‘Whys’ and ‘Hows’ of Using Philosophy in Mathematics Education

The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so—the so-called ‘whys’ and ‘hows’. More precisely, the ‘whys’ are divided into the two categories of ‘philosophy as a tool’ for teaching and learning mathematics, and ‘philosophy as a goal’, referring to a stance of considering it a purpose in itself to teach students certain aspects regarding the philosophy of mathematics. A division of the ‘hows’ into three different categories is offered: illumination approaches; modules approaches; and philosophy-based approaches. A major part of the article is spent on providing illustrative exemplifications of each of these approaches by referring to already implemented uses of philosophy of mathematics in mathematics education as well as by suggesting new ones.     

Improving the Bandwidth Selection in Kernel Equating

We investigate the current bandwidth selection methods in kernel equating and propose a method based on Silverman's rule of thumb for selecting the bandwidth parameters. In kernel equating, the bandwidth parameters have previously been obtained by minimizing a penalty function. This minimization process has been criticized by practitioners for being too complex and that it does not offer sufficient smoothing in certain cases. In addition, the bandwidth parameters have been treated as constants in the derivation of the standard error of equating even when they were selected by considering the observed data. Here, the bandwidth selection is simplified, and modified standard errors of equating (SEEs) that reflect the bandwidth selection method are derived. The method is illustrated with real data examples and simulated data.     

The Process of Choosing What to Study: A Longitudinal Study of Upper Secondary Students' Identity Work When Choosing Higher Education

This paper presents the first results from a longitudinal qualitative study following 38 Danish students' choice of higher education. By using a narrative psychological framework it is shown how the choice of higher education is embedded in various dilemmas, making it difficult for the students to make meaningful choices. They believe the choice should be unique and individual and that it should correspond with who they are and wish to become. However, the analysis shows that choosing what to study after upper-secondary school is a complex ongoing and social process, rather than an isolated individual event. Implications of these results are discussed and the educational system is urged to provide room for and facilitate students' production of choice narratives.     

Daycare Staff Emotions and Coping Related to Children of Divorce: A Q Methodological Study

This Q methodological study explores emotional experiences and coping of daycare staff when working with children of divorce and their families. Two main coping strategies among daycare staff were identified: 1) Confident copers, and 2) Non-confident copers. Interviews exemplify the two main experiences. Both groups may struggle with coping in this work. Still, Non-confident copers seem to experience more problems than do Confident copers. Both Confident and Non-confident copers find it difficult to work with parents who argue in front of the children. Accordingly, we suggest tailored education and counseling in this field to increase knowledge and coping among staff, to help them in their work with children of divorce.     

Children and youth in behavioural and emotional difficulties,skyrocketing diagnosis and inclusion/exclusion processes in school tendencies in Denmark

In parallel with a national school policy on an inclusive school with a marked reduction in the number of pupils who, due to their disruptive behaviour, are referred to educational provisions outside of the ordinary school environment, a sharp rise has been seen in the number of children and teenagers who are given a clinical diagnosis, first and foremost that of ADHD (Attention Deficit and Hyperactivity Disorders). Over just a few years, the skyrocketing of diagnoses has turned notions of children and teenagers with emotional and behavioural difficulties upside down. From being young people who should ‘just pull themselves together and behave properly’ many have become pupils with a neurological dysfunction that requires treatment. The article provides insight into how diagnoses over very few years have come into focus in schools and in special needs education, and how this has made a deep impression and changed understandings of the best possible special and general educational provisions for children and teenagers with behavioural and learning difficulties. The article focuses on trends in Denmark and therefore builds primarily on Danish sources.     

Secondary school science teachers' arguments for the particulate nature of matter

How do secondary school science teachers justify the model of a particulate nature of matter, and how do the arguments they use relate to historical arguments? To find out, we individually interviewed 11 in‐service secondary school science teachers (certified to teach chemistry and/or physics in secondary school, and with 2 to 30 years of teaching experience) regarding their arguments for the particulate nature of matter and experiments that could demonstrate the existence of particles. The collected data were qualitatively analyzed. Three qualitatively different categories of arguments could be constructed from data: philosophical arguments, indirect experimental arguments, and direct experimental arguments. The indirect experimental arguments which is the largest category could be further divided into qualitatively different subcategories: nonspecific research and experiments, and chemical, physical, and subatomic experiments. Even though several experiments and arguments were suggested by the informants in our study, the arguments regarding the validity of the experiments were quite uncertain and vague. The experiments and arguments were used to corroborate the particulate nature of matter and taken for granted in advance rather than used to justify a model with particles. The outcome was discussed in relation to scientific arguments and experiments and in view of results from previous science education research. Based on our data, teacher education and in‐service teacher training, as well as teacher guides, were suggested to be more elaborate regarding contemporary knowledge, with direct experimental evidence for the particulate nature of matter being presented.     

Participative planning of environmental education activities: experiences from tree planting project at a teacher training college in Tanzania

Engaging local actors in Environmental Education activities seems to be an important condition for environmental sustainability. Lack of common purpose among local and external researchers constrains the engagement. Following these insights, we implemented a participatory action research project related to tree planting as part of creating an Environmental Education programme at Ilonga Teacher Training College, surrounding primary schools and villages. The purpose of the initial phase of the project was to contextualize an action plan as a strategy to engage local actors in the change process from the beginning of the project. The research questions were: How can we engage local actors in participatory action research addressing resource constraints for EE; and what are the results of the participatory planning process? To answer these questions, we mapped environmental resources and challenges in the chosen area. Thereafter, we organized an empowerment process through Focus Group Discussions and a workshop discussing the challenges and opportunities available for successful implementation of the project. These discussions formed the foundation for creating a plan for implementing the EE project. In this paper, we present the results of the planning strategies, and discuss factors contributing to the success of the initial phase of the project. We found that stakeholders’ trust and sense of project coherence were key motivating factors for the development of a collaborative planning process and learning through initial actions.     

Children in nature: sensory engagement and the experience of biodiversity

Given concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, this article considers the potential for childhood nature experience to be an important part of biodiversity understanding. Findings from two studies are integrated and presented as windows into childhood nature experience to illuminate important aspects of sensory rich learning. In one study from Sweden, semi-structured interviews with adults were conducted and analyzed to explore an understanding of the sensory experience of childhood collecting in nature via participant memories. In the second study, direct observations of children’s play and exploration in an outdoor kindergarten in Norway were conducted and analyzed. Bringing these two studies together for shared analysis is useful for investigating biodiversity experience and understanding. Analysis supports the idea that the experience of biodiversity, actual childhood interaction with variation and diversity with living and nonliving items from nature allows children important learning opportunities, inclusive of biodiversity understanding. The results support practical implications for sensory rich environmental education and underscores the practical importance of childhood access to nature.     

Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations

This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.

     

Academic development as cultural work: responding to the organizational complexity of modern higher education institutions

Modern universities are increasingly fragmented due to increased professionalization and specialisation, which add to the complexity of academic development work. This situation warrants initiatives and actions that can facilitate a more collective, collaborative orientation among staff and students. Consequently, this article reflects on the factors driving the fragmentation of universities, the increasing tensions associated with this tendency, and the potential role academic developers may play to negotiate different interests that arise as a result. Cultural work is identified as a potential concept for academic developers to explore; attention to it can help them to maintain relevance within the university and adapt to future changes.