Engelska

Academic exchange is one of the cornerstones of public diplomacy. Receiving foreign academics is one way of influencing foreign elites in an attempt to build goodwill and stable international networks. The result is that academic mobility and the internationalization of higher education and research have always been directly affected by foreign policy decisions and diplomatic considerationsand still are.<br/><br/>In <em>Public Diplomacy and Academic Mobility in Sweden</em>, Andreas Åkerlund analyses Swedens scholarship programs for foreign academics in a long-term perspective. Here a quantitative analysis of scholarship holders is related to Swedish exchange policy and grant practices by looking at the Swedish Institute in particular. The result is an account of how public diplomacy, foreign policy, development assistance, and the ideas of a knowledge-based economy and international competition affected academic exchanges with Sweden in the twentieth century.

This report shows that information and communications technology (ICT) in education can be effective under certain circumstances, and that the teacher plays a significant role in this. ICT in education generally refers to anything that involves technology in education. This includes devices such as computers, tablets, smartphones and interactive whiteboards, but also software such as educational games and digital learning tools and all educational applications that can be found on the Internet. The report aims to contribute to the debate on which types of ICT use in education that have proven to be effective. This will be discussed from the perspective of earlier research, as well as several studies with experiments run at secondary schools in the Netherlands. The aim is to bring research and practice closer together, by discussing the applicability of the findings from earlier studies and the Dutch experiments. Carla Haelermans is an Assistant Professor in Education Economics at Top Institute for Evidence Based Education Research, Maastricht University.

<p>In <i>Didactic classroom studies</i> a group of researchers from the University of Gothenburg who are working in the Scandinavian didactics tradition show how pupil perspectives, teacher priorities, content and context interrelate, and have different didactical consequences for teaching and learning.</p><p>Using practical examples the authors examine the nature of classroom work at various levels of education and in the full range of subject areas, including mathematics, science, languages, social science, and home economics. The editors then single out the importance of classroom studies as a potential research direction in didactic studies. Finally, the essays are placed in an international and historical context by Professor Kirsti Klette, University of Oslo.</p><p>The authors of this volume all active at the Department of Pedagogical, Curricular and Professional Studies set out to show the strong contribution made by classroom studies to didactic research. At the same time, their empirical studies contribute concretely to the further development of didactic classroom studies as a research area.</p><p></p><p><b>Editors</b><br/>Christina Osbeck, University of Gothenburg<br/>Åke Ingerman, University of Gothenburg<br/>Silwa Claesson University of Gothenburg   </p><p><b>Contributors</b><br/>Shirley Booth University of Gothenburg<br/>Sylvana Sofkova Hashemi University of Gothenburg<br/>Anna Maria Hipkiss University of Gothenburg<br/>Britt Holmberg University of Gothenburg<br/>Cecilia Kilhamn University of Gothenburg &amp; Uppsala University<br/>Kirsti Klette Oslo University<br/>Angelika Kullberg University of Gothenburg<br/>Annika Lilja University of Gothenburg<br/>Rimma Nyman University of Gothenburg<br/>Miranda Rocksén University of Gothenburg<br/>Elisabeth Rystedt University of Gothenburg &amp; Stockholm University<br/>Christina Skodras University of Gothenburg</p><p></p><p><b>Svensk informationstext:</b></p><p><b></b>Genom konkreta studier som sätter klassrumsarbetet i fokus visar en grupp didaktikforskare vid Göteborgs universitet hur klassrummets händelser och möjligheter ramas in av givna förutsättningar och på så sätt får olika didaktiska konsekvenser för undervisning och lärande i olika ämnen. </p><p>I sina texter undersöker skribenterna klassrummens karaktär på olika utbildningsnivåer och i skiftande ämnen såsom matematik, svenska, samhälls- och naturvetenskap samt hem- och konsumentkunskap. Redaktörerna diskuterar och analyserar betydelsen av klassrumsstudier i ett övergripande och framåtsyftande kapitel där de skissar denna orientering som en möjlig forskningsinriktning. Bokens innehåll sätts även i ett internationellt och historiskt sammanhang. </p><p>Författarna i <i>Didactic classroom studies</i> har ambitionen att på ett praktiknära sätt visa på styrkan i klassrumsstudiernas bidrag till didaktisk forskning. Samtidigt vill de med utgångspunkt i sitt empiriska material bidra till en vidare utveckling av just didaktiska klassrumsstudier som forskningsinriktning.</p><p></p>

Stockholm School Of Economics - The First 100 Years [Bok / Inbunden]

Suzuki Organ School Vol 6, Bok/cd [Bok / Häftad]

Suzuki Organ School 3 With Cd [Bok / Häftad]

Suzuki Organ School Vol 5, Bok/cd [Bok / Häftad]