Pauses,routines, and registers in composing a text     

Gisbert Keseling  Arne Wrobel 《European Journal of Psychology of Education - EJPE》1991,6(2):127-134

This article argues that features of the writing process have to be analysed in relation to describable linguistic structures of the written text. Activities before writing, distributions of writing pauses, and the structure of think-aloud-protocols indicate that planning processes are determined by the writers knowledge of the grammatical system. The role of syntactical structures, text-patterns (registers) and the auditive component of pre-texts is analysed.  相似文献   

Institutional Leadership and Leeway – Important Elements in a National System of Quality Assurance and Accreditation: Experiences from a Pilot Study     

Askling  Berit  Lycke  Kirsten Hofgaard  Stave  Ola 《Tertiary Education and Management》2004,10(2):107-120

Experiences from the step-wiseimplementation of the Norwegian national systemfor quality assurance and accreditation providethe empirical base for discussing (1) thereadiness among higher education institutionsto take an active share in the national systemand (2) the potential of a national qualityassurance and accreditation system to fulfil adouble aim of controlling and enhancingquality. The findings indicate that akey element for a successful implementation ofthe new system is the institutions' ownunderstanding of the rationale behind thesystem. Internal evaluations, annual reportsand quantitative institutional basic data mustbe considered and also used by theinstitutional leaders and the academic staffmembers as ``tools' for meaningful internalquality work and not just looked upon asstrange elements requested from ``above'. Theinstitutions' quality work must be considered acrucial ``instrument' for strategic managementof the entire institution.  相似文献   

Preschool morphological training produces long-term improvements in reading comprehension     

Solveig-Alma Halaas Lyster  Arne Olav Lervåg  Charles Hulme 《Reading and writing》2016,29(6):1269-1288

We evaluated the effect of morphological awareness training delivered in preschool (8 months before school entry) on reading ability at the end of grade 1 and 5 years later (in Grade 6). In preschool, one group of children received morphological awareness training, while a second group received phonological awareness training. A control group followed the ordinary preschool curriculum. The comparison between each training condition and the control condition is quasi experimental, whereas the comparison between the morphological and phonological treatments is randomized at group level. In Grade 1 children in the morphological awareness training group had significantly higher scores than children in the control group on both word reading and text reading measures, but no differences were found between the experimental groups. In Grade 6 children in the morphological awareness training group had significantly higher scores compared with the control group on a latent measure of reading comprehension, whereas the children in the phonological awareness training group did not differ from the controls; although the experimental groups did not differ significantly from each other. The results suggest that early training in morphological awareness can have long-term effects on children’s literacy skills.  相似文献   

Understanding pupils' hiding techniques in physical education     

Idar Lyngstad  Per-Magnus Hagen  Ola Aune 《Sport, Education and Society》2016,21(8):1127-1143

Previous research shows that some pupils find physical education (PE) demanding and difficult. Some pupils use strategies to avoid participation in PE when it is demanding and difficult. The present study aims to illuminate and describe strategies used by pupils to avoid negative self-perception in difficult situations and activities in PE classes. This behavior, called hiding techniques, arises out of the need to protect self-perception and save academic or social face in the PE subject. Interviews and focus groups have been used with six PE teachers in Norwegian primary and lower secondary school to illuminate hiding techniques. Ten former pupils have also been interviewed about their experience of PE classes in primary/lower secondary school and upper secondary school for the same purpose. The results show that hiding techniques are experienced and practised in many different ways, and that there is a wide range of causes behind hiding techniques. Pupils' hiding techniques are categorized into main types, and the causes underlying the hiding techniques are summarized. This study provides insight into educational challenges that need to be highlighted to help all pupils in school, not just those who complete the PE subject without any real problems, to realize an important aim of the subject and to experience the joy of movement and lasting physical activity. It also highlights hiding techniques that are sophisticated, clever and deliberate actions pupils use to take control over the social setting in PE through the covert act of resistance rather than passively allowing the oppressive social setting to overpower them.  相似文献   

Transdisciplinary variation in engineering curricula. Problems and means for solutions     

Arne Jakobsen 《European Journal of Engineering Education》2007,32(3):295-301

An essential difficulty in solving practical problems that are not like the ones a student has solved before is discerning the core of the problem. It is claimed that discernment has to be trained by variation—by varying the context of the assignments in which students have to identify and grasp their “underlying form”. A decisive challenge in engineering education—and also medicine, veterinary and pharmacy—is that there are many and very different kinds of subjects students study, some with thoroughly scientific content, others centred on more practical knowledge. How to provide a coherent program keyed on discernment? Another challenge is what's required to apply theory to practice; i.e. theory needs to be restructured and often integrated with parts of other theories and with more practical knowledge before it can be applied in real-life problem solving. What we propose is to let the variation of assignments transcend subject borders. Give assignments in the same subject that vary in context, e.g. from theoretical and “closed” to practical and “open”. And give assignments in different subjects embodying the same concept, principle or method, thus training discernment and at the same time demonstrating relations between theoretical and more practical subjects.  相似文献   

Police bodies and police minds: professional learning through bodily practices of sport participation*     

Ola Lindberg  Cecilia Stenling 《Studies in Continuing Education》2017,39(3):371-387

The purpose of this paper is to contribute to the literature concerned with bodily perspectives on professional learning by reporting on a study of Swedish police officers’ sport participation as a form of occupational learning. The study seeks to answer how ideals of work practice and sport participation intersect, how professional learning is channelled through sport participation, and how such bodily practices might have excluding effects on professional participation. Using a practice theory framework, the Schatzkian concept of teleoaffective structure guides the analysis. Sixteen interviews were conducted with police officers who practice police sports. The analysis targeted symbolic manifestations of teleoaffectivity, and the findings indicate five overlapping ideals between sport and police practice. In addition, one police specific ideal was constructed. Based on these findings, we discuss how professionals learn by participation in practices not directly related to the work in question, and how such learning includes and excludes from participation.  相似文献   

Gender differences in educational attainment: the case of doctoral degrees in Norway     

Arne Mastekaasa 《British Journal of Sociology of Education》2005,26(3):375-394

Despite strong trends in most Western countries towards gender equality in educational attainments, men are still considerably more likely to obtain doctoral degrees. Using data comprising nearly all students graduating from Norwegian universities during 1981–1996, separate event history analyses are carried out of recruitment to and completion of doctoral studies. Multilevel models are used to take both differences among individuals and among educational fields into account. With regard to recruitment, a moderate gender difference is partly accounted for by men’s higher grades. Children have no impact for either gender. The remaining gender difference could be due to discrimination, but the fact that this difference is not larger in predominantly male fields is an argument against this. There is no overall gender difference in completion probabilities. Men, however, seem more likely to drop out of their studies in applied fields, probably due to attractive opportunities in the non‐academic labour market.  相似文献   

Reasoning about Representations: Effects of an Early Math Intervention     

Görel Sterner  Ulrika Wolff  Ola Helenius 《Scandinavian Journal of Educational Research》2020,64(5):782-800

ABSTRACT

The outcomes of a longitudinal randomized number sense intervention including pre-, post- and follow-up tests are reported. The intervention was conducted in Grade 0 when children were six years old. Using Concrete-Representational-Abstract principles, a structured explicit 10-week program focusing on numbers and collective reasoning about representations was conducted by the classroom teachers. In addition to their regular mathematics teaching, a trained control group received an equally structured and explicit intervention program but without the critical mathematics component. The children in the experimental group outperformed the children in the control group on number sense growth between the pre- and the post-test. There was also a sustained effect of the intervention nine months later when children were assessed in Grade 1.  相似文献   

Measuring student teachers’ practices and beliefs about teaching mathematics using the Rasch model     

Eivind Kaspersen  Birgit Pepin  Svein Arne Sikko 《International Journal of Research & Method in Education》2017,40(4):421-442

Several attempts have been made to measure and categorize beliefs and practices of mathematics teachers [Swan, M. 2006. “Designing and Using Research Instruments to Describe the Beliefs and Practices of Mathematics Teachers”. Research in Education 75 (1): 58–70]. One of the reasons for measuring both beliefs and practices is to characterize teachers in terms of the relationship between their beliefs and practices. However, the practice-instruments and the beliefs-instruments discussed in the literature are predominately based on differing constructs. Consequently, it is challenging to compare the relationship between beliefs and practices solely based on these instruments. As such, we argue that practice- and beliefs-instruments based on the same construct would be desirable when both beliefs and practices are at stake. This paper presents two Rasch-calibrated instruments that measure the level of teacher-centredness with respect to student teachers’ practices and beliefs about teaching mathematics. From a sample of 160 student teachers, 15 items have been established as being beneficial for measurement, both when the items are translated as practice items and when translated as beliefs items. By studying the invariance between both translations, we conclude that measures from both instruments can be directly compared.  相似文献   

Exploring ‘learning lives’: community,identity, literacy and meaning     

Ola Erstad  Øystein Gilje  Julian Sefton‐Green  Kristin Vasbø 《Literacy》2009,43(2):100-106

This article explores the term ‘learning lives’ by reporting on three research projects conducted by members of the Oslo‐based research group TransActions. By stressing the term ‘learning lives’ within a range of social ‘educational’ contexts, the article aims to look at learning within and across different learning sites exploring the positioning and repositioning of learner identity across these different ‘locations’. We emphasise how the individual learner relates to other people and objects, drawing on deeper trajectories or narratives of the self as it exists within and outside the immediate learning contexts. We pay attention to processes occurring between people which we find significant for the individual's identity, literacy and learning. By doing so we hope to make explicit the mobilisation of resources within and across specific contexts, in the ‘learning lives’ of Norwegian youngsters.  相似文献