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Scandinavian Journal of Educational Research最新文献

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Associations between need-supportive teaching and student and teacher emotions: a mixed-methods investigation 需求支持性教学与学生和教师情绪之间的关系:一项混合方法的调查
4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-09-28 DOI: 10.1080/00313831.2023.2262487
Jingwen Jiang, Moti Benita, Sarah Teresa Steffgen, Leen Haerens, Ka Wing Karen Lai
{"title":"Associations between need-supportive teaching and student and teacher emotions: a mixed-methods investigation","authors":"Jingwen Jiang, Moti Benita, Sarah Teresa Steffgen, Leen Haerens, Ka Wing Karen Lai","doi":"10.1080/00313831.2023.2262487","DOIUrl":"https://doi.org/10.1080/00313831.2023.2262487","url":null,"abstract":"This study investigated associations between need-supportive teaching and student and teacher emotions using mixed methods. Quantitative data were gathered from the self-reports of 326 lower-secondary school students from 22 classes in Finland. Qualitative data were obtained from semi-structured interviews with four teachers. The student ratings revealed considerable between-class variances in perceived teacher emotions. The teacher interviews confirmed that teachers experienced different emotions in different classes. No significant associations between negative emotions and need support were found based on student ratings, while negative emotions were found to be connected with need support based on teacher interviews. The overall results, which combined structural equation modeling of student ratings and thematic analysis of teacher interviews, suggested the existence of reciprocal relationships between need-supportive teaching and the emotions of students and teachers. Implications for intervention research on teaching practices and teacher education are also provided.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135344806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools 权力和包容。德国和瑞典特殊教育工作者在全纳学校中的角色和工作
4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-09-28 DOI: 10.1080/00313831.2023.2263481
Wieland Wermke, Inken Beck
{"title":"Power and inclusion. German and Swedish special educators’ roles and work in inclusive schools","authors":"Wieland Wermke, Inken Beck","doi":"10.1080/00313831.2023.2263481","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263481","url":null,"abstract":"This article presents a comparative interview study (N = 45) with Swedish and German special educators working in inclusive school settings in order to gain an understanding of how inclusive education is operationalized by the provision of special education needs (SEN) support; and how both aspects are conditioned by nation-specific particularities. Drawing on our interview analyses, we suggest an analytical device for examining and comparing the provision of SEN support in school organizations from a comparative perspective. The device is a 9-dimensional matrix, understanding the phenomenon in terms of three levels (individual, group, organizational) related to three domains (educational, social, administrative). Employing this matrix, we explain national differences in operationalizing inclusive schools. Compared with Germany, in Sweden, special educators have much more power in the inclusive school, and significantly more important decisions regarding SEN are made at an organizational level, and not only regarding individual students in need of special support.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden 多层rti模型用于识别和支持瑞典小学有阅读困难风险的学生的检验
4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-09-28 DOI: 10.1080/00313831.2023.2263469
Camilla Nilvius, Linda Fälth, Heidi Selenius, Idor Svensson
{"title":"Examination of a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in primary schools in Sweden","authors":"Camilla Nilvius, Linda Fälth, Heidi Selenius, Idor Svensson","doi":"10.1080/00313831.2023.2263469","DOIUrl":"https://doi.org/10.1080/00313831.2023.2263469","url":null,"abstract":"Some Swedish schools do not identify and support students with reading difficulties efficiently enough during the first years at school. A longitudinal design was used to examine a multitiered RtI-model for identifying and supporting students at risk of reading difficulties in a Swedish school context. The results demonstrated that the RtI-model could be successfully applied. The proportion of students in need of support (i.e., below the 25th percentile) was significantly reduced after two years. Compared to students in the reference group (n = 759), significantly fewer students in the RtI group (n = 113) scored below the 25th percentile in word and non-word decoding and reading comprehension in a short text at the end of Grade 2. The discussion highlights the RtI-model’s original ideas.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Legitimising quality work in higher education 使高等教育质量工作合法化
4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-09-27 DOI: 10.1080/00313831.2023.2262494
Elisabeth Josefine Lackner
{"title":"Legitimising quality work in higher education","authors":"Elisabeth Josefine Lackner","doi":"10.1080/00313831.2023.2262494","DOIUrl":"https://doi.org/10.1080/00313831.2023.2262494","url":null,"abstract":"Quality work is a growing area of interest in higher education research, reflecting a broader political and scientific concern with how universities and colleges work with educational quality. However, the characteristics and theoretical underpinnings of the concept are understudied, and we have scarce knowledge about how different groups of staff in higher education work with quality. To address these gaps, this study explores how academic, administrative, and leadership staff at Norwegian higher education institutions approach and reason about quality work. This article draws on concepts of discretion and legitimacy to study how these staff groups engage in quality work, and the different ways in which they legitimise this work. The findings reveal commonalities and tensions in their approaches to and reasoning for quality work. The study contributes to the conceptual development of quality work, and the findings have notable implications for future policies and practices on quality work in higher education.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Shifting discourses on giftedness in Swedish newspaper media – what’s the problem represented to be? 瑞典报纸媒体中关于天才的话语的转变——这个问题代表了什么?
4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-09-25 DOI: 10.1080/00313831.2023.2259930
Eva Silfver, Malin Ekesryd Nordström
{"title":"Shifting discourses on giftedness in Swedish newspaper media – what’s the problem represented to be?","authors":"Eva Silfver, Malin Ekesryd Nordström","doi":"10.1080/00313831.2023.2259930","DOIUrl":"https://doi.org/10.1080/00313831.2023.2259930","url":null,"abstract":"The purpose of this article is to explore how public discussions on giftedness and gifted students are framed in two of Sweden’s leading newspapers over a 25-year period (1995-2019). We explored discourse within 72 articles, using a time-sensitive analysis combined with a ‘What’s the problem represented to be?’ approach. The results show that the concept of giftedness became established during the period, although there were also counter-discourses questioning what ‘giftedness’ means and how schools should be organised. There is a lack of more in-depth discussions about how social class, ethnicity, or gender can affect how students are regarded in school, or how teaching can affect intellectual development. Instead, there is a strong stance in favour of individualised teaching.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessment in practice: achieving joint decisions in oral examination grading conversations 实践中的评估:在口语考试评分会话中实现共同决策
4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-09-12 DOI: 10.1080/00313831.2023.2250380
Marit Skarbø Solem, Anne Marie Dalby Landmark, Elizabeth Stokoe, Karianne Skovholt
{"title":"Assessment in practice: achieving joint decisions in oral examination grading conversations","authors":"Marit Skarbø Solem, Anne Marie Dalby Landmark, Elizabeth Stokoe, Karianne Skovholt","doi":"10.1080/00313831.2023.2250380","DOIUrl":"https://doi.org/10.1080/00313831.2023.2250380","url":null,"abstract":"How do examiners reach joint decisions when they grade oral examinations? While government and policymakers provide general frameworks about grading decisions, we know little about how they are actually accomplished in interaction, particularly when examiners initially disagree. We scrutinized 29 video-recorded grading conversations between secondary school examiners using conversation analysis. Results showed that proposing and deciding grades involved a stepwise calibration through which examiners adjusted their individual positions. While in most cases examiners expressed and sought agreement, we also investigate cases where examiners initially disagreed but eventually reached a joint decision. The paper contributes insights into decision-making in institutional interaction, as well as to our understanding of whether and how guidance is implemented in ‘live’ assessment situations. Our findings suggest adjustments are needed both to practice and assessment policy. Data are in Norwegian with English translation.","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135886377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
From autonomous actors to collaborative professionals: perceptions of co-teaching in a Finnish school community 从自主行为者到合作专业人士:芬兰学校社区合作教学的看法
4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-09-10 DOI: 10.1080/00313831.2023.2250376
Heini Ahonen, Niilo Franska, Tuire Palonen, Hanna Reinius, Netta Tiippana, Kai Hakkarainen
{"title":"From autonomous actors to collaborative professionals: perceptions of co-teaching in a Finnish school community","authors":"Heini Ahonen, Niilo Franska, Tuire Palonen, Hanna Reinius, Netta Tiippana, Kai Hakkarainen","doi":"10.1080/00313831.2023.2250376","DOIUrl":"https://doi.org/10.1080/00313831.2023.2250376","url":null,"abstract":"","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A scaled-up mathematics intervention in preschool classes 扩大学前班数学干预
IF 1.9 4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-09-04 DOI: 10.1080/00313831.2023.2250352
Görel Sterner, Caroline Nagy, Peter Nyström
{"title":"A scaled-up mathematics intervention in preschool classes","authors":"Görel Sterner, Caroline Nagy, Peter Nyström","doi":"10.1080/00313831.2023.2250352","DOIUrl":"https://doi.org/10.1080/00313831.2023.2250352","url":null,"abstract":"","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49142009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Neighborhood-based factors predicting attendance of early childhood education and care in a universal system: A case of Finland 基于社区的因素预测儿童早期教育和护理的出席在一个普遍的系统:芬兰的案例
IF 1.9 4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-08-29 DOI: 10.1080/00313831.2023.2250375
Salla Fjällström, M. Paananen, Kirsti Karila
{"title":"Neighborhood-based factors predicting attendance of early childhood education and care in a universal system: A case of Finland","authors":"Salla Fjällström, M. Paananen, Kirsti Karila","doi":"10.1080/00313831.2023.2250375","DOIUrl":"https://doi.org/10.1080/00313831.2023.2250375","url":null,"abstract":"","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46577970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How kindergarten teachers experience teaching for ethnically diverse children: A phenomenographic study 幼儿园教师如何体验不同种族儿童的教学:一项现象研究
IF 1.9 4区 教育学
Scandinavian Journal of Educational Research Pub Date : 2023-08-29 DOI: 10.1080/00313831.2023.2250377
H. Lam
{"title":"How kindergarten teachers experience teaching for ethnically diverse children: A phenomenographic study","authors":"H. Lam","doi":"10.1080/00313831.2023.2250377","DOIUrl":"https://doi.org/10.1080/00313831.2023.2250377","url":null,"abstract":"","PeriodicalId":47669,"journal":{"name":"Scandinavian Journal of Educational Research","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45561175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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