Search

This paper presents an insight into two Farsi complementary language classrooms in Copenhagen, Denmark, characterised by political sensitivities. We illustrate a number of characteristic features of the classrooms concerning language use, pedagogical methods and cultural phenomena, which were related to key adults' preferences, and we consider possible interpretations of them as indexical signs. In particular, we emphasise ideological interpretations (e.g. the monolingualism norm and language purism) and we relate the classroom characteristics to the contemporary state of Iran as well as to the time and place in which the classes occurred. We analyse both explicit metapragmatic messages and implicit ways of indicating ideologies, and see both types as characterised by avoidance of particular referents, that is, by unmentionables. [ABSTRACT FROM AUTHOR]

Algorithmic practices are becoming increasingly more central within educational governance. By focusing on the mechanisms of a particular algorithmic testing system in Denmark, this paper highlights how such practices are implicated in the emergence of new accountability infrastructures. It adopts an STS approach drawing specifically upon Michel Callon's concepts framing, overflowing, and re-framing. The paper examines how algorithmic adaptivity has become central in the framing of the Danish national test and traces the ways in which students, teachers, and schools respond to such proceduralized interactions. While algorithmic adaptivity was introduced as a way of providing students with an equal test experience, it also inscribes student adaptability into test practices, generating new student affectivities and teacher responsibilities in the process. The paper argues that this is a matter of adapting to the test and highlights how the mundane practices of testing situations also become a subject of governance. [ABSTRACT FROM AUTHOR]

This paper is dedicated to the research presented at the 26th Nordic Congress of Gerontology in Odense, Denmark, in June 2022, which was organized by the Danish Gerontological Society and the Danish Society for Geriatrics. The overall topics of the congress were change and continuity. Participants were invited to explore questions on change and continuity from the perspective of ageing and later life within the following congress themes: digitisation and technology; housing, generations and mobility; lifestyle, engagement and transition; education and competences in ageing societies; morbidity, medical treatment and ageing processes; and a good life and a good death. Life is about change and continuity. We experience ourselves and our surroundings differently throughout our lives. For most people, later life is characterized by major transitions, moving towards frailty and multiple losses. But it may also be a part of life with more time to engage in preferred activities, explore new possibilities, and to cope and come to terms with new challenges. The COVID-19 pandemic proved to be a challenge to the world beyond imagination, particularly for frail and vulnerable people and societies. However, it also provided valuable new insights and reminded us of the values in life. We, therefore, also welcomed presentations and discussions on societal perspectives such as citizen perspective, ethnicity, inequality, sustainability and ecology, the pandemic and lockdown. We thank the organizers, scientific committees and all participants for a great congress with high-quality presentations and discussions. [ABSTRACT FROM AUTHOR]

This paper explores "the peopling of Europe through data practices" in relation to standardized testing of students in Denmark. Programme for International Student Assessment (PISA) is a central component of Danish and European education infrastructures. In Denmark, mediocre PISA results spurred the introduction of national testing. With inspiration from Michel Foucault's notion of biopolitics, this paper analyzes how complementary Danish national test assessment scales make up population objects and student subjects and how these scales are aligned with European and transnational standards. A norm scale, standardized against the European Credit Transfer System (ECTS) grading scale, enacts a population whose performance can be tracked over time. A criteria scale introduces categories describing skills and enacts a moving student subject whose progression can be tracked. This paper argues that the three assessment scales enact the student population as bound to the nation and as simultaneously constituted in relation to transnational European categories and imaginaries of competition. As part of this, this paper discusses how the national test and PISA are used to single out students of non-European background, anticipated to be low PISA achievers and nonparticipants in a European knowledge economy. [ABSTRACT FROM AUTHOR]

Being in nature and doing nature-based activities has been shown to reduce stress-related illnesses such as trauma and post-traumatic stress disorders. In 2016, the crisis shelter Danner in Denmark decided to implement a programme based on the therapeutic use of nature as a recovery method for their residents: women and children exposed to domestic violence. This was done in collaboration with the research group of University of Copenhagen. This paper describes the objectives of the project, the development of an educational programme and the implementation of nature-based therapy. The Danish model for qualifications in education developed by the Danish Ministry of Education was the overall structural framework for the programme. The education programme contained four overall elements: (1) a theoretical part on the nature–health relationship; (2) performance and development of practical nature activities in collaboration with staff; (3) case stories about the challenges of implementing nature-based therapy for the residents in the crisis shelter; and (4) the implementation phase of nature-based therapy at Danner. Developing qualifications related to the use of nature-activities and the use of nature-environment might be useful for social workers and strengthen their competences in their work with battered women and children. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses the background and published works of Danish radiologist Christian Ingerslev Baastrup.

Purpose – The paper aims to report on a Danish Web 2.0 user training project from 2009. Besides, reporting the main results of the project, the paper discusses some broader perspectives concerning social media in library context. Many public and academic libraries worldwide have, inspired by the American “23 Things” Web 2.0 training program, been involved in training and educating both of their internal staff and of their users. The key questions are: whether concepts like “23 Things” and the like are likely to contribute to solving the problems of the computer illiterate segments of the population and whether Web 2.0, Twitter, Facebook, Flickr and the like represent subjects which should be legitimately taught as part of professional public and academic library activities. Design/methodology/approach – Based on systematic evaluation of public library-based social media courses, inspired by the “29 Things” concept, targeted at users. Findings – The article points out that it is questionable whether the “23 Things” project, as based on principles of self-directed learning, ownership for one’s own learning and similar popular notions, which fit very well into the taste and preferences of computer literate middle-class individuals, will also work among computer illiterate citizens. Concerning the second key question, the article points out that only a few critical opinions are against social media in libraries and that the presence of social media is legitimized through different reasons, including marketing, learning and higher-order purposes. Originality/value – The findings of the Danish public library social media courses in 2009 have not been reported before. [ABSTRACT FROM AUTHOR]

While research on youthful drinking is extensive, the literature has been geographically skewed towards urban settings. As a potential corrective to this, our focus in this paper is on youthful drinking in rural Denmark. Based on 22 in-depth interviews with young drinkers, this paper explores the drinking practices of rural youth. More specifically, drawing on Antonsich's [2010. "Searching for belonging–an analytical framework." Geography Compass 4 (6): 644–659] notion of place-belongingness, we examine how sentiments of belonging relate to locally embedded drinking practices. We highlight the extent to which rural drinking places are characterized by the participation of young men, whose educational and professional aims are predominantly tied to the local community and activities within it. In so doing, we show that these contexts are primarily associated with 'drinking a single', as opposed to drinking to intoxication like their urban peers. We argue further that these 'lighter' but frequent forms of alcohol use, which we term 'congenial drinking', are related to accomplishments of place-belongingness and stand out as a gendered, classed and place-bound phenomenon. [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the paper is to discuss recent trends related to tendencies in education policy and education worldwide. Neoliberal education policy as a coherent cross-national education policy set by the Organisation for Economic Co-operation and Development (OECD) standards, Program for International Student Assessment (PISA) tests, and other transnational educational comparisons influencing traditional national education policy, has been evident for many years., This tendency has been prevalent in Denmark and the United States for years as well. A range of prominent educational philosophers and educators have challenged these trends, pointing to the fact that the unintended implications have been a narrowing of curriculum to focus on teaching to the test activities and resulting in a decline in critical thinking among students. Many educators and educational philosophers have joined the critique towards recent transnational education policy. In reference to ongoing and intense discussions, the aim of this paper is to discuss and rethink new approaches. Based on revisiting educational ideas of educational thinkers such as Dewey, Klafki, and Biesta, the authors and others, attempt to develop a notion of a more balanced education system, named "the ecological approach". An ecological approach in education and teacher education focuses on uniqueness, integrity, resilience, and personal development of students in combination with a skill-focused training of the student as a whole person. [ABSTRACT FROM AUTHOR]

The number of outlaw bikers is growing globally. Despite this, little research exists on these groups and their alleged violent tendencies. To address this, the current paper uses unique data to examine whether gang violence causes outlaw biker violence. The period examined runs from mid-2008 until early 2012 during which violent clashes occurred between outlaw bikers and street gang members involved in an alleged conflict in Copenhagen, Denmark. A precise description of each individual act of violence would make it possible to identify whether specific acts were carried out in furtherance of the alleged conflict. This would allow one to determine whether outlaw bikers commit violence on behalf of their club. However, such knowledge is unavailable. The paper therefore takes a different approach by examining whether acts of violence committed by the two groups are statistically associated. In other words, it considers whether one or more acts can be described as retaliatory during the observation periods. The sample consists of 640 individuals involved with the Hells Angels Motorcycle Club or with non-biker street gangs–both of which are present in Copenhagen. Statistical models are used to predict 143 violent events committed by 196 outlaw bikers. The results suggest that violence committed by gang members predicts violence committed by outlaw bikers. This indicates that violent acts committed by outlaw bikers are at least partly a form of retaliation carried out on behalf of their club. The paper expands the literature on the kinds of inter-group, micro-level processes that can lead to reciprocal violence by including outlaw bikers in a literature that has previously focused on non-biker street gangs. [ABSTRACT FROM AUTHOR]

In 2014, the Danish Government implemented an active labour market reform directed at unemployed young adults under 30 years of age with low educational qualifications. The reform replaced the (unemployment) cash benefits with a lower education benefit for many of the unemployed aged under 30 and obliged the low-skilled in this group to enrol in a regular general or vocational (VET) education program. This paper exploits the sharp discontinuity that occurs at age 30 to estimate the joint effect of higher benefits and the cessation of educational obligations on the share receiving cash benefits and the share enrolled in education. We estimate the effects by applying a regression discontinuity design. We report results for the group of low educated young adults and for subgroups facing different economic incentives. The results establish that reaching age 30 creates an incentive to apply for cash benefits, and we find strong evidence that a significant increase in the share of cash benefit recipients relates to a corresponding reduction in the share of young adults enrolled in education. When including subgroups the size of the effect increases, and the results demonstrate that the effects are strongest among previous education benefit recipients. This indicates that the results are mainly driven mainly by individuals reverting to cash benefits., Competing Interests: The authors have declared that no competing interests exist.

Introduction: The universal right to education for people with disabilities has been highlighted by the Universal Declaration on Human Rights and the Convention on the Rights of Persons with Disabilities. In this paper, we mapped policies addressing the right to education and special education needs of autistic children in Denmark, Sweden, and Finland ., Methods: A policy path analysis was carried out using a scoping review as an underlying framework for data gathering. Policy mapping was performed independently by both lead authors to increase reliability., Results and Discussion: The values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities have been closely translated into the respective education systems of the countries under study, offering special education needs services and support in mainstream education with the aim of including as many children into mainstream education as possible. Even though the education systems are comparable, the approaches between the countries under study are slightly different. Denmark and Sweden have passed several policies specifically geared towards special education needs, while Finland incorporates this more in general education policy., Conclusion: All countries under study have incorporated the values of the Universal Declaration of Human Rights and the Convention on the Rights of Persons with Disabilities in their respective education systems while emphasising the need to include as many children in the mainstream system as possible., Competing Interests: Competing interestsThere are no competing interests between the collaborating authors in this study., (© The Author(s). 2019.)

Purpose The purpose of this paper is to examine any unanticipated effects of an educational intervention among newly arrived adult immigrants attending a language school in Denmark.Design/methodology/approach A qualitative case study was conducted including interviews with nine informants, observations of two complete intervention courses and an analysis of the official intervention documents.Findings This case study exemplifies how the basic normative assumptions behind an immigrant-oriented intervention and the intrinsic power relations therein may be challenged and negotiated by the participants. In particular, the assumed (power) relations inherent in immigrant-oriented educational health interventions, in which immigrants are in a novice position, are challenged, as the immigrants are experienced adults (and parents) in regard to healthcare. The paper proposes that such unexpected conditions for the implementation – different from the assumed conditions – not only challenge the implementation of the intervention but also potentially produce unanticipated yet valuable effects.Research limitations/implications Newly arrived immigrants represent a hugely diverse and heterogeneous group of people with differing values and belief systems regarding health and healthcare. A more detailed study is necessary to fully understand their health seeking behaviours in the Danish context.Originality/value Offering newly arrived immigrants a course on health and the healthcare system as part of the mandatory language courses is a new and underexplored means of providing and improving newly arrived immigrants knowledge and use of the Danish healthcare system. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) and virtual reality (VR) provide new experiences in the digital and simulation worlds. While they are intended to stimulate users' perception and senses in general, the two differ significantly. This study aimed to seek and analyze international publications on the trends, similarities, differences, advantages, and disadvantages of AR and VR for learning over the period 2001-2021. In this study, bibliometric analysis using VOSViewer with the help of MS Excel was utilized to visualize metadata obtained from Scopus. Publish or Perish software supported the data collection of this study, which included retrieving and analyzing academic citations. The findings show that the AR/VR has trend continued to rise over the years. The results showed that Denmark and India (based on country bibliographic pairs), Journal of Physics Conference Series (based on journal bibliographic pairs), Y. Zhou publications (2018) (based on bibliographic pairs of publications), and Archana M. (India) with Lars K. (Denmark) (based on author bibliographic pairs) have become the most influential in the field of augmented reality and virtual reality for learning. AR and VR are two technologies changing how people use screens, thus creating new and exciting interactive experiences. In the future, it is expected that further research related to AR/VR and even Mixed Reality (MR) will continue to develop along with technological advancement. However, pedagogical competence remains an essential key to learning. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explore different kinds of authenticity in four health courses for adolescents. In school-based approaches to health education it is often difficult to present health in ways that make sense and appeal to adolescents. Authenticity, as a health-pedagogical concept which focuses on the quality or condition of being believable, trustworthy or genuine, has the potential of providing an analytical framework as well as practical recommendations for this challenge. Design/methodology/approach -- This was a qualitative study based on 23 group interviews with a total of 114 adolescents and 12 individual interviews with their teachers. The data were iteratively analyzed and categorized using guidelines for content analysis. The study used a theoretical construct focusing on participation, knowledge and health identity, as each of these three elements affects aspects of authenticity when applied to a health education context. Findings -- The analysis revealed four interdependent categories of authenticity: first, authentic connections/relations; second, authentic instructors; third, authentic themes; and fourth, authentic methods/activities. In each of the four categories the paper presents analytical tools for researchers and practical recommendations for health education professionals. Originality/value -- The paper presents a new and innovative model with four categories of authenticity that provide health practitioners with important knowledge about why and how health education might wish to focus on authenticity in order to provide conditions that create a significant health educating effect for all adolescents, not just for the ones who are already healthy. [ABSTRACT FROM AUTHOR]

This paper provides an account of young people's experiences of and perspectives on help and support in drug reducing interventions. It is based on interviews with young people age 14–25 who were in contact with the Criminal Justice System (CJS) and, at the same time, participated in a drug reducing intervention. The interview data forms part of the EU funded EPPIC project. Two main themes emerged from the young peoples' accounts that cut across different types of interventions and social systems in both countries. The first revolves around the 'system' of welfare, criminal justice, health and educational services and the barriers young people encountered in navigating the system to find help. The second revolves around the young people's experiences with professionals, including what they appreciated and what they found problematic in professionals' approach to them. Basing our analysis on data from two different countries, we are able to emphasize similarities in the young peoples' perspectives, despite being enrolled in different drug reducing and CJS interventions. The insights gained indicate a need for systems and service changes that can facilitate a better balance between building individual resilience and providing appropriate, timely and adequate support within a 'resilience-building' environment. [ABSTRACT FROM AUTHOR]

From ancient times to the present day, education is a most important factor in the development of humanity. For that reason, a large number of countries invest all available resources in research and improvement of education systems. However, the improvement of education system of a country is not an easy task, and its experts are faced with an extremely important and extensive task. It is especially difficult to implement ideas and methods that have never been implemented before. Putting the idea into action often requires different resources, without necessary guarantee of success. That is why a large number of countries decide to initiate cooperation with other countries in the world, with the aspiration to implement an exchange of knowledge and experiences among experts employed in various education systems, different kinds of analyses of education systems are often created as a result of such meetings and exchanges, which include one or more countries in the world. This way of exchange contributes to a better understanding of the education system of the country, but also to recognizing advantages and disadvantages of different education systems, and finding ways to improve them, as well as space to implement desired components of another country’s system. Precisely for these reasons, the aim of the paper is to consider and analyze education system of the Kingdom of Denmark with special reference to systems of preschool, primary, secondary, and higher education. [ABSTRACT FROM AUTHOR]

The literature on higher education policy points to changes in the dominant discourse over the years. In particular, the ascendance of a discourse marked by concepts of new public management, using language inspired by neoclassical economic theory which characterizes education as a marketplace where students are customers, has led scholars to critically question the foundations of modern higher education policy. This paper uses critical discourse analysis to trace the development of higher education policy discourse in Denmark from the late 1970s until today. The authors find that the discourse has moved from a pluralistic one embracing not only the economic benefits of education, but also emphasizing on democracy, citizenship, and equality, towards a predominantly economic one, focused squarely on notions of globalization and competitiveness in a knowledge society. [ABSTRACT FROM AUTHOR]

The article discusses various papers published in this issue including one by Theodore Breton on the economic aspect of education, one by Stephen Machin, Sandra McNally and Gill Wyness on taxation and one by Vibeke Jensen on reforms in the Danish school sytem.

Although there is some evidence of declining intergenerational mobility in wealthy countries, the sources of these changes are not well understood. This paper examines the changes in intergenerational mobility in Denmark, which has one of the highest levels of intergenerational mobility in the world. We show that mobility has been declining for both men and women since the late 1950s across the most recent cohorts who are now old enough to measure permanent adult income, and that these changes were concentrated among children born into the middle three-fifths of the income distribution. We examine the sources of this decline by testing hypotheses related to demographic processes, returns to education, and work experience. Our results highlight the importance of both parent and child work experience and family structure in the family of origin among both men and women as well as, to a lesser degree, marital status, assortative mating, and childbearing among women. Although education was an important driver of parent-child income rank associations (IRA) in each cohort, it played little role in accounting for increases in those associations across cohorts. [ABSTRACT FROM AUTHOR]

This paper seeks to analyse the relationship between wages and education at a European level, using a quantile regression in order to be able to extend the study along the whole wage distribution. This analysis is carried out for a sample of 14 European countries (Austria, Belgium, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, the Netherlands, Portugal, Spain and the United Kingdom), using the European Community Household Panel data-set. The paper aims to investigate whether the relationship between wages and education at European level is homogeneous and stable through time by running regressions for average and current (log)wages. Policy implications are derived. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Inequity in healthcare utilisation refers to differences between groups that remain after adjustment for need for health care. To our knowledge, no previous studies have aimed to assess social inequity in chiropractic utilisation in a general population. Therefore, the objective of this study was to evaluate social inequity in chiropractic utilisation in the general Danish population adjusted for health status as a proxy of need for chiropractic care. Methods: A population-based repeated cross-sectional study design was used based on the Danish National Health Survey in 2010 and 2017. Overall, we included 288,099 individuals aged 30 years or older in 2010 or 2017. For each individual, information on chiropractic utilisation, socioeconomic status, and health status as a proxy of need for chiropractic care was retrieved from nationwide registers using the unique personal identification number. Measures of health status included demographics, poor self-rated physical health, activity limitations, musculoskeletal pain, number of musculoskeletal conditions, and number of chronic diseases. We investigated social inequity in chiropractic utilisation (yes, no) using logistic regression adjusted for health status, stratified by sex and year. Three characteristics of socioeconomic status (educational level, employment status and income) were investigated. To further quantify the degree of social inequity in chiropractic utilisation, we estimated the concentration index of inequity for each of the three characteristics of socioeconomic status. Results: We found significantly higher odds of chiropractic utilisation among individuals with short or medium/long education compared with individuals with elementary education, and among employed individuals compared with individuals who were unemployed, receiving disability pension or retired. Furthermore, the odds of chiropractic utilisation increased with higher income. The concentration index indicated social inequity in chiropractic utilisation in favour of individuals with higher socioeconomic status, with income and employment status contributing more to inequity than educational level. Conclusion: The study demonstrated social inequity in chiropractic utilisation in Denmark beyond differences in health status as a proxy of need for chiropractic care in the general population. The results suggest that new strategies are required if equal treatment for equal need is the goal. [ABSTRACT FROM AUTHOR]

Background: The Good Life with osteoArthritis: Denmark (GLA:D™), an evidence-based education and exercise program designed for conservative management of knee and hip osteoarthritis (OA), has been shown to benefit participants by reducing pain, improving function, and quality of life. Standardized reporting in the GLA:D databases enabled the measurement of self-reported and performance-based outcomes. There is a paucity of qualitative research on the participants' perceptions of this program, and it is important to understand whether participants' perceptions of the benefits of the program align with reported quantitative findings. Methods: We conducted semi-structured telephone interviews with individuals who participated in the GLA:D program from January 2017 to December 2018 in Alberta, Canada. Data were analyzed using an interpretive description approach and thematic analysis to identify emergent themes and sub-themes associated with participants perceived benefits of the GLA:D program. We analyzed the data using NVivo Pro software. Member checking and bracketing were used to ensure the rigour of the analysis. Results: 30 participants were interviewed (70% female, 57% rural, 73% knee OA). Most participants felt the program positively benefited them. Two themes emerged from the analysis: wellness and self-efficacy. Participants felt the program benefited their wellness, particularly with regard to pain relief, and improvements in mobility, strength, and overall well-being. Participants felt the program benefited them by promoting a sense of self-efficacy through improving the confidence to perform exercise and routine activities, as well as awareness, and motivation to manage their OA symptoms. Twenty percent of participants felt no benefits from the program due to experiencing increased pain and feeling their OA was too severe to participate. Discussion: The GLA:D program was viewed as beneficial to most participants, this study also identified factors (e.g., severe OA, extreme pain) as to why some participants did not experience meaningful improvements. Early intervention with the GLA:D program prior to individuals experiencing severe OA could help increase the number of participants who experience benefits from their participation. Conclusion: As the GLA:D program expands across jurisdictions, providers of the program may consider recruitment earlier in disease progression and targeting those with mild and moderate OA. [ABSTRACT FROM AUTHOR]

This paper reports from a case study of a ‘talent class’, a special development programme for talented pupils, established in a Danish municipality. It analyses student backgrounds and motives for joining this talent class programme, which is seen in relation to ordinary schooling in Denmark. Drawing on Bourdieu, the paper links social background resources and success in school via the concepts of habitus and capital; it views talent as the product of an investment of time and cultural capital, which is easily accumulated by children of resourceful families. Based on the analysis and its discussion of school talent, the paper proposes a typology of talented students, encompassing the distinguished, the quiet, the versatile and the industrious students. For each type of talent, a student narrative illustrates the link between social backgrounds and student approaches and understandings of their own talents. [ABSTRACT FROM PUBLISHER]

In this paper we present a matrix-organised implementation of an experimental course in the history of the concept of a function. The course was implemented in a Danish high school. One of the aims was to bridge history of mathematics with the teaching and learning of mathematics. The course was designed using the theoretical frameworks of a multiple perspective approach to history, Sfard's theory of thinking as communicating, and theories from mathematics education about concept image, concept definition and concept formation. It will be explained how history and extracts of original sources by Euler from 1748 and Dirichlet from 1837 were used to (1) reveal students' meta-discursive rules in mathematics and make them objects of students' reflections, (2) support students' learning of the concept of a function, and (3) develop students' historical awareness. The results show that it is possible to diagnose (some) of students' meta-discursive rules, that some of the students acted according to meta-discursive rules that coincide with Euler's from the 1700s, and that reading a part of a text by Dirichlet from 1837 created obstacles for the students that can be referenced to differences in meta-discursive rules. The experiment revealed that many of the students have a concept image that was in accordance with Euler's rather than with our modern concept definition and that they have process oriented thinking about functions. The students' historical awareness was developed through the course with respect to actors' influence on the formation of mathematical concepts and the notions of internal and external driving forces in the historical development of mathematics. [ABSTRACT FROM AUTHOR]

The present paper addresses the phenomenon of student dropout from vocational education in Denmark. It does so by addressing the need to critically discuss the term ‘drop-out’ taking the perspective of students’ own reflections on the topic. The empirical findings indicate that dropout is considered in terms of two very different, but intersecting broad explanations voiced by students themselves: (1) as something created in educational institutions in various situations, such as when teachers spend more time and resources on the more affluent, quick-witted and clever students or when there is a lack of trainee places and (2) an act resulting from individual initiative and or a lack of perseverance. Secondly, and as a result of analysing the possible interplay between and differences related to the above two broad explanations, the empirical material reveals alternatives to the dropout concept in order to create a potentially creative resource for educational institutions concerned with learning and change. The merits of these different empirical findings are discussed, in relation to strategies for dropout prevention in vocational education. The empirical aspect of the paper consists of 106 interviews with students in eight different basic vocational educational courses in Denmark. [ABSTRACT FROM PUBLISHER]

Background: Several studies have revealed widening of inequalities in life expectancy, but little is known about the recent changes in health expectancy nationally and between socioeconomic groups. This study examines dynamics of national and education-specific life expectancy and health expectancies at age 50 years in Denmark from 2004/2007 to 2015. Methods: Nationwide register data on education and mortality were linked and combined with Danish health data from the Survey of Health, Ageing and Retirement in Europe and changes in life expectancy and three health expectancy indicators were estimated by Sullivan's method. Results: From 2004 to 2015, national life expectancy at age 50 years increased by 2.4 years for men and 2.1 years for women. Simultaneously, after an initial rapid improvement from 2004 to 2007, the pace of progress in health expectancy decreased. From 2007 to 2015, the difference in life expectancy at age 50 years between men with long and short education increased from 4.3 to 5.0 years. For women, the corresponding increase in the life expectancy gap was less pronounced from 3.5 to 3.8 years. The educational gap in lifetime without long-term illness decreased from 4.6 years to 3.1 years for men and from 6.1 years to 4.6 years for women. On the contrary, the educational gap increased for lifetime without activity limitations and in self-rated good health. Conclusions: Previously observed improvements in health expectancy in Denmark slowed down despite continuing progress in life expectancy. This worrying change coincides with persistent educational inequalities in life expectancy and health expectancy and is a challenge to a sustainable social and health development in the future. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore current patterns of transition from education to work in the Dual System of VET in Denmark. First it will explore some of the significant changes that have taken place in the transition process. Then it will discuss two dimensions of the role of vocations and occupations in the transition process. One dimension is to connect the educational system with the employment system. The other is to offer imagined future identities for young people entering vocational education. The last part of the paper will present some findings from two research projects on the role and meaning of vocations in the transition from education to work in the Danish dual system. One surprising result is that graduates from the VET system have a very high mobility in the labour market even though the programmes provide mainly specific qualifications. [ABSTRACT FROM AUTHOR]

In recent years, therapeutic techniques have played an increasingly significant role in Danish educational thinking. One way in which this therapeutic thinking discloses itself is in the ever-growing use of educational-therapeutic games as part of the educational practice. Inspired by Foucault, we argue that educational-therapeutic games can be understood as a kind of confessional practice that introduces a pastoral power relationship between pupils and teachers. This paper offers an empirically based analysis of one of the frequently used therapeutic-educational games in Denmark, called 'The Good Chair'. In general, the technique of 'The Good Chair' establishes a type of interaction that is characterized by a sense of togetherness, intimacy, and an instrumentality-problem orientation. The structure and regulation of the game cast the child as a psychological being by uncovering the child's true inner nature. [ABSTRACT FROM AUTHOR]

This paper introduces the concept of creative dexterity within the choreographic process and explores how contemporary dance conservatories are seeking to foster performers' skills in choreographic collaboration. Through investigating the institutional strategies of the London Contemporary Dance School, the Rambert School of Ballet and Contemporary Dance, the Danish National School of Contemporary Dance and the New Zealand School of Dance, we examine how and why a dancer's ability to flexibly adapt to different choreographic contexts is being sustained as a pedagogic goal within these conservatories. This has involved reviewing the curricula of these institutes and interviewing key institutional decision makers. In acknowledging the highly competitive market for dance graduates and the ever-shifting demands of a career in dance, it would appear these institutes are seeking to design their curricula to support the creative dexterity of their graduates. Through the identification of creative dexterity as a valued graduate attribute, and the locating of it within each curriculum, this paper provides a theoretical platform from which future research might examine the efficacy of such curricula designs. [ABSTRACT FROM AUTHOR]

Comparative education acknowledges that a country's educational system and its culture are deeply rooted in and strongly influence each other, so that educational borrowing will have a farreaching effect on all aspects of the society. Yet little has been discussed about the difficulty of educational borrowing and what factors should be considered in analyzing the feasibility of educational borrowing. This paper, through a careful description of the vastly different Chinese and Danish educational systems, processes, outcomes, and their national contexts, highlights the relationship between education and society and finds that mutual learning happened unconsciously in the two nations as part of the globalization trend, yet the results are mixed. Further analysis concludes that, the success of educational borrowing across borders is determined by not only the respective nations' comprehensive culture, but also their political traditions, economic development, even history and geography. Finally, the paper attempts to draw out lessons from the comparative study and give advice for the areas and practices of further educational borrowing between the two systems. [ABSTRACT FROM AUTHOR]

This paper is based on the author's experiences of interviewing seven men and seven women who graduated from a Danish high school in 1980, at a moment when the upper secondary system underwent a process of democratisation. She questioned the informants as to the role education has played in their lives, and as to the sense their choice of education makes to them. In addition to providing extensive narrative data about the experience of going through the educational system in the 1970s and 1980s, her interview process also raised two fundamental methodological issues. The first regards the relationship between the narrative and its historical context. The second relates to how narrated truths can be understood more as split and divided between the interviewee and the interviewer than as negotiated, as is frequently argued. In the paper it is suggested that these narratives act more as a testing ground for the development of interpretations and reflections about the early years of the so-called “educational explosion” that has taken place in Denmark from the 1960s until today than as ultimate truths. [ABSTRACT FROM AUTHOR]

The paper identifies a contradiction that exists amongst Danish child-care workers between care as a medium for children’s well-being and development and teaching as a medium for children’s learning. This contradiction is often expressed as care versus learning and day care/preschool versus school. This paper proposes that this is a false contradiction that can keep early childhood education in a romantic child-centered position. Instead, the paper identifies a unity of care, teaching, and upbringing as a starting point for children’s well-being, learning, development, and Bildung. Because the concept of care is often more related to practical rather than educational activities, the concept is defined through philosophical, psychological, and pedagogical dimensions. [ABSTRACT FROM AUTHOR]

This Paper raises the question whether or not a social and economic dimension exists (community and social involvement, career service intervention/assistance employer requirements, qualification building) within the Jobskills Training Programme in Northern Ireland. For many young school leavers it has undoubtedly assisted them in the transition from school to the world of work. In addition, many of the cohort study gained an accredited qualification for the first time. All of this, of course, has the aim of making them more employable within the labour market However, with the local economy becoming stronger and skills shortages rising quickly we have to ask what real contribution does a training intervention like jobskills really make. In order to determine the effectiveness and contribution to the local labour market, a comparison is made to the Danish vocational and education training model, which highlights significant fundamental differences. The Paper concludes by demonstrating the key policy differences and thus Presents a new vocational model for youth training in Northern Ireland. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to present a novel online video-based approach to supervision for statutory caseworkers. Caseworkers recorded a video of their meetings with their clients and sent the video to their supervisor. The supervisor selected clips in the video. They held an online meeting where they reviewed the clips, and the supervisor gave feedback and they reflected together. The caseworker then used what they had learnt in their future practice. The caseworker then recorded a new meeting, and the supervision cycle restarted.Design/methodology/approach In total, 11 statutory caseworkers from three municipalities in the Copenhagen area participated in semi-structured qualitative interviews. The interviews focused on the professional learning and challenges caseworkers faced in relation to participating in the supervision process.Findings The caseworkers reported that they used the method to assess their own practice in a more realistic way as the use of video gave a more accurate image than merely recalling what had occurred. They reflected about and developed their relationship with clients, their conversational style and use of communication techniques, skills in relation to running meetings, and skills in relation to eliciting the young person’s perspective. The caseworkers were anxious when they received their first feedback from supervisors, but this diminished. The focus on supporting clients in their personal development challenged caseworkers who identified as having an administrative rather than interventional role. Some found the online meeting technology difficult to master.Originality/value This study presents and explores the use of a novel approach to statutory casework supervision. [ABSTRACT FROM AUTHOR]

This paper examines the sources of differences in social mobility between the US and Denmark. Measured by income mobility, Denmark is a more mobile society, but not when measured by educational mobility. There are pronounced non-linearities in income and educational mobility in both countries. Greater Danish income mobility is largely a consequence of redistributional tax, transfer, and wage compression policies. While Danish social policies for children produce more favorable cognitive test scores for disadvantaged children, they do not translate into more favorable educational outcomes, partly because of disincentives to acquire education arising from the redistributional policies that increase income mobility. [ABSTRACT FROM AUTHOR]

Situated learning serves as an analytical framework for learning in a community of practice and has been widely used to understand the learning process that is entailed in becoming a nurse. Yet in this paper, the difficulties encountered with the original notion of situated learning once it is applied to contemporary Danish nursing education are introduced. One issue that has arisen is the analytical requirement for an educational program to be a homogeneous, singular, and social phenomenon thereby discounting the varied and different sites and materialities found within nursing education. By using the materiality of the hospital bed as an empirical example of the way materiality also shapes practices, an alternative understanding of situated participation can emerge. This approach allows different sites and materialities to be conceptualized as equally genuine parts of the situated leaning framework. I suggest the notion of multi-configured learning, which captures the heterogeneity and materiality encountered during ethnographic fieldwork at a Danish nursing school. [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: A good educational climate is essential for delivering high-quality training for medical trainees, professional development, and patient care. The aim of this study was to (1) validate the Dutch Residency Educational Climate Test (D-RECT) in a Danish setting and (2) describe and evaluate the educational climate among medical trainees. Methods: D-RECT was adopted in a three-step process: translation of D-RECT into Danish (DK-RECT), psychometric validation, and evaluation of educational climate. Trainees from 31 medical specialties at Copenhagen University Hospital – Rigshospitalet, Denmark were asked to complete an online survey in a cross-sectional study. Results: We performed a forward-backward translation from Dutch to Danish. Confirmatory factor analysis showed that DK-RECT was robust and valid. The reliability analysis showed that only seven trainees from one specialty were needed for a reliable result. With 304 trainees completing DK-RECT, the response rate was 68%. The subsequent analysis indicated a positive overall educational climate, with a median score of 4.0 (interquartile range (IQR): 3.0–5.0) on a five-point Likert scale. Analysis of the subscales showed that the subscale Feedback received the lowest ratings, while Supervision and Peer collaboration were evaluated highest. Conclusions: Psychometric validation of D-RECT in a Danish context demonstrated valid results on the educational climate in specialist training. DK-RECT can be used to evaluate the effectiveness of interventions in the future and can facilitate the conversation on the educational climate. [ABSTRACT FROM AUTHOR]

Preserving archaeological remains in situ is one of the main objectives of the Valletta Treaty, which was signed by the Dutch government in 1992. Subsequently, preservation in situ has become one of the pillars of archaeological heritage management in the Netherlands. Another objective of the Treaty is the promotion of heritage education and raising of public awareness for the protection and investigation of archaeological heritage. Until recently, this goal has received too little attention. The design and building of an underground visitor centre, DOMunder, raised an important question: How can we transform an archaeological monument into an asset for the community and at the same time ensure long-lasting preservation? Not many parallels exist, as most archaeological sites in urban environments are seen as a burden for development. Sites are generally either excavated or left in situ; in both cases the archaeology remains invisible and inaccessible to the public. In the case of DOMunder, the location in a wet sedimentary environment provided even more challenges. This paper focuses on a few of the many questions and problems that were raised before and during the building process and the (preliminary) answers and solutions. [ABSTRACT FROM AUTHOR]

This paper contributes to the class size literature by analysing whether short-run class size effects are constant across grade levels in compulsory school. Results are based on administrative data on all pupils enrolled in Danish public schools. Identification is based on a government-imposed class size cap that creates exogenous variation in class sizes. Significant (albeit modest) negative effects of class size increases are found for children at primary school levels. The effects on math achievement are statistically different across grade levels. Larger classes do not affect girls, non-Western immigrants and socioeconomically disadvantaged pupils more adversely than other pupils. [ABSTRACT FROM PUBLISHER]

This article considers two Scottish cases, in 1693 and 1711, in which legal opinions were obtained from professors in law faculties in the Netherlands. These are the only known examples of this phenomenon. As well as considering the contemporary citation of Dutch sources in Scottish pleadings, and the relevance of legal education particularly in Utrecht, the article considers why, in the context of the cases concerned, such appeals might have been made to the Dutch universities. These Dutch opinions are contrasted with the later tendency of Scottish lawyers to obtain opinions from English counsel in certain circumstances. The article ends with the text and translation of the 1711 opinion from Utrecht. [ABSTRACT FROM AUTHOR]

We propose computational empowerment as an approach and a Participatory Design (PD) response to challenges related to the emerging need for digital literacy in lower secondary education. Our approach extends the current focus on computational thinking to include a concern for how children and youth are empowered through constructive, analytical and critical engagement with technology. We argue that PD has the potential to drive a computational empowerment agenda in education by connecting political PD with contemporary visions for addressing a future digitised labour market and society. We provide a model for understanding and engaging with computational empowerment and report on the emergence of the computational empowerment agenda in a Danish context and how this agenda is reflected in the newly developed curriculum for a course on technology comprehension running on trial basis in 46 schools across Denmark. [ABSTRACT FROM AUTHOR]

The theoretical framework of this paper is inspired by governmentality studies in education. The key concepts are problematization, formatting technologies, and dispositive. The paper begins with an empirical study conducted in Denmark of forty-four files from educational psychologists and articles from journals concerning schools and education. The findings of the study conclude that students are problematized and excluded from the mainstream school on the basis of different problematizations of behavior. In the present period these problematizations demand that subjects become social, reflexive, and learning individuals. The "formatting technologies" are: the relationship between student and teacher, work with emotions, an appreciative approach to the student, structure of the class, and the diagnosis as the final technology. Through these problematizations and technologies, the paper argues that an "optimizing" dispositive, as a system of power, leads the problematizations and technologies. [ABSTRACT FROM AUTHOR]