The Bark River Chronicles: Stories from a Wisconsin Watershed

Review of: "The Bark River Chronicles: Stories From a Wisconsin Watershed," by Milton J. Bates

Valuing vulnerable children's voices in educational research.

© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group .This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.Changing views on childhood and children’s rights entail an increasing demand for listening to children's voices, even in research. All children are, in principle, seen as vulnerable participants in research, but our concern is the particularly vulnerable children. By listening to them, researchers increase the chances of contributing to the improvement of the children’s total situations based on their own experiences.  In this article, after discussing why vulnerable children should take part in research and exemplifying how they should do it, we consider advice for enabling particularly vulnerable students’ voices to be heard in research in ethically justifiable ways. Recommendations for considering vulnerable children’s participation in research are proposed. While children may be regarded particularly vulnerable for a range of reasons, we draw attention to the student group in regular classes identified as having special educational needs by referring to examples from a recent research project in Norwegian schools.publishedVersio

Being a mother of children with special needs during educational transitions: positioning when ‘fighting against a superpower’

Artikkelen er tilgjengelig fra og med 03.07.2021. / The article will be available from 03.07.2021. © 2020 Informa UK Limited, trading as Taylor & Francis GroupThe aim of this article is to study how mothers of children with special needs understand themselves in educational contexts. Using the analytical concepts of positional identities and figured worlds, we study the different positionings of mothers as their children transition between different school levels. Data were collected through recursive interviews conducted over one year as part of a small-scale study of mothers with a high level of education. The data used in this article were obtained from an informant’s reflections on her role as the mother of a child with special needs from the time he was in kindergarten to his final year in upper secondary school. Her case history illustrates how her positional identities in educational contexts were linked to mutual trust with the teachers and schools. The absence of trust had a significant impact on her ability to fully support her son’s schooling.acceptedVersio

Le rôle du niveau de maîtrise pour la représentation sémantique des prépositions spatiales en langue seconde

Cet article présente deux études qui visent à tracer le développement de représentations sémantiques pour les prépositions spatiales en français langue seconde chez des locuteurs de différents niveaux de maîtrise. La première élicite la production de prépositions spatiales pour des situations spatiales spécifiques, et la seconde, des jugements d’acceptabilité pour les mêmes situations. Les résultats indiquent une structuration de la représentation sémantique qui continue à travers les niveaux de maîtrise

Exploring the pedagogical potential of virtual reality simulations for pre-service teachers from a Vygotskyan perspective.

The article is also available here: https://www.digitalcultureandeducation.com/volume-13. All articles published by DCE are made immediately available worldwide under an open access license. This means: everyone has free and unlimited access to the full-text of all articles published by DCE; everyone is free to re-use the published material provided proper accreditation/citation of the original publication is given; authors are not charged for publication of any materials. We allow the authors to retain full copyright of their articlesThis paper discusses the pedagogical potential of a flipped classroom practice in which advanced virtual reality simulations are used to place pre-service teachers in work-related situations, such as a home-school collaboration. The paper applies a Vygotskyan perspective and discusses the simulation’s potential for contributing to pre-service teachers’ professional development. The article argues that, as understood through the lens of Vygotsky’s sociocultural approach to learning, virtual reality simulations may enhance pre-service teachers’ ability to learn through imitation, while also encouraging collaborative interaction and reflection. The aim in using virtual reality simulations in the flipped classroom is to counteract the reduction of pre-service teachers to passive interpreters and teachers to the providers of prescribed curriculums. We end the article by drawing attention to the potential limitations of the simulation when used as a flipped classroom practice.publishedVersio

The reception of Vygotsky in pedagogical literature for Norwegian teacher education

© The University of Lower Silesia owns the proprietary copyright to all materials published in the journal. Articles are made available on the basis of non-exclusive Creative Commons Attribution-NonCommercial-ShareAlike 3.0 licence.In this article, we study the reception of Vygotskian theory in pedagogical literature for Norwegian teacher education. The article analyzes three widely used textbooks for pre-service teachers in the five-year integrated master’s degree program, looking at how Vygotsky’s work is articulated and disseminated in the readings. Although Vygotsky’s ideas are an important frame of reference for the pedagogical thinking in the textbooks, the findings indicate that Vygotsky’s theory is presented in a fragmented way and is largely disconnected from the social and scientific context of its formation. The article argues that the tendency to interpret Vygotsky in a cultural and historical vacuum represents a concealed potential for making Vygotsky’s ideas applicable in the current educational debate.publishedVersio

The Use of Resistant Starch in Colorectal Cancer Prevention

With 108,000 new diagnoses each year, colorectal cancer (CRC) is the third most prevalent cancer amongst both genders. Diet, including fiber intake, is a significant factor relating to colorectal cancer risk. Resistant Starch (RS), a type of fiber, escapes normal digestion in the small intestine and is available for bacterial fermentation in the colon, producing short-chain fatty acids. This fermentation is hypothesized to benefit colonic epithelial tissues by inhibiting carcinogenesis in colorectal cells. However, it is not known how much or what type of RS is best for this prevention. Therefore, the purpose of this research project is to study the correlation between increasing the resistance of starch and reducing CRC lesions. This study uses rodent models to compare the effects of two experimental diets against a control starch: control starch (CS), resistant starch 2 (HA7), and RS5. CS is the least digestion-resistant, while RS5 has the highest resistance. We hypothesize that the diet with the highest amount of RS will have the greatest inhibition of colorectal cancer. The completion of this study will aid in the process of determining dietary methods of CRC prevention

Influence of Different Levels of Wheat in Concentrate Mixture on Responses of Lactating Dairy Cows

Dairy Scienc

Voldelige jenters opplevelse av skolen som arena for læring og sosialt samspill.

Denne artikkelen er publisert i Spesialpedagogikk. Utgivers nettsider finnes her: https://www.utdanningsnytt.no/spesialpedagogikk/Norsk: Kunnskapen om jenter med et volds- og aggresjonsproblem er langt mer sparsom enn tilsvarende vansker hos gutter. Denne studien utnytter data fra 9442 elever, hvorav 60 jenter og 254 gutter er definert til å ha voldelig atferd, for å undersøke hva som kjennetegner jenter som viser voldelig atferd. Resultatene viste blant annet at jenter med voldelig atferd trives dårligere, føler seg mer isolert og opplever sitt klassemiljø og relasjoner til medelever dårligere enn det gutter med voldelig atferd gjør. Resultatene og praktiske implikasjoner diskuteres i lys av relevant litteratur og tidligere forskning.English: Girls with violent behavior Knowledge about girls with violence and aggression problems is far sparser than the corresponding difficulties for boys. This study utilizes data from 9442 students, of which 60 girls and 254 boys are defined with violent behavior, in order to examine the characteristics of girls who show violent behavior. The results showed that girls with violent behavior enjoy school less, feel more isolated, and experience the class environment and relations with peers poorer than boys with violent behavior do. The results and practical implications are discussed in the light of relevant literature and previous research

Development of the concept of inclusion? An analysis of the Norwegian national curricula from 1997, 2006 and 2020

© 2022 Ann-Cathrin Faldet, Hege Knudsmoen & Kari Nes. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/BY/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.Etter Salamanca-erklæringen i 1994 om inkluderende opplæring er inkluderingsbegrepet – og tilstøtende begreper – flittig anvendt både globalt og nasjonalt. Det er likevel betydelig uklarhet om hva inkludering kan bety, samt hva det innebærer i skolen og i hele utdanningssystemet. På bakgrunn av dette undersøker vi de tre læreplanverkene for grunnskolen fra 1997, 2006 og 2020. Tidligere forskning og policydokumenter om inkludering ligger til grunn for studien, og vi har benyttet dokumentanalyse som metode. Funnene viser på den ene siden konsistens i de grunnleggende formuleringene om inkludering og likeverd, og på den andre siden spenninger og dilemmaer, blant annet en mulig dreining mot en skole med et snevrere kunnskapssyn. En slik dreining kan fungere ekskluderende for noen, kanskje spesielt for elever som er i sårbare situasjoner, en elevgruppe læreplanene sier relativt lite om. Samtidig vil kanskje LK20s økte vektlegging av skolens profesjonsfellesskap og av elevmedvirkning og demokrati, kunne ha et potensial til å styrke den inkluderende opplæringenAbstract: Following the Salamanca Declaration on inclusive education in 1994, the concept of inclusion—and adjacent concepts—is frequently used both globally and nationally. Nevertheless, there is considerable ambiguity concerning the meaning of inclusion and what this meaning entails in schools and in the entire education system. From this point of departure, we investigate the national curricula for primary and lower secondary schools from 1997, 2006 and 2020. Based on research literature and policy documents on inclusion, we have studied the curricula by using document analysis as a method. The findings show, on the one hand, consistency in the basic formulations on inclusion and equity, and, on the other hand, potential tensions and dilemmas, including a possible shift towards schooling with a narrower view of knowledge. This development may have exclusionary effects for some, such as students with disabilities or others who are in vulnerable situations; students who are rarely mentioned in the curricula. At the same time, the increased emphasis in LK20 on professional communities in schools and on student participation and democracy, could have the potential to strengthen inclusive education.publishedVersio