Scandinavian Journal of Educational Research

Svartvatn, Rune Ove; Telhaug, Alfred Oftedal

doi: 10.1080/0031383960400101pmid: N/A

Abstract In Trondheim, one of the larger Norwegian urban communities, recorded punishment were administered to about 5% of the students in four primary schools in the 1890s. The largest number of violations that the students committed were related to school work, and from the school's point of view they were regarded as behaviour that might generally be characterized as ‘sabotage’ of school work. From the beginning of the 1890s and until the middle of the 1920s there was a steady decline in the number of punishments, and the drop in the numbers must considered very large. The proportion had already sunk to under 1% before 1920. The decline may be explained in different ways.

Mannermaa, Mika

doi: 10.1080/0031383960400102pmid: N/A

Abstract This article deals with an application of evolutionary futures research to the description of the transitional period of the highly developed industrial societies. A hypothesis of the knowledge‐intensive society as a possible model of the future is presented. Also some results of a survey using delphi and cross‐impact techniques when describing the future development of societal and educational variables are presented. The empirical results of the survey indicate that some features of the knowledge‐intensive society are well on their way to becoming reality in the future. Increasing demand for higher competence levels of people in work‐life, internationalization and more demanding qualifications in general are examples of these features.

Englund, Tomas

doi: 10.1080/0031383960400103pmid: N/A

Abstract The article puts the question what has happened to the philosophical heritage in education as a science/educational research, as launched by the first professor of education in Sweden, Hammer in 1910? The various psychologically and sociologically inspired traditions that have dominated educational science at different times in Sweden are sketched and compared with current trends. An attempt is made to investigate what a philosophical dimension to socialization research could mean, why over a long period of time this dimension has not been on the agenda and has not been developed in educational research, and how this dimension could be revitalized. The intention is to present what can be viewed as some basic starting‐points for such a revitalization.

Rismark, Marit

doi: 10.1080/0031383960400104pmid: N/A

Abstract The role of language in elementary school classrooms is discussed, focusing on the likelihood of pupil success in teacher‐pupil discourse. This interchange is examined from the standpoint of critical theory; the advocated view is that general school success is rooted in the outcome of the teachers‐pupil discourse, and that favourable classroom participation varies according to what is favoured by the teacher. Critical factors discussed are how different backgrounds and experiences, most notably ethnicity and gender, can affect the likelihood of success during classroom discourse.

Linnakylä, Pirjo

doi: 10.1080/0031383960400105pmid: N/A

Abstract The article attempts to answer the questions of how Finnish students experience the quality of school life as a whole and how students’ well‐being and social interaction in the Finnish comprehensive school compare with some other countries on the basis of extensive international comparative data. First, the concept ‘quality of school life’ and the self‐assessment instrument are described. Second, the validity of the instrument is explored. Next, the results of the assessment are first discussed from the national and then from the international perspective, comparing the data collected as a sub‐survey of the IEA Study of Reading Literacy in March 1991. The Finnish school is contrasted with Nordic as well as with German and American schools. Finally, using multivariate analyses the various aspects of the quality of Finnish school life are related to each other, to some background variables and to variables describing school achievement and educational aspiration. The findings are discussed from the comparative perspective.