Sökning: "long term educational change"

Visar resultat 1 - 5 av 39 avhandlingar innehållade orden long term educational change.

  1. 1. Småbarnsskolan: vad hände och varför?: en sekellång historia studerad med fokus på förändring av pedagogisk verksamhet från 1833 och framåt

    Författare :Britten Ekstrand; Utbildningsvetenskap; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; educational history; Infant schools; school history; transition; long term educational change; frame factor theory; pioneers of Froebelian work.; nursery schools; Comparative and historical pedagogy; Jämförande och historisk pedagogik; Education; SOCIAL SCIENCES;

    Sammanfattning : Some fields in the research about the history of childcare in the nineteenth century in Sweden is lacking. In popular textbooks infant schools (småbarnsskolor) are thought of and described as a pedagogical and social activity, while a later phenomenon, the nursery schools, seemed to lack all pedagogical insight, care-taking was exclusively at hand. LÄS MER

  2. 2. Educational inclusion for students with neurodevelopmental conditions

    Författare :Emma Leifler; Göteborgs universitet; Karolinska Institutet; Karolinska Institutet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Educational inclusion; neurodevelopmental conditions; ADHD; autism; inclusive education;

    Sammanfattning : Introduction: Inclusive education is the response to the human rights movement that requested equal rights to general education for all students, independent of their prerequisites and/or disabilities. Inclusion is different from integration, which concentrates on the capacities of an individual to adapt to a given mainstream. LÄS MER

  3. 3. Conditions for Technology Enhanced Learning and Educational Change : a case study of a 1:1 initiative

    Författare :Marcia Håkansson Lindqvist; Anders D. Olofsson; Limin Gu; Trond-Eiliv Hauge; Rosemary Luckin; Umeå universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; digital technologies; ICT; laptops; one-to-one; school development; school leaders; students; teachers; teacher professional development; TEL;

    Sammanfattning : The uptake and use of digital technologies continues to increase in schools throughout the world. In many schools the uptake and use of digital technologies takes place in One-to-One (1:1) initiatives in which teachers and students have their own laptops. LÄS MER

  4. 4. Gymnasielärare - perspektiv på lärares arbete och yrkesutveckling vid millennieskiftet

    Författare :Ulf Lundström; Lisbeth Lundahl; Per-Olof Erixon; Sverker Lindblad; Umeå universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; teaching profession; upper secondary teachers; change; school reform; professional development; school development; frame factors; school governance; school policy; trade union; Pedgogical work; Pedagogiskt arbete;

    Sammanfattning : The aim of this thesis is to contribute to knowledge about how the work and profession of upper secondary school teachers is understood and shaped by the teachers in the beginning of the 21st century, and to relate that understanding of work and professional development to the strivings of the teachers’ trade unions and the state. With the implementation of an innovation as a starting point, the teachers’ narratives also described their work in a broader sense. LÄS MER

  5. 5. Inequality in Educational Outcomes : How Aspirations, Performance, and Choice Shape School Careers in Sweden

    Författare :Frida Rudolphi; Jan O. Jonsson; Michael Gähler; Anthony Heath; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; achievement; aspirations; attainment; educational choice; ethnic inequality; performance; social origin; Sociology; sociologi;

    Sammanfattning : This thesis examines different aspects of educational inequalities, drawing on the notion that inequality in educational attainment depends on two separate mechanisms: that children from advantaged social backgrounds perform better at school (primary effects) and tend more than others to choose to continue in education given performance (secondary effects). Study I shows that the long-term decrease in social class inequality in the transition from compulsory to academic upper secondary education since the middle of the mid-20th century up to the late 1990s, seems to be related to both declining primary and secondary effects. LÄS MER