The Experts below are selected from a list of 484893 Experts worldwide ranked by ideXlab platform
Järkestig Berggren Ulrika - One of the best experts on this subject based on the ideXlab platform.
-
Education is my passport : experiences of institutional obstacles among immigrant youth in the Swedish upper secondary Educational System
'Informa UK Limited', 2021Co-Authors: Berggren Jan, Torpsten Ann-christin, Järkestig Berggren UlrikaAbstract:In recent years, Educational Systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar Educational System is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national Educational System. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the Educational System works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school System
-
Education is my passport : experiences of institutional obstacles among immigrant youth in the Swedish upper secondary Educational System
'Informa UK Limited', 2020Co-Authors: Berggren Jan, Torpsten Ann-christin, Järkestig Berggren UlrikaAbstract:In recent years, Educational Systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar Educational System is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national Educational System. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the Educational System works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school System.Epub 2020Bibliografiskt granskad
Berggren Jan - One of the best experts on this subject based on the ideXlab platform.
-
Education is my passport : experiences of institutional obstacles among immigrant youth in the Swedish upper secondary Educational System
'Informa UK Limited', 2021Co-Authors: Berggren Jan, Torpsten Ann-christin, Järkestig Berggren UlrikaAbstract:In recent years, Educational Systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar Educational System is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national Educational System. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the Educational System works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school System
-
Education is my passport : experiences of institutional obstacles among immigrant youth in the Swedish upper secondary Educational System
'Informa UK Limited', 2020Co-Authors: Berggren Jan, Torpsten Ann-christin, Järkestig Berggren UlrikaAbstract:In recent years, Educational Systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar Educational System is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national Educational System. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the Educational System works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school System.Epub 2020Bibliografiskt granskad
Torpsten Ann-christin - One of the best experts on this subject based on the ideXlab platform.
-
Education is my passport : experiences of institutional obstacles among immigrant youth in the Swedish upper secondary Educational System
'Informa UK Limited', 2021Co-Authors: Berggren Jan, Torpsten Ann-christin, Järkestig Berggren UlrikaAbstract:In recent years, Educational Systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar Educational System is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national Educational System. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the Educational System works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school System
-
Education is my passport : experiences of institutional obstacles among immigrant youth in the Swedish upper secondary Educational System
'Informa UK Limited', 2020Co-Authors: Berggren Jan, Torpsten Ann-christin, Järkestig Berggren UlrikaAbstract:In recent years, Educational Systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar Educational System is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national Educational System. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the Educational System works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school System.Epub 2020Bibliografiskt granskad
Philip Hallinger - One of the best experts on this subject based on the ideXlab platform.
-
national contexts influencing principals time use and allocation economic development societal culture and Educational System
School Effectiveness and School Improvement, 2012Co-Authors: Moosung Lee, Philip HallingerAbstract:This study examines the impact of macro-context factors on the behavior of school principals. More specifically, the article illuminates how a nation's level of economic development, societal culture, and Educational System influence the amount of time principals devote to their job role and shape their allocation of time to instructional leadership, administration, and management of relationships with parents and community. The study employed a 2-level hierarchical linear model (HLM) to analyze data on 5,927 principals in 34 societies drawn from the Progress in International Reading Literacy Study (PIRLS) 2006. The results support the proposition that principal time use and allocation varies substantially across societies and that these patterns of behavior are influenced by economic, sociocultural and institutional features of their societies. The study contributes to a growing body of research that seeks to understand how the practice of school leadership is shaped by the organizational and cultural co...
-
national contexts influencing principals time use economic development societal culture and Educational System
2010Co-Authors: Moosung Lee, Philip HallingerAbstract:This study, as a first of its kind, examines relationships between principals’ time use and national contexts. Specifically, this paper explores cross-national variance in the amount of hours principals spend for their main duties and investigates how the amount of hours they spend is influenced by key national contexts—i.e. economic development, societal culture, and Educational System. Furthermore, this paper seeks to illuminate how the three national-level contexts influence principals’ time allocation for their major realms of responsibility such as curriculum/pedagogy development, administration, and relationships with parent/community when key organizational-level contexts are controlled for. For the current research, the Progress in International Reading Literacy Study (PIRLS) 2006 was used. The final analysis using a twolevel hierarchical linear model (HLM) included 5,297 principals from 34 societies. There were four major findings. First, there was substantial cross-nation variance in the amount of hours principals spend for their schools. More importantly, a substantive portion of variance in the amount of hours principal spend was explained by the level of economic development; the more developed societies are, the more hours principals spend for their schools. Second, the level of national economy was, however, negatively associated with principals’ time allocation for curriculum/pedagogy development. Third, national cultures influenced principals’ time allocation for curriculum and pedagogy development, and relationships with parent/community. Specifically, the more hierarchical societies are, the less time principals spend for curriculum/pedagogy development and relationships with parent/community. Finally, principals in highly standardized schooling Systems in terms of the presence of national exam, national textbooks, and national curriculum tended to spend less time for administrative duties than their counterparts in less standardized schooling Systems. Implications for research are briefly discussed.
Stavros Demetriadis - One of the best experts on this subject based on the ideXlab platform.
-
The design and the formative evaluation of an adaptive Educational System based on cognitive styles
Computers & Education, 2003Co-Authors: Evangelos Triantafillou, Andreas S. Pomportsis, Stavros DemetriadisAbstract:Adaptive Hypermedia Systems (AHS) can be developed to accommodate a variety of individual differences, including learning style and cognitive style. The current research is an attempt to examine some of the critical variables, which may be important in the design of an Adaptive Educational System (AES) based on student's cognitive style. Moreover, this paper describes the design issues that were considered for the development of the System that are reported in the relevant literature Throughout the development of the System, formative evaluation was an integral part of the design methodology. The results of the formative evaluation were used to improve our System in order to make the instruction more effective and efficient. Furthermore, the recommendations resulted from the formative evaluation could be seen as some points worth considering from designers of AHS.
