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101.
Apprenticeships are required for many trades and can take different forms. In Sweden, one form can be viewed as a pathway where students complete a three-year-long vocational education in upper secondary school followed by a post-secondary apprenticeship in a particular trade. Another takes the form of vocational training within the framework of upper secondary school through an apprenticeship. This study analyses how a more clearly defined apprenticeship curriculum can provide sufficient knowledge to identify and understand learning outcomes in apprenticeships. A theoretical framework of an apprenticeship curriculum is used in the analytical work. The findings show that educational goals are often overlooked during apprenticeships, and thus a deliberative education is overridden by deliberative learning that stems from and is closely connected to the individual’s own perception of what to learn. By constituting an apprenticeship curriculum, this article contributes to an enhanced understanding of how to analyse vocational learning, and thus adds important elements to the research field. 相似文献
102.
Jesper Jensen Thomas Bandholm Per Hölmich Kristian Thorborg 《Journal of sports sciences》2013,31(14):1357-1364
AbstractHip adduction strength is important for kicking and acceleration in soccer players. Changes in hip adduction strength may therefore have an effect on soccer players’ athletic performance. The purpose of this study was to investigate the acute and sub-acute effects of a kicking drill session on hip strength, concerning isometric hip adduction, abduction and flexion torque of the kicking leg and the supporting leg. Ten injury-free male elite soccer players, mean ± s age of 15.8 ± 0.4 years participated. All players underwent a specific 20 min kicking drill session, comprising 45 kicks. The players were tested the day before, 15 min after and 24 h after the kicking drill session by a blinded tester using a reliable test procedure. The isometric hip-action and leg-order were randomized. For the kicking leg, hip adduction torque increased from 2.45 (2.19–2.65) Nm ? kg?1, median (25th–75th percentiles), at pre-kicking to 2.65 (2.55–2.81) Nm ? kg?1 (P = 0.024) 24 h post-kicking. This may have implications for the soccer player’s ability to maximally activate the hip adductors during kicking and acceleration, and thereby improve performance the day after a kicking drill session. 相似文献
103.
Magnus Dencker Ola Thorsson Magnus K. Karlsson Christian Lindén Per Wollmer L. B. Andersen 《Journal of sports sciences》2013,31(13):1397-1402
Abstract Maximal oxygen uptake ([Vdot]O2max) is considered the optimal method to assess aerobic fitness. The measurement of [Vdot]O2max, however, requires special equipment and training. Maximal exercise testing with determination of maximal power output offers a more simple approach. This study explores the relationship between [Vdot]O2max and maximal power output in 247 children (139 boys and 108 girls) aged 7.9–11.1 years. Maximal oxygen uptake was measured by indirect calorimetry during a maximal ergometer exercise test with an initial workload of 30 W and 15 W · min?1 increments. Maximal power output was also measured. A sample (n = 124) was used to calculate reference equations, which were then validated using another sample (n = 123). The linear reference equation for both sexes combined was: [Vdot]O2max (ml · min?1) = 96 + 10.6 · maximal power + 3.5 · body mass. Using this reference equation, estimated [Vdot]O2max per unit of body mass (ml · min?1 · kg?1) calculated from maximal power correlated closely with the direct measurement of [Vdot]O2max (r = 0.91, P <0.001). Bland-Altman analysis gave a mean limits of agreement of 0.2±2.9 (ml · min?1 · kg?1) (1 s). Our results suggest that maximal power output serves as a good surrogate measurement for [Vdot]O2max in population studies of children aged 8–11 years. 相似文献
104.
This paper treats document–document similarity approaches in the context of science mapping. Five approaches, involving nine methods, are compared experimentally. We compare text-based approaches, the citation-based bibliographic coupling approach, and approaches that combine text-based approaches and bibliographic coupling. Forty-three articles, published in the journal Information Retrieval, are used as test documents. We investigate how well the approaches agree with a ground truth subject classification of the test documents, when the complete linkage method is used, and under two types of similarities, first-order and second-order. The results show that it is possible to achieve a very good approximation of the classification by means of automatic grouping of articles. One text-only method and one combination method, under second-order similarities in both cases, give rise to cluster solutions that to a large extent agree with the classification. 相似文献
105.
Teacher educators’ processes of establishing “mathematics for teaching” in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the establishment of mathematics for teaching is dependent on the use of keywords from the mathematics education domain, the introduction of variation, and the use of generic communicative strategies. As such, the study could be seen as a contribution to ongoing research on how mathematics teacher educators interactively deal with mathematics for teaching. 相似文献
106.
107.
Rand, G. & Rand, P. The Effects of Working Atmospheres on Creativity. Scandinavian Journal of Educational Research 22, 91‐106. Previous studies on effects of variations in working atmosphere upon creativity have shown confusing results. Part of an explanation of this confusion may be found in this report. Data were gathered from 588 sixth grade Oslo children (301 boys, 287 girls). Half of the Ss worked on two originality tests under relaxed and the other half under stressful working conditions. There is a clear difference between the distributions of creativity scores in the two atmosphere groups. The percentages of very low and very high scores are lower in the stressful than in the relaxed group. This difference is found regardless of sex, intelligence or test anxiety of the Ss. If this difference in percentages indicates that two counteracting tendencies are at work simultaneously, when we shift from one type of working atmosphere to the other, mean scores may not be well suited for the presentation of data pertaining to the effects of working conditions. As previous studies often have relied on mean values in data presentation, this may, at least partly, account for the confusing results. 相似文献
108.
Maria Hammarsten Per Askerlund Ellen Almers Helen Avery Tobias Samuelsson 《Journal of Adventure Education & Outdoor Learning》2019,19(3):227-241
Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding. 相似文献
109.
This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which have been analysed with a qualitative interpretative approach. The results show how prior learning plays a central role in the training process, both on an individual and a collective level. The participants’ prior learning is taken as the starting point, particularly in learning conversations where prior learning is made visible and used, and where participants learn from each other. Further, new learning is taking place as a consequence of the recognition process, and the study particularly highlights how prior experiences could be the basis of new learning in a process of reflection and discussion. 相似文献
110.
Per Frostad Sip Jan Pijl Per Egil Mjaavatn 《Scandinavian Journal of Educational Research》2013,57(1):110-122
Early school leaving in upper secondary education is a serious problem for both students and society. Several reviews have shown that there is no simple cause of early school leaving, but it seems to relate to demographic variables, social factors, academic achievement, and school factors. In this study, data from 2,045 students aged 16 from upper secondary schools in Norway were analyzed using a hierarchical regression model. Their intention to leave school was the dependent variable. Our analyses found that teacher support and loneliness in the school context were strong predictors of such intension. The effects of peer acceptance and friendship were minimal. 相似文献