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Sökning: L773:2662 9992 > (2020)

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1.
  • Lindenfors, P., et al. (författare)
  • The Matthew effect in political science: head start and key reforms important for democratization
  • 2020
  • Ingår i: Humanities & Social Sciences Communications. - : Springer Science and Business Media LLC. - 2662-9992. ; 7:1
  • Tidskriftsartikel (refereegranskat)abstract
    • Are some countries better equipped from the onset of a democratization process to become democracies? We compared successful and failed episodes of liberalization over the period 1900 to 2018 to examine if starting state influences the probability of successful democratization. We show that liberalization in autocracies was more likely to succeed in countries that had the advantage of a better starting point concerning political institutions, GDP, and education. These more privileged countries could also carry out key reforms more rapidly, and were able to do so even in areas in which they had no initial advantage. This reveals a "Matthew effect" in political science: to countries that already have, more is given. This is a novel observation in political science that has important implications for current methodologies and policies.
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2.
  • Moreno-Vera, Juan, et al. (författare)
  • Concepts for historical and geographical thinking in Sweden´s and Spain´s Primary Education curiicula
  • 2020
  • Ingår i: Humanities & Social Sciences Communications. - : Springer Nature. - 2662-9992. ; 7
  • Tidskriftsartikel (refereegranskat)abstract
    • The goal of this study is to compare the presence of concepts for historical and geographical thinking in the national curricula for Primary Education in Spain and Sweden in order to analyze if these thinking concepts can enable new active learning methodologies in the Social Science classroom. The comparative study is based on a qualitative investigation using a horizontal evaluation instrument (international compared analysis). Compared items were divided in four dimensions: 1. curriculum structure—subjects, timetable, compulsory, ratio, etc.-, 2. educational methodologies—project-based learning, research, practical lessons-, 3. Objectives and evaluation—aims, evaluation criteria, standards-, and 4. Contents—con- ceptual, procedural, and attitudinal. The results show that, despite a different structure for the history and geography subjects in Primary Education, neither of the two curricula present historical and geographical thinking concepts as a fundamental aim for Primary Education and, at the same time, the low presence of these thinking concepts is linked to traditional teaching models still based on positivism and memorization.
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  • Resultat 1-2 av 2
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Alvén, Fredrik, 1972 ... (1)
Lindberg, Staffan I. ... (1)
Wilson, Matthew C. (1)
Lindenfors, P. (1)
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Malmö universitet (1)
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