3,283 research outputs found
Ellen Krogh om skriverudviklinger i gymnasiet
No full textEn samtale om Skriverudviklinger i gymnasiet (red. Ellen Krogh & Karen Sonne Jakobsen), den seneste bog i forskningsprojektet Faglighed og skriftlighed. Om skrive- og skriverudvikling, skriveridentitet, unge gymnasieelevers forhold til skrivning i fagene
Ellen Krogh om skriverudviklinger i gymnasiet
No full textEn samtale om Skriverudviklinger i gymnasiet (red. Ellen Krogh & Karen Sonne Jakobsen), den seneste bog i forskningsprojektet Faglighed og skriftlighed. Om skrive- og skriverudvikling, skriveridentitet, unge gymnasieelevers forhold til skrivning i fagene
Ellen Krogh om skriverudviklinger i gymnasiet
No full textEn samtale om Skriverudviklinger i gymnasiet (red. Ellen Krogh & Karen Sonne Jakobsen), den seneste bog i forskningsprojektet Faglighed og skriftlighed. Om skrive- og skriverudvikling, skriveridentitet, unge gymnasieelevers forhold til skrivning i fagene
Massekommunikation i undervisningen. Klip fra en rundbordssamtale med Else Lützhøft, Ellen Krogh og Claus Westh
No full textMassekommunikation i undervisningen. Klip fra en rundbordssamtale med Else Lützhøft, Ellen Krogh og Claus West
Extended formats
No full textThis chapter presents a study that traces two students’ writer trajectories through three extended formats, examining signs of writing and writer development. The two students, Jens and Sofia, attended a natural science specialisation in the general upper secondary programme; their specialisation subjects were biotechnology, mathematics, and physics. The main curricular document that regulates the extended formats is the Study Specialisation Project syllabus. The keyword in this document is disciplinary immersion. The chronotopical ambivalence of the curricular documents constitutes the curricular possibility of selfhood available for student writers when approaching the extended formats. The curricular aims are re-formulated and re-interpreted in school instructional materials and further transformed in writing prompts and problem statements. Regarded as a school writing practice, the time and place/space of the extended formats constitute a double pattern. The chapter argues that the extended formats hold strong potentials for the teaching and learning of content as well as writing
Massekommunikation i undervisningen. Klip fra en rundbordssamtale med Else Lützhøft, Ellen Krogh og Claus Westh
No full textMassekommunikation i undervisningen. Klip fra en rundbordssamtale med Else Lützhøft, Ellen Krogh og Claus West
Didaktiske paradigmer og refleksion:replik til Ellen Krogh
No full textThe article discusses the proposal of a didactic reflection paradigm set forward by Ellen Krogh in this issue of CURSIV. In CURSIV 9, Krogh proposed the paradigm in a discussion of possible links between the phenomenological analysis of subject didactics by Frede V. Nielsen and the semiotic analysis of subject didactics by Sigmund Ongstad. The two positions offer fundamentally different insights into didactics. Nielsen’s position establishes didactics as a knowledge domain and Ongstad’s position points to the dynamics of subject didactics by analyzing communication as a basic aspect. Krogh’s proposal is discussed in some detail and it is argued that a reflection paradigm does not live up to the criterion providedby Nielsen that a didactic paradigm must refer to a naturalistic phenomenon to be applicable for selection of content, at least in the interpretation of Nielsen that underlies this article.A possible utilitarian didactical paradigm, already indicated by Krogh as a historical paradigm prominent in our time, is also discussed. It is suggested that reflection could be seen as a normative response to the utilitarian paradigm, and not as a paradigm in its own right. It is concluded that reflection must be understood as an overarching cultural phenomenon and a very important qualification of all Nielsen’s paradigms, and also a possible utilitarian paradigm, because it has the potential to add dynamic elements to the more or less static didactic paradigms. Thus the semiotic analysis may be said to qualify the phenomenological analysis. In this sense, the phenomenological and the semiotic analysis can be linked.<br/
Japan : meltdown of a miracle?
No full textFor decades it appeared Japan’s economic growth could not be contained. In the 1970s and 1980s Japan’s economy soared, helping to drive the economic growth of countries across the globe, from East Asia to the United States. Japanese companies invested billions in American businesses and real estate, and by the close of the twentieth century Japan was the United States’ third largest export market. So when the Japanese economy collapsed under its own weight in the 1990s, many feared that the Japanese meltdown would burn the thriving U.S. economy. With Japanese stock markets slumping and the government running massive deficits, the IMF warned that Japan posed the greatest threat to the world economy. In this episode, host Peter Krogh and his guests examine the Japanese economic crisis -- what caused the meltdown, what can be done to revive the floundering Japanese economy, and how can the U.S. insulate its economy from harmful effects? Featuring Yoshihisa Komori, journalist and Editor-at-Large of the Japanese newspaper Sankei Shimbun, and Dr. Ellen Frost, a visiting fellow at the Peterson Institute for International Economics.Examines the origins of the 1990s economic meltdown in Japan and potential solutions, as well as consequences for the American economy
Didaktiske paradigmer og refleksion:replik til Ellen Krogh
No full textThe article discusses the proposal of a didactic reflection paradigm set forward by Ellen Krogh in this issue of CURSIV. In CURSIV 9, Krogh proposed the paradigm in a discussion of possible links between the phenomenological analysis of subject didactics by Frede V. Nielsen and the semiotic analysis of subject didactics by Sigmund Ongstad. The two positions offer fundamentally different insights into didactics. Nielsen’s position establishes didactics as a knowledge domain and Ongstad’s position points to the dynamics of subject didactics by analyzing communication as a basic aspect. Krogh’s proposal is discussed in some detail and it is argued that a reflection paradigm does not live up to the criterion providedby Nielsen that a didactic paradigm must refer to a naturalistic phenomenon to be applicable for selection of content, at least in the interpretation of Nielsen that underlies this article.A possible utilitarian didactical paradigm, already indicated by Krogh as a historical paradigm prominent in our time, is also discussed. It is suggested that reflection could be seen as a normative response to the utilitarian paradigm, and not as a paradigm in its own right. It is concluded that reflection must be understood as an overarching cultural phenomenon and a very important qualification of all Nielsen’s paradigms, and also a possible utilitarian paradigm, because it has the potential to add dynamic elements to the more or less static didactic paradigms. Thus the semiotic analysis may be said to qualify the phenomenological analysis. In this sense, the phenomenological and the semiotic analysis can be linked.<br/
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