| 1. |
- Axelsson, Karin, et al.
(författare)
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Entrepreneurial Learning in Education : Preschool as a Take-Off for the Entrepreneurial Self
- 2015
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Ingår i: Journal of Education and Training. - : Macrothink Institute, Inc.. - 2330-9709. ; 2:2, s. 40-58
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Tidskriftsartikel (refereegranskat)abstract
- Recently the phenomenon of entrepreneurship by political aspirations has entered the school setting. This is a world-wide development affecting education in practice and theory. In 2009 the Swedish Government launched a strategy stating that entrepreneurship should run like a common thread through the educational system. Since childhood is considered the ideal stage to influence attitudes towards entrepreneurship, and preschool constitutes the beginning of this publicly imposed “red thread”, this setting is of particular interest. In school practice the concept of entrepreneurship is translated into entrepreneurial learning. In this study we seek to investigate what characterises entrepreneurial learning in a preschool context according to preschool teachers by conducting both critical incident questionnaires and an in-depth interview using stimulated recall method. The empirical results suggest that entrepreneurial learning has developed the preschool teachers’ educational discussions and has affected the children’s entrepreneurial skills. Further, when analysing the material as to what supports and hinders a positive entrepreneurial learning situation, four main themes emerged: ongoing reflection, active participation, a meaningful learning situation and a tolerant atmosphere.
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| 2. |
- Gomez, Maria, et al.
(författare)
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Science Teachers’ Assessment and Grading Practices in Swedish Upper Secondary Schools
- 2015
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Ingår i: Journal of Education and Training. - Las Vegas : Macrothink Institute, Inc.. - 2330-9709. ; 2:2, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- This study examines science teachers’ assessment and grading practices as well as studentparticipation in the assessment process in the upper secondary school. The teachers wereasked about how and when they assess students and what was crucial when grading students.We asked when they considered students to have developed the following knowledge criteria:aptitude for critical thinking, analytical and practical skills and how they assessed studentsregarding these skills. We report overall evidence-based assessment practices from theteachers’ comments in face-to-face interviews. Teachers’ comments are closely aligned andassociated with long-established beliefs. The assessment and grading practices were found tobe at odds with modern perspectives of assessment as well as its role in learning.
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| 3. |
- Holmström, Stefan, 1970-, et al.
(författare)
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Entrepreneurial education embedded in sport psychology : a Swedish case study
- 2016
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Ingår i: Journal of Education and Training. - : Macrothink Institute. - 2330-9709. ; 3:1, s. 126-138
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Tidskriftsartikel (refereegranskat)abstract
- The main objective of this study was to provide a contribution to the entrepreneurship education field through evaluating and describing changes in students' attitudes towards entrepreneurship. A pre-test and post-test design was used to evaluate a course design where sport psychology was the main topic with an embedded element of entrepreneurship education. The course was part of university program in Masters Programme in Sports Psychology or Physical Trainer Programme. Sport psychology-students are not the traditional group of students that are selected and trained to get both skills and a positive entrepreneur mindset. There were 39 students completing both the pre-test and post-test questionnaire (response rate 84.4%), mean age 23 years (SD=2.90). Both the pre- and post-test results showed that the sport psychology students had positive attitudes towards entrepreneurship, and the embedded course design have significant effect on students' subjective perception of their ability to create and commercialize new ideas. The results from this case study shown that an embedded course design with sport psychology and entrepreneurial education make it possible to strengthen students' entrepreneurial attitudes. The positive results point out that it is important to continue examine embedded coursed designs between entrepreneurial education and non-traditional areas (e.g., physiotherapists, dentists, architects, e.g.).
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| 4. |
- Leffler, Eva
(författare)
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Enterprise Learning and School Subjects – A Subject Didactic Issue?
- 2014
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Ingår i: Journal of Education and Training. - : Macrothink Institute. - 2330-9709. ; 1:2, s. 15-30
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Tidskriftsartikel (refereegranskat)abstract
- According to the Swedish government, entrepreneurship is supposed to “run like a read thread” through the education system. Teachers are in their teaching required to stimulate skills that are vital for entrepreneurship. This study problematizes the relation between school subjects and enterprise learning from a discourse analytical approach. The point of departure is policy documents and research on entrepreneurship in schools. By using interviews with teachers and a principal, interpretations and understanding of enterprise learning is analyzed. The results show that teachers emphasize the concepts connection with real life and creating meaningfulness in their rhetoric, but by omitting the didactic questions why and for whom, tend both the concepts creating meaningfulness and connection with real lift to deal with teachers’ experiences and understanding and not on pupils’ learning.
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| 5. |
- Lindster Norberg, Eva-Lena, 1963-
(författare)
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John Dewey and Entrepreneurship in School : a Swedish Case
- 2016
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Ingår i: Journal of Education and Training. - : Macrothink Institute. - 2330-9709. ; 3:1, s. 139-157
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Tidskriftsartikel (refereegranskat)abstract
- Progressive education, with its purpose of educating young people to become democratic citizens, has influenced the Swedish educational system for many years. Critical voices have been raised, claiming that progressive education has diminished Swedish pupils’ results. Since 2011, when entrepreneurship as a concept and as a pedagogical approach was instituted in Swedish curricula, the debate has emerged again. In this case, however, the problem was with the pedagogical ideas of the entrepreneurship in school. Critical voices claim that entrepreneurship is a part of the neoliberal agenda and that the language of progressive education has been appropriated and misused in order to create productive citizens who will maintain the capitalist state. This article is written from the perspective of pupils in an upper secondary school, illuminating and problematizing the sense in which the entrepreneurship in school can be said to be progressive in the spirit of John Dewey. The result shows that the entrepreneurship in school contains many similarities with the ideas of progressive education, especially in the way that pupils work and take part in activities. However, the lack of pupils who talk about learning to improve future society or to develop democracy is obvious. Thus, even if working methods seem to be equal, the overall educational goals are different. The goal of entrepreneurship in school is to educate young people to become independent, innovative individuals but in that education mission, there is a risk that democratic values are neglected.
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| 6. |
- Mendonça, Marta, et al.
(författare)
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Exploring an experience of active learning in higher education
- 2014
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Ingår i: Journal of education and training. - : Macrothink Institute. - 2330-9709. ; 1:2, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a subjective experience of attending a pedagogical training course for higher education teaching staff at Umea University, in Sweden. A participant observation was carried out based on an inductive approach. Data were collected through reports done in form of narratives at the end of eachsession. The analysis was done by critical reflection and the narratives were selected and thematically grouped according to the activities carried out during the course. Further, the analysis was supported by relevant literature related to educational theories that sustain student’s accountability in learning and interactive classes. The results of the study conclude that the role ofthe teacher is crucial to make students active, motivated and self-regulated. However, students’ active learning also depends on other factors such as contextual, social and psychological aspects. In addition, the communication involved in the process of teaching and learning develops confidence, empathy and achievement of good academic results.
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| 7. |
- Pettersson, Gerd, et al.
(författare)
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Consultation in Special Needs Education in Rural Schools in Sweden : An Act of Collaboration between Educators
- 2017
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Ingår i: Journal of Education and Training. - : Macrothink Institute, Inc.. - 2330-9709. ; 4:1, s. 8-26
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Tidskriftsartikel (refereegranskat)abstract
- The article attempts to shed light on how the expertise of special educators can be utilized in classroom teachers' professional development at rural schools with a diverse student body. The study focused on the educational consultations that took place between the two types of professionals, namely the special educators and the classroom teachers, at three rural schools in three communities in northern Sweden. The special educators did not work at the schools. Rather, they worked at Community centers and ran the consultation with the aid of ICT or when they visited the schools. The multiple-case study describes and analyzes the a) context for consultation, b) how consultation is used to support the teachers, and c) the consultation strategies. The data collection methods were observations, interviews, and questionnaires. After the interviews were transcribed, the data were analyzed by thematic content analysis. The results show that the consultations were based on students’ needs, but the consultations focused on the learning environment more than on individual shortcomings. The two professionals collaborated and shared their professional expertise across professional boundaries. This boundary-crossing professional collaboration seems to deepen the consultation between the two professionals and enable them to work together to create a learning environment that supports all pupils.
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| 8. |
- Östergren, Rickard, 1975-, et al.
(författare)
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Learning declarative knowledge in special education treatment group
- 2018
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Ingår i: journal of education and training. - Las Vegas, NV, United States : Macrothink Institute, Inc.. - 2330-9709. ; 5:1
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Tidskriftsartikel (refereegranskat)abstract
- An organizing structure that in recent years has had a major impact on how to work with students who don’t respond to regular instruction is Response to Intervention (RTI). Efforts in RTI are divided into three different tiers of instruction: primary, secondary and tertiary. In our study, we investigate the impact of intensive secondary-tier instruction on students’ knowledge of basic combinations of digits in addition. We also focus on how the students develop their use of more advanced calculations in addition during the intervention.The results showed that students became faster at performing simple addition tasks, which indicates that their fluency – declarative knowledge – developed during the intervention phase. Our results thereby strengthen suggestions that a secondary-tier intervention level should take place in a small group of students 20-40 minutes four to five times a week. Meanwhile, the students developed their ability to solve two-digit arithmetic tasks in addition and subtraction, which could be explained by the fact that students had automated simple number combinations and thus could focus on the calculation procedure.
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