce qui concerne la formation des enseignants.

Se sintetizan los resultados de seis estudios en los que han sido evaluados programas alternativos de certificación de profesores que han sido introducidos entre 2000 y 2005 en los Países Bajos. La evidencia disponible plantea cuestiones sobre la viabilidad de aprendizaje acelerado por futuros profesores en el lugar de trabajo. Las evaluaciones llevadas a cabo se limitaban a menudo a procedimientos de selección, mientras que se solía prestar menos atención al asesoramiento de los candidatos. En su lugar de trabajo, el proceso de aprendizaje de los futuros profesores fue relegado a segundo plano a causa del trabajo. Resultó que los futuros profesores recibieron poca tutoría y que se les ofrecieron pocas oportunidades de cualifarse en todos los aspectos de la enseñanza. Se sacan conclusiones y se hacen recomendaciones en cuanto al desarrollo de programas alternativos de formación del profesorado a base de cinco criterios de calidad para la formación del profesorado.

In diesem Forschungsbericht werden die Ergebnisse von sechs Evaluationsstudien zu den zwischen 2000 und 2005 in den Niederlanden eingeführten alternativen Lehrerausbildungsprogrammen zusammengezogen. Die Befunde lassen Fragen über die Realisierbarkeit von beschleunigtem Lernen während der Arbeit durch ankommende Lehrer aufkommen. Zulassungsprüfungen beinhalteten meistens Ausleseverfahren, wobei der Beratung von Kandidaten weniger Aufmerksamkeit geschenkt wurde. In dem Lernen von Kandidaten während der Arbeit war der Arbeitsaspekt haüfig stärker vertreten als das Lernen. Sie empfingen wenig Betreuung und erhielten wenig Gelegenheit, sich in allen grundlegenden Lehrerfähigkeiten zu qualifizieren. Es werden Schlussfolgerungen und Empfehlungen bezüglich der Entwicklung von alternativen Lehrerausbildungsprogrammen formuliert aufgrund von fünf Qualitätsstandarden zur Lehrerausbildung.