Nordic Studies in Education最新文献_第7页

Threshold of Adversity: Resilience and the Prevention of Extremism Through Education 逆境的门槛：韧性与教育预防极端主义

Nordic Studies in Education Pub Date : 2021-08-27 DOI: 10.23865/nse.v41.2593

Saija Benjamin, L. Gearon, Arniika Kuusisto, Pia-Maria Koirikivi

引用次数: 9

“We Want to Be Educated!” A Thematic Analysis of Gifted Students’ Views on Education in Norway “我们要受教育!”挪威资优学生教育观的专题分析

Nordic Studies in Education Pub Date : 2021-08-27 DOI: 10.23865/nse.v41.2621

Astrid Lenvik, Elisabeth Hesjedal, L. Jones

引用次数: 2

Family Background Characteristics and Student Achievement: Does School Ethos Play a Compensatory Role? 家庭背景特征与学生成绩:校风是否起补偿作用?

Nordic Studies in Education Pub Date : 2021-08-27 DOI: 10.23865/nse.v41.2999

Joacim Ramberg, S. B. Låftman, E. Fransson, B. Modin

引用次数: 1

Synthesising Inclusive and Didactic Research – a Way to Ensure the Participation and Learning of Every Student? 综合包容和教学研究-确保每个学生参与和学习的方法?

Nordic Studies in Education Pub Date : 2021-08-27 DOI: 10.23865/nse.v41.2831

Catharina Tjernberg, E. Mattson

{"title":"Synthesising Inclusive and Didactic Research – a Way to Ensure the Participation and Learning of Every Student?","authors":"Catharina Tjernberg, E. Mattson","doi":"10.23865/nse.v41.2831","DOIUrl":"https://doi.org/10.23865/nse.v41.2831","url":null,"abstract":"The aim of this paper is to compare research criteria for inclusive education in relation to criteria for didactic research. The inclusive researchers that were selected defined inclusive education as removing barriers to social participation and learning for all students. The didactic researchers that we have selected referred to the tradition of successful reading and writing, focused on schools and teaching practices with favourable outcomes. The results indicated that the inclusive education researchers study school mainly from an organisational point of view. In contrast, the didactic researchers focus on a pedagogical approach, that is, on the teachers’ teaching strategies concerning the ways in which each student learns best. Within both fields under study it is considered that in-service training is most effective when it is based on the teachers’ actual working situation and when it emphasizes the importance of cooperative school cultures where the teachers also meet researchers. A reflection is that the inclusive education researchers in the study strive to transfer new knowledge to the teachers, in order to help them broaden their views on reducing social and organisational barriers to inclusion. The reading and writing researchers presented in this study represent a more dialectical process aimed at developing both the teachers’ didactic professionalism, the researchers’ own research questions and, in the end, the students’ learning. Another reflection is that if inclusive education and didactic researchers were to develop collaborative research cultures, this would shorten the way to the common goal: to ensure the participation and learning of all students.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46145494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Antecedents of Student Teachers’ Commitment to the Teaching Profession in Finland and Norway 芬兰和挪威学生教师对教学专业承诺的前因

Nordic Studies in Education Pub Date : 2021-08-27 DOI: 10.23865/nse.v41.3073

E. Elstad, Kalle Juuti, Knut-Andreas Christophersen, Trond Solhaug, Are Turmo

引用次数: 2

Forbilder og danning i profesjonsutdanningene: Casestudie – Krigsskolen 照片和专业研究的形成：Casestudie-战争学校

Nordic Studies in Education Pub Date : 2021-02-08 DOI: 10.23865/NSE.V41.2214

Leif Inge Magnussen, Glenn-Egil Torgersen, O. Bøe

{"title":"Forbilder og danning i profesjonsutdanningene: Casestudie – Krigsskolen","authors":"Leif Inge Magnussen, Glenn-Egil Torgersen, O. Bøe","doi":"10.23865/NSE.V41.2214","DOIUrl":"https://doi.org/10.23865/NSE.V41.2214","url":null,"abstract":"This research paper investigates the meaning of role models in higher education. As a case, the Norwegian Military Academy (NMA), which educates military officers for the Norwegian army, is used. Particularly investigated is how role models can be seen as resources in the “learning landscape” surrounding the army officer cadets through their 3 years of learning and Bildung processes. Data used in this work stem from an ethnographic fieldwork following a class of cadets at the NMA through their practical training, off-campus. Officer cadets in interviews report both intentional and unintentional use of role models as a resource in their learning landscapes. By critical educational interpretation of this ongoing practice, using the frame of Wolfgang Klafkis Bildungstheory and “the perfect action principle”, the relationships between this practice and the NMA’s own Bildungideals are questioned. Role models are at the NMA linked to their own leaders, culture and practice. This narrows what is valid practice and can enforce a self-driven power structure and a one-dimensional understanding of how leadership should be performed, where only people within this culture can be seen as participants. We argue that the risks of this NMA practice are related to organisational narcissism and a possible distorted reality orientation, where the NMA fails it’s given educational tasks related to the need of the society and future demands of war.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46918042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Klimaaktivisme – for en kritisk pædagogik i skolen 气候行动主义——为学校的批判性教育

Nordic Studies in Education Pub Date : 2021-02-08 DOI: 10.23865/NSE.V41.2250

Üzeyir Tireli, J. C. Jacobsen

引用次数: 0

In Search of Dimensions of Bildung: A Quantitative Approach 寻找建筑的维度:一种定量方法

Nordic Studies in Education Pub Date : 2021-02-08 DOI: 10.23865/NSE.V41.2130

Armend Tahirsylaj, T. Werler

引用次数: 0

Motivations to Become a Teacher in Finland, Sweden, and the United States 成为芬兰、瑞典和美国教师的动机

Nordic Studies in Education Pub Date : 2021-02-01 DOI: 10.23865/NSE.V41.2200

J. Giersch, Carina Carlhed Ydhag, V. Korhonen