Pub Date : 2017-09-29DOI: 10.57126/noad.v3i1.12274
Gerd Pettersson
There are most likely considerable differences between running schools in rural areas and in big cities. Research has not paid attention to these differences and therefore, there is a lack of knowledge about running schools in rural areas in Sweden. The purpose of this study has been to describe and analyse how principal in schools in rural areas organize their activities, with a focus on special education. The study includes answers from 45 principals in a web survey. These principals represented the four northernmost counties of Norrbotten, Västerbotten, Västernorrland and Jämtland in Sweden. In this study, a school in a rural area is defined as a school of 55 students at the most. The principals represent 53 schools in rural areas, with some principals working in more than one school in these areas. The results show that more than half of the principals govern their schools by distance and seem to be very familiar with the steering documents regarding special education. The results also show that more than half of the principals considered that students’ needs for special support depend mainly on individual student-related factors rather than factors related to the learning environment. However, more than half of the principals emphasized the relevance of the learning environment for the students’ development of knowledge and the importance of flexible ways of working. Overall, the results show how complex the situation of conditions and requirements is for the everyday life for the principals as they strive for equivalent schools.
{"title":"Rektor i kläm mellan uppdrag och förutsättningar","authors":"Gerd Pettersson","doi":"10.57126/noad.v3i1.12274","DOIUrl":"https://doi.org/10.57126/noad.v3i1.12274","url":null,"abstract":"There are most likely considerable differences between running schools in rural areas and in big cities. Research has not paid attention to these differences and therefore, there is a lack of knowledge about running schools in rural areas in Sweden. The purpose of this study has been to describe and analyse how principal in schools in rural areas organize their activities, with a focus on special education. The study includes answers from 45 principals in a web survey. These principals represented the four northernmost counties of Norrbotten, Västerbotten, Västernorrland and Jämtland in Sweden. In this study, a school in a rural area is defined as a school of 55 students at the most. The principals represent 53 schools in rural areas, with some principals working in more than one school in these areas. The results show that more than half of the principals govern their schools by distance and seem to be very familiar with the steering documents regarding special education. The results also show that more than half of the principals considered that students’ needs for special support depend mainly on individual student-related factors rather than factors related to the learning environment. However, more than half of the principals emphasized the relevance of the learning environment for the students’ development of knowledge and the importance of flexible ways of working. Overall, the results show how complex the situation of conditions and requirements is for the everyday life for the principals as they strive for equivalent schools.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128113199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-22DOI: 10.57126/noad.v2i1.12787
T. Tännsjö
Inledande text i värdegrundsdebatt
价值观辩论的导读
{"title":"Värdegrundens vara eller inte vara","authors":"T. Tännsjö","doi":"10.57126/noad.v2i1.12787","DOIUrl":"https://doi.org/10.57126/noad.v2i1.12787","url":null,"abstract":"Inledande text i värdegrundsdebatt","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130806856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-22DOI: 10.57126/noad.v2i1.12793
Olof Franck
{"title":"Värdegrund i vardande: en rekonstruktiv analys","authors":"Olof Franck","doi":"10.57126/noad.v2i1.12793","DOIUrl":"https://doi.org/10.57126/noad.v2i1.12793","url":null,"abstract":"","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124807797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-11DOI: 10.57126/noad.v2i1.12778
Steen Beck, Michael Paulsen
In this paper we analyze didactical positions among teachers in the Danish Upper Secondary School. We discuss how the positions are influenced by the reform from 2005. We argue that a social oriented constructivism has been strengthened by the reform and an objectivistic approach has been weakened. By analyzing data from three subjects – Social Science, Danish and Physics – we show that the changes of power relations have different didactical consequences within the three subjects. Another point is that the reform with its focus on application, innovative skills, inter-disciplinarity and study competence has not changed the didactical positions of teachers radically. They prefer to use already existing approaches to create a practice they can accept. Also we show that the reality of diversity among students is important when it comes to the question how teachers position themselves towards learning and teaching. In the end of the paper we discuss what it means to lead an Upper Secondary School where different positions towards didactics coexist.
{"title":"Reformholdninger og didaktiske positioner blandt lærere i den danske gymnasieskole","authors":"Steen Beck, Michael Paulsen","doi":"10.57126/noad.v2i1.12778","DOIUrl":"https://doi.org/10.57126/noad.v2i1.12778","url":null,"abstract":"In this paper we analyze didactical positions among teachers in the Danish Upper Secondary School. We discuss how the positions are influenced by the reform from 2005. We argue that a social oriented constructivism has been strengthened by the reform and an objectivistic approach has been weakened. By analyzing data from three subjects – Social Science, Danish and Physics – we show that the changes of power relations have different didactical consequences within the three subjects. Another point is that the reform with its focus on application, innovative skills, inter-disciplinarity and study competence has not changed the didactical positions of teachers radically. They prefer to use already existing approaches to create a practice they can accept. Also we show that the reality of diversity among students is important when it comes to the question how teachers position themselves towards learning and teaching. In the end of the paper we discuss what it means to lead an Upper Secondary School where different positions towards didactics coexist.","PeriodicalId":211767,"journal":{"name":"Nordisk Tidskrift för Allmän Didaktik","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128992724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：