Task-oriented reading of multiple documents: online comprehension processes and offline products     

Øistein Anmarkrud  Matthew T. McCrudden  Ivar Bråten  Helge I. Strømsø 《Instructional Science》2013,41(5):873-894

We explored readers’ judgments of text relevance and strategy use while they read about a controversial scientific issue in multiple conflicting documents using a think-aloud methodology and had them write a short essay after reading. Participants were university-level students. There were three main findings. First, readers discriminated between more- and less-relevant information while they read. Second, the frequency with which they used strategies differed while they read more- and less-relevant information. Specifically, while they read more-relevant information, students were more likely to build connections between that information and information in other texts. Third, their judgments of more-relevant segments as relevant and their evaluation of less-relevant information while they read were related to the quality of students’ essays after they read. We discuss how the findings may contribute to the literature on task-oriented reading of multiple documents.  相似文献   

The Expectancy-Value Questionnaire in Physical Education: A Validation Study Among Norwegian Adolescents     

Ove Østerlie  Audhild Løhre  Gørill Haugan 《Scandinavian Journal of Educational Research》2013,57(6):869-883

One of the main aims of the school subject physical education (PE) is to promote a lifelong healthy lifestyle. The expectancy-value theory represents an essential theoretical perspective to examine and understand adolescents’ learning and motivation in PE. Based on this theory, the Expectancy-Value Questionnaire (EVQ) measures students’ expectancy-related beliefs and perceived task values related to a subject like PE. The aim of the present study was to examine the dimensionality, reliability, and construct validity of the Norwegian version of the EVQ among adolescents in PE. In total, 338 students from six schools completed the EVQ in their PE classes during the spring of 2016. Explorative and confirmatory factor analyses were conducted, suggesting the four-dimensional construct of the EVQ to be superior the two-factor-model. The EVQ measurement model of adolescents’ expectancy-related believes and subjective task values in PE demonstrated satisfying reliability and construct validity.  相似文献   

Determinants of Learning Outcome for Students at High School in Norway: A Constructivist Approach     

Gunnar Magne Økland 《Scandinavian Journal of Educational Research》2013,57(2):119-138

A vital part of student learning is the construction of mental structures encompassing categories believed to affect learning outcome. In this study we investigate this research question through the lenses of a constructivist approach. As the first study on our research question at high school in Norway, our empirical findings make up the main contribution of this study. The data were analyzed by a grounded theory methodology. The results identify 6 dimensions of determinants of learning outcome. The dimensions: student activity, work processes and motivation to learn are manifest of the latent dimension process of learning, while the second latent dimension learning content is manifested in the 3 dimensions: correction, information from teacher and putting into context.  相似文献   

Researching embodiment in movement contexts: a phenomenological approach     

Øyvind F. Standal  Gunn Engelsrud 《Sport, Education and Society》2013,18(2):154-166

This article takes a phenomenological approach to understanding embodiment in relation to teaching and learning taking place in movement contexts. Recently a number of studies have pointed to the potential that phenomenology has to understand the meanings and experiences of moving subjects. By presenting two examples of our own work on embodied learning, and discussing these in light of a distinction between phenomenology as philosophy and as methodological orientation, our aim is to move beyond the recent celebration of the potential of phenomenology, and show concretely and practically how phenomenological approaches to embodiment can be performed. We hold that it is necessary to give the notion of embodiment a form, content and substance, which is informed by empirical work.  相似文献   

THE EDUCATION OF ENGINEERS IN DENMARK     

N. KREBS OVESEN  JENS Kr. SØRENSEN 《European Journal of Engineering Education》1977,2(1):87-96

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Politics by other means? STS and research in education     

Radhika Gorur  Mary Hamilton  Christian Lundahl  Elin Sundström Sjödin 《Discourse: Studies in the Cultural Politics of Education》2019,40(1):1-15

ABSTRACT

Science and Technology Studies (STS) has been surprisingly slow to become widely known and deployed in the field of education. Yet STS has a rich array of concepts and analytical methods to offer to studies of: knowledge practices and epistemic cultures; the interrelationship between states and knowledge; regulatory practices, governance and institutions; and classrooms, pedagogy, teaching and learning. Most importantly, it provides a fresh perspective on how power operates in ordering societies, disciplining actors and promoting ideas and practices. In this paper, we provide an introduction to STS and elaborate what it offers education scholars. Using examples from the emerging body of STS work in the field of education, and in particular from the papers in this special issue, we argue that STS is not only useful, but an exciting and generative form of critique – one that is especially suited to investigating contemporary issues in education policies and practices.  相似文献   

An educational technology curriculum emphasizing systematic,scientific problem solving     

Tjeerd Plomp  PlØn Verhagen 《Educational technology research and development : ETR & D》1983,31(4):239-245

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Tracing reading to the dark side: investigating the policy producing reading and readers in detention homes     

Elin Sundström Sjödin 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):887-900

ABSTRACT

Both inside and outside educational settings, reading literature is emphasized as something good, perhaps even something that makes us better people. This paper aims to open the ‘black-boxed’ conception of reading by studying how reading and (non)readers are conceptualized in relation to young people taken into custody. I examine a policy document describing a reading project in detention homes for young people as a case in which reading is perceived as having specific effects. Actor-network theory is used as a methodological approach to call attention to the way ideas, values, and knowledge about educational content are produced. The analysis shows that the seemingly coherent policy document produces radically different versions of what reading is and who the readers and non-readers are. I conclude that conceptualizations of reading and literacy always involve the creation of ‘a dark side of reading’; the strong construction of ‘reading as doing good’ has marginalizing effects.  相似文献   

Higher Education Funding and Incentives: evidence from the Norwegian funding reform     

NICOLINE FRØLICH  BJARNE STRØM 《European Journal of Education》2008,43(4):563-576

In this article we examine how the introduction of an output-based funding scheme in Norwegian public higher education in 2003 affects pass requirement standards. Based on a survey of faculty at the institutions concerned, we find that the propensity to expect that the new funding model will affect the failing/non-failing decision in exams is higher among faculty at the regional colleges than among traditional university faculty. This result is robust when we verify a range of individual characteristics of the respondents.  相似文献   

Relational aggression among boys: blind spots and hidden dramas     

Ingunn Marie Eriksen  Selma Therese Lyng 《Gender and education》2018,30(3):396-409

Although boys too are involved in relational aggression, their experiences are overshadowed by the focus on relational aggression among girls. This paradox mirrors the empirical puzzle that forms the starting point for this article: while teachers saw relational aggression as a ‘girl problem’, we found a vast undercurrent of relational aggression among boys. Drawing on ethnographic fieldwork and interviews with staff and students in Norwegian schools, we ask how boys’ relational aggression can be left unnoticed by school staff. We demonstrate that there is a gap between the experiences boys have of being victims of relational aggression and their expression of this, in terms of both their inability to talk about it and its undramatic form. We argue that this represents a blind spot for school staff and for the boys themselves, and suggest that gendered knowledge production contributes to reproducing the invisibility of relational aggression among boys.  相似文献