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Träfflista för sökning "AMNE:(SOCIAL SCIENCES Educational Sciences Pedagogical Work) srt2:(2005-2009)"

Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences Pedagogical Work) > (2005-2009)

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1.
  • Lundgren, Berit, 1951- (författare)
  • Retoriken i den pedagogiska praktiken
  • 2008. - 1
  • Ingår i: Sjätte nationella konferensen i svenska mned didaktisk inriktning. - Uppsala : Uppsala universitet. - 9789150620948 ; , s. 70-82
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Studien, som redovisas, lyfter fram betydelsen av styrdokumentens och lokala arbetsplaners utformning samt lärares undervisning för att utveckla elevers kommunikativa förmåga uttryckt i förberett tal. I studien görs en retorisk analys av en elevtext, ett manus till ett förberett tal, från en sydafrikansk kontext. I manuset kan tre topos urskiljas, byggnader, samhälle/familj och kroppen, vilka utgör ramen för den retoriska analysen. Vidare visar analysen att eleven i sin text, My name is HIV, tydligt använder sig av retoriska grepp på ett övertygande, intressant och associativt sätt. Avslutningsvis för jag en didaktisk diskussion om undervisning i tal i en svensk kontext, där jag menar att ett kritiskt reflekterande över skrivande och i synnerhet tal måste övervägas.
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2.
  • Brodin, Jane, 1942-, et al. (författare)
  • How many positive results on inclusion do we need to make a change?
  • 2009. - Vol. 25
  • Ingår i: Assistive Technology From Adapted Equipment to Inclusive Environments. - The Netherlands : IOS Press. ; , s. 708-712
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • The expectations of Information and Communication Technologies (ICT) as a tool for participation and equal opportunities for all have been highly valued within the European community. For children and young persons with disabilities the expecations have been of special importance as they have found their opportunities for inclusion on the agenda. Inclusion is not only a physical placement. Inclusion means to be part of, to share, to communicate and to be someone to count with. The aim of the article is to stress research on inclusion of children and highlight how ICT has been and still is used in the schools to enhance participation and equal opportunities for all. Our intention is to stress challenging research results and we ask 'how many positive results on inclusion do we need to make changes?' and 'where are all the progressive decision-makers who will implement the research results?'.
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3.
  • Brodin, Jane, 1942-, et al. (författare)
  • IRIS Teacher Training : CD
  • 2009
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.
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4.
  • Aili, Carola, 1963-, et al. (författare)
  • Qualifying teacher work : everyday work as basis for the autonomy of the teaching profession
  • 2007
  • Ingår i: Teachers and Teaching. - 1354-0602 .- 1470-1278. ; 13:3, s. 287-306
  • Tidskriftsartikel (refereegranskat)abstract
    • Teachers' work in tuition-free (non-classroom) time was investigated to see to what degree teachers do work that could be considered as qualifying for the status of professional autonomy. The question arises in Sweden and elsewhere as both teachers and the state actively, and in tandem, strive to professionalise the work of the teacher. Abbott's work on the division of expert labour is taken as a point of departure. Based on data collected by an organisation sampling method, the article describes what teachers do in their tuition-free time. The study data consist of 1166 reports from 59 Swedish teachers' daily work situations in school years 1-12. Qualifying teacher work is related to teachers' ways of handling divergent cases, discretionary work and problem solving. Situations where teachers can use specific professional knowledge are described. One of the main findings is that in 22.2% of the situations studied, such professional knowledge can be applied. This corresponds to at least 7.5 hours of the Swedish teachers' weekly working hours; with the reservation that 10 hours of teachers' weekly 45 hours working time is not examined. This time corresponds roughly with the non-regulated working time, that is, time when the teachers do not have to be at school.
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7.
  • Högberg, Anders, 1968- (författare)
  • Kulturmiljöpedagogik och ledarskap
  • 2006
  • Ingår i: Utbildningsledarskap. - Lund : Studentlitteratur. - 9789144001418 ; , s. 67-99
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)
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8.
  • Airey, John, et al. (författare)
  • A Disciplinary Discourse Perspective on University Science Learning : Achieving fluency in a critical constellation of modes
  • 2008
  • Ingår i: Journal of Research in Science Teaching. - : Wiley. - 0022-4308 .- 1098-2736. ; 46:1, s. 27-49
  • Tidskriftsartikel (refereegranskat)abstract
    • In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in disciplinary discourse. Drawing on ideas from a number of different sources in the literature, we characterize what we call “disciplinary discourse” as the complex of representations, tools and activities of a discipline, describing how it can be seen as being made up of various “modes”. For university science, examples of these modes are: spoken and written language, mathematics, gesture, images (including pictures, graphs and diagrams), tools (such as experimental apparatus and measurement equipment) and activities (such as ways of working—both practice and praxis, analytical routines, actions, etc.). Using physics as an illustrative example, we discuss the relationship between the ways of knowing that constitute a discipline and the modes of disciplinary discourse used to represent this knowing. The data comes from stimulated recall interviews where physics undergraduates discuss their learning experiences during lectures. These interviews are used to anecdotally illustrate our proposed characterization of learning and its associated theoretical constructs. Students describe a repetitive practice aspect to their learning, which we suggest is necessary for achieving fluency in the various modes of disciplinary discourse. Here we found instances of discourse imitation, where students are seemingly fluent in one or more modes of disciplinary discourse without having related this to a teacher-intended disciplinary way of knowing. The examples lead to the suggestion that fluency in a critical constellation of modes of disciplinary discourse may be a necessary (though not always sufficient) condition for gaining meaningful holistic access to disciplinary ways of knowing. One implication is that in order to be effective, science teachers need to know which modes are critical for an understanding of the material they wish to teach.
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