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Training of trainers in Togo: Forskningsrapport om implement og børnefondens camp i togo for lærere ved erhvervs- og tekniske skoler i Kara september 2017
No full textDenne forskningsrapport følger et kursusforløb – camp - i det nordlige Togo, Kara, hvor Børnefonden i samarbejde med konsulentfirmaet Implement gennemførte et fem dage langt forløb, for lærere ved de fagtekniske erhvervsuddannelser i september 2017. Ud over lærerne deltog de seks skolers ledere og pædagogiske vejledere/supervisors.Kursusindholdet var inspireret af konsulentfirmaet Implement’s gode resultater med at få drenge fra grundskolen i Danmark til at få mere tro og selvtillid, så de kan klare de faglige udfordringer indenfor forskellige fag: Løkkefondens Drengeakademi (herefter i resten af rapporten: Drengeakademiet).Nærværende rapport er resultatet af et samarbejde mellem fem forskere fra uddannelsesafdelingen ved universitetet i Lomé, L’Institut National des Sciences de l’Education, Lomé (INSE) og to danske forskere fra DPU, der har fulgt processen og resultatet fra kurset i Togo
Project Half Double Current Results of Phase 1 and Phase 2, December 2017
Get PDFThe Half Double mission: Project Half Double has a clear mission. We want to succeed in finding a project methodology that can increase the success rate of our projects while increasing the development speed of new products and services. We are convinced that by doing so we can strengthen Denmark’s competitiveness and play an important role in the battle for jobs and future welfare. The overall goal is to deliver “Projects in half the time with double the impact” where projects in half the time should be understood as half the time to impact (benefit realization, effect is achieved) and not as half the time for project execution. The Half Double project journey: It all began in May 2013 when we asked ourselves: How do we create a new and radical project paradigm that can create successful projects? Today the movement includes hundreds of passionate project people, and it grows larger by the day. The formal part of Project Half Double was initiated in June 2015. It is a two-phase project: phase 1 took place from June 2015 to June 2016 with seven pilot projects, and phase 2 is in progress from July 2016 to July 2018 with 10 pilot projects.The Half Double consortium: Implement Consulting Group is the project leader establishing and managing the collaboration with the pilot project companies in terms of methodology. Aarhus University and the Technical University of Denmark will evaluate the impact of the pilot projects and legitimize the methodology in academia.The Danish Industry Foundation, an independent philanthropic foundation, is contributing to the project financially with DKK 13.8 million.About this report: This report focuses on phase 2 pilot projects documenting their development and further consolidates results from the phase 1 pilot projects. This is the third report about Project Half Double (Svejvig et al. 2016, Svejvig et al. 2017). This report’s target group inludes practitioners in Danish industry and society in general. The editorial team from Aarhus University prepared the report from October 2017 to December 2017, which means that data about pilot projects from December 2017 is not included
Den pædagogiske diskurs i læreruddannelsen - formål, indhold og undervisningsmetoder: En komparation af læreruddannelserne HSN, Drammen, VIA, Aarhus og HÍ, Reykjavík
Get PDF”The pedagogical discourse in teacher education – purpose, content and teaching methods. A comparative study of the teacher education in HSN, Drammen, VIA, Aarhus and HÍ, Reykjavík”This thesis explores the purpose of pedagogical courses (i.e. pedagogy and related fields) in teacher education degrees in the 2010s and how these courses contribute to develop both teacher competences and teaching competences.The thesis is a comparative analysis of three Nordic teacher education degrees, namelyThe teacher education degree at HSN, Drammen (NO)The teacher education degree at VIA, Aarhus (DK)The teacher education degree at HÍ, Reykjavík (IS)To gain an understanding of the role of the pedagogical courses at the three teacher education degrees, I have employedDocument analysisSemi-structured interviewsThe document analysis has covered both governmental documents (e.g. laws and executive orders) and institutional documents (e.g. curricula).The persons interviewed represent Educators of courses in pedagogyFinal year studentsGraduatesThough using two different research methods, I have employed cross-sectional data indexing. This means I have used the same set of indexing categories for both the document analysis and the interview analysis.In processing the data, I have used etic coding (or predetermined coding). The categories I have operated with in organising the data areTitles and size (in ECTS) of pedagogical coursesLearning outcomesThematic and theoretical contentTeaching methodsMethods of examinationPractical applicationPositioning – differences between pedagogical courses on one side and teaching subjects on the otherIn the thesis, pedagogical courses are seen as a unique discourse in teacher education degrees, in which the teaching profession is expressed in certain ways, and where attempts are made to prepare students in teacher education for their profession in different ways than in teaching subject courses and in practicums.In analysing the data, I use discourse analytic (DA) reading strategies. The reason for using DA is my interest in how policy makers on different levels, educators, students and graduates understand and articulate the pedagogical discipline’s role and unique challenges in teacher education degrees today.Among the central findings of my research are: (1) The pedagogical discourse is a relatively isolated discourse in teacher education. (2) The pedagogical discourse has expanded over the past decades and covers today areas that previously belonged to the teaching subjects, the academic field, information technology etc. (3) Although the pedagogical discourse has expanded and has expanded in different directions in the various countries, a marked ‘typicality’ can be traced across national borders. The pedagogical discourse typically discusses cross-disciplinary themes, includingthe purpose and curricula of public schoolsdemocracylearning and teaching theoriesteaching methods and differentiationevaluationclassroom managementthe importance of relationshipsschool/home cooperationinclusionchallenges in special educationteacher cognition broadly understood (4) The pedagogical disciplines are the most theoretical in teacher education. Consequentially, the theory-practice challenges are at least as great in pedagogical courses as they are in other disciplines in teacher education—if not greater. (5) Even though modern teacher education programmes work with ‘learning outcomes’ and not ‘teaching input,’ the pedagogical discourse still relies on its own unique theories. These theories are neither derived from the teaching subject or practice field but from the pedagogical field’s traditional source theories – psychology, sociology and philosophy.(6) In the pedagogical discourse, students read many introductory textbooks written for the teaching profession, teacher education or specific courses in teacher education. (7) In the pedagogical discourse, students read a limited amount of primary literature and research literature. Public school textbooks are so to say absent in the bibliographies. (8) In the pedagogical discourse, lectures using PowerPoint is the most used teaching method. There is little to suggest that teaching in pedagogical courses is more exemplary and varied than in other courses. (9) Both daily teaching and exams set markedly greater focus on knowledge goals than skill and competence goals.Educators, students and graduates all agree that the pedagogical field is an important part in qualifying one to teach. But they simultaneously point out that in the pedagogical discourse students learn primarily ´to know, think and feel as teachers` and to a far lesser extent ´to act as teachers` i.e. it is the student’s mind set which is the discourse’s primary focus area and not the students’ competence to perform in a future classroo
Youth in Gangs. What Do We Know – and What Don’t We Know? A Research Review of National and International Knowledge about Youth in Gangs
No full textThis research and knowledge gathering project presents international, Nordic, and Danish research and knowledge regarding youth in gangs.This research and knowledge gathering constitutes part II of a combined research project focused on young men in gangs, which has been running since January of 2013. Earlier in the course of the project, report number 1 was published with the title “Voices from a Gang – Young Gang Members Own Stories as told by themselves about Growing Up, Daily Life, and Their Future"..The research project also encompassed a temporal and economic opportunity to develop research and knowledge gathering specifically with a focus on pinning down existing research-based knowledge on the subject of youth in gangs, both in a Danish and international context – and this is what is now being presented in this report. The third and last report (Report Part III) presents the results of that part of the research project that focused on the social programs and efforts that are being implemented across the country in various forms to prevent gang affiliation, as well as focusing on efforts that help young people leave gangs. Here, the professional workers are included, meaning those who work with young people in gangs in various ways, their knowledge and experience, and the social and social-pedagogical efforts, theories, and methods, on which the professionals base their work. The third and last report in the complete research project about young men in gangs is expected published in December of 2018
Development and Characterization of Ear-EEG for Real-Life Brain-Monitoring
Get PDFFunctional brain monitoring methods for neuroscience and medical diagnostics have until recently been limited to laboratory settings. However, there is a great potential for studying the human brain in the everyday life, with measurements performed in more realistic real-life settings. Electroencephalography (EEG) can be measured in real-life using wearable EEG equipment. Current wearable EEG devices are typically based on scalp electrodes, causing the devices to be visible and often uncomfortable to wear for long-term recordings. Ear-EEG is a method where EEG is recorded from electrodes placed in the ear. The Ear-EEG supports non-invasive long-term recordings of EEG in real-life in a discreet way. This Ph.D. project concerns the characterization and development of ear-EEG for real-life brain-monitoring. This was addressed through characterization of physiological artifacts in real-life settings, development and characterization of dry-contact electrodes for real-life ear-EEG acquisition, measurements of ear-EEG in real-life, and development of a method for mapping cortical sources to the ear. Characterization of physiological artifacts showed a similar artifact level for recordings from ear electrodes and temporal lobe scalp electrodes. Dry-contact electrodes and flexible earpieces were developed to increase the comfort and user-friendliness of the ear-EEG. In addition, electronic instrumentation was developed to allow implementation in a hearing-aid-sized ear-EEG device. Ear-EEG measurements performed in real-life settings with the dry-contact electrodes, were comparable to temporal lobe scalp EEG, when referenced to a Cz scalp electrode. However, the recordings showed that further development of the earpieces and electrodes are needed to obtain a satisfying recording quality, when the reference is located close to or in the ear. Mapping of the electric fields from well-defined cortical sources to the ear, showed good agreement with previous ear-EEG studies and has the potential to provide valuable information for future development of the ear-EEG method. The Ph.D. project showed that ear-EEG measurements can be performed in real-life, with dry-contact electrodes. The brain processes studied, were established with comparable clarity on recordings from temporal lobe scalp and ear electrodes. With further development of the earpieces, electrodes, and electronic instrumentation, it appears to be realistic to implement ear-EEG into unobtrusive and user-friendly devices for monitoring of human brain processes in real-life
Cancer genetic counseling in China and Denmark; a comparative anthropological perspective
Get PDFThis dissertation compares cancer genetic counseling in China and Denmark using an anthropological perspective.It uses anthropological theory to argue how ideas of genetic responsibility and demands for responsibility investments may be understood as the products of everyday practices unfolding within local worlds. Finding very different forms of cancer genetic counseling in China and Denmark, it analytically argues that the local organization of health care provides a salient example of a local world. It uses an STS framework to analyze how differences in the organization of health care in China and Denmark, may be seen as promoting very different webs of everyday human and non-human actors, resulting in very different cancer genetic counseling practices, respectively. For professionels, patients and their families in China and Denmark, these differences lead to very different demands for patient- family collaboration and interdependence, and ultimately to very different local forms of genetic responsibility.
Torskov udgravningsrapport (excavation report): FHM5654 Torskov, Århus sogn, Hasle herred, tidl. Århus amt. Sted nr. 15.03.11. Sb.nr. 11.
No full textSom en del af et forskningsprojekt om marksystemerne fra 1. årtusinde f.v.t., som i litteraturen oftest benævnes oldtidsagre, gennemførtes i august 2015 en mindre undersøgelse af forekomsten i Torskov i Århus (figur 1). Formålet var primært, at tilvejebringe materiale til OSL-datering til afklaring af, hvor lang tid opbygningen af terrassekanter og skelvolde er foregået over. Desuden blev der indsamlet materiale til 14C- datering, ICP-MS-analyse og mikromorfologi til belysning af dyrkningsaktiviteterne
Meta-syntese af kvalitative studier: En introduktion til studier af studier af intervention
Get PDFThis article is written for students and PhD students in psychology. The article is in Danish. The purpose of this article is to introduce a special kind of review of existing literature known as meta-synthesis. In a meta-synthesis, qualitative studies are integrated or compared and, as a result, the essence of meta-synthesis is as a result an analytic generalization of findings in qualitative studies. Stages in meta-synthesis are outlined, especially emphasizing the interchange between research topic and aim, the systematic literature search and analysis of identified studies. An example of a meta-synthesis is used to illustrate the stages. Finally, the article includes a comparison of the knowledge derived from meta-analysis of quantitative studies and meta-synthesis of qualitative studies. The conclusion is that meta-synthesis is well suited for generating theory and may improve decision-making about intervention
Project Half Double: Preliminary Results for Phase 1, June 2016
Get PDFProject Half Double has a clear mission to succeed in finding a project methodology that can increase the success rate of our projects while increasing the speed at which we generate new ideas and develop new products and services. Chaos and complexity should be seen as a basic condition and as an opportunity rather than a threat and a risk. We are convinced that by doing so, we can strengthen Denmark’s competitiveness and play an important role in the battle for jobs and future welfare. The overall goal is to deliver “projects in half the time with double the impact”, where projects in half the time should be understood as half the time to impact (benefit realisation, effect is achieved) and not as half the time for project execution.The purpose of Project Half Double is to improve Danish industrial competitiveness by radically increasing the pace and impact of the development and innovation activities carried out within the framework of the projects.The formal part of Project Half Double was initiated in June 2015. We started out by developing, refining and testing the Half Double methodology on seven pilot projects in the first phase of the project, which will end June 2016.The current status of responding to the above overall Project Half Double goal for the seven pilot projects can be summarised as follows:- The Lantmännen Unibake pilot project was able to launch the first stores after 5 months, which is considerably shorter lead time than comparable reference projects, which have had a lead time of 10 months or more. This is in line with the overall goal of Project Half Double of delivering impact faster.- Four pilot projects have the potential to deliver impact faster, but it is too early to evaluate. Some results might be evaluated in the second half of 2016, while other results take longer to evaluate (Coloplast, Novo Nordisk, GN Audio and VELUX).- Two pilot projects will probably not be able to deliver impact faster, although it is too early to evaluate them. The evaluation of these pilot projects takes place over a longer period of time as it will take years before many of the key performance indicators associated with them can be evaluated (Grundfos and Siemens Wind Power).In addition to the current status of delivering impact faster for the seven pilot projects, it is important to highlight that Project Half Double phase 1 has planted many seeds in the pilot organisations concerning project methodology and beyond. The many learning points from each pilot project show that Project Half Double has left its clear footprint in the pilot organisations, and that the Half Double methodology has evolved and developed very much during Project Half Double phase 1
Teacher cognition of grade 8 teachers on teaching speaking in English as a foreign language in The Faroe Islands and its impact on teachers’ pedagogical praxis: seven case studies
Get PDFAbstract Teaching is influenced by myriad factors and a significant player in this context is the teacher and his/her cognition. Teacher cognition is ‘the unobservable cognitive dimension of teaching – what teachers know, believe, and think’ (Borg, 2003). In recent decades, much research has been conducted on English as a foreign language teaching and teacher cognition, which continues to highlight the crucial significance of the role of teacher cognition in teaching.Research in teacher cognition covers various aspects of teaching language and language skills, with grammar enjoying predominance, while language skills, particularly speaking and listening, play second fiddle. Teaching speaking in English as a foreign language is important as foreign language learners desire to learn to speak the language and use it actively to communicate with peers and others.The purpose of my qualitative case study is to: glean teacher cognition about teaching speaking in English as a foreign language teaching of seven grade 8 teachers in The Faroe Islands; ascertain the impact of teacher cognition on their teaching speaking praxis; and attempt to identify the reflection of the ‘state of the art’ in teaching speaking in English as a foreign language. The case study attempts to identify themes and categorise teacher behaviour and events rather than testing theory or hypotheses. It is a collective parallel case study, where seven cases are viewed concurrently. This case study attempts to add to the significant and under-researched field of teacher cognition on teaching speaking.Semi-structured interviews, questionnaires, observations and document analysis were used to elicit data to fulfil research aims. The results show that teacher cognition of grade 8 teachers does impact teaching speaking and congruence between the two appears to be the norm, with lesser representation of incongruence.The congruence between teacher cognition and teaching speaking is a result of two factors: firstly, the strong influence of ‘apprenticeship of observation’ i.e. the influence of teachers’ personal experiences as students from years of school, university and teacher education, which influences the way they teach and think about teaching. Secondly, teacher interpretation of teaching speaking as facilitating student spoken performance in the classroom, i.e. ‘doing speaking’ instead of teaching speaking i.e. using specific strategies to teach students to speak.The teacher education curriculum up to 2008 in the department of Education in The University of The Faroe Islands, to which most of the participants belong, did not include second language acquisition theories or language pedagogy. The incongruence therefore arises from the teachers functioning based on ‘apprenticeship of observation’ and experiential knowledge gleaned from teaching experience to create their models of teaching speaking. As for the post 2008 participants, new and inexperienced teachers are more likely to be concerned with classroom management before being able to practise subject pedagogy when teaching a language.Though congruence predominates, there is minor incidence of incongruence between teacher cognition and teaching speaking, which may indicate the core-peripheral beliefs dichotomy. Core beliefs find expression in teaching and are chosen over peripheral beliefs, which account for the gap between cognition and teaching. Phipps and Borg (2009) posit that core beliefs are experience-based and tend to be more stable. They exert an influence greater than that of peripheral beliefs, which are theory-based and have not been tried and tested in practice by teachers to become part of the teaching repertoire. In the case of feedback, grade 8 teachers desist from using it actively as the core belief that feedback may discourage student participation in class overwhelms the peripheral belief about the usefulness of feedback for student learning.The ‘Teaching-speaking cycle’ of Goh and Burns (2012) has been chosen to identify the reflection of the ‘state of the art’ in grade 8 praxis in teaching speaking. It subsumes earlier teaching speaking models and advocates a holistic approach to teaching speaking with specific activities to be carried out successively to promote the teaching of speaking. There is sporadic reflection of aspects of the model in grade 8 teaching speaking praxis, emphasising that there is ‘doing speaking’ i.e. opportunities for speaking rather than teaching speaking.The study underlines the pivotal role of teacher education in equipping teachers for their profession and proactively helping pre-and post-service teachers to be critically self-aware of the influence of teacher cognition on their praxis. It pinpoints the importance of continued professional development for teachers during their careers and makes a case for educational research to impact teaching and make a difference in education