Variations of Symbolic Power and Control in the One-to-One Computing Classroom: Swedish Teachers’ Enacted Didactical Design Decisions     

Peter Bergström  Eva Mårell-Olsson  Isa Jahnke 《Scandinavian Journal of Educational Research》2019,63(1):38-52

This study provides new insights into Swedish teachers’ didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers’ pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers’ teaching. The findings show two distinct forms of teachers’ classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.  相似文献   

The Asymptotic Covariance Matrix and its Use in Simulation Studies     

Njål Foldnes  Steffen Grønneberg 《Structural equation modeling》2017,24(6):881-896

The asymptotic performance of structural equation modeling tests and standard errors are influenced by two factors: the model and the asymptotic covariance matrix Γ of the sample covariances. Although most simulation studies clearly specify model conditions, specification of Γ is usually limited to values of univariate skewness and kurtosis. We illustrate that marginal skewness and kurtosis are not sufficient to adequately specify a nonnormal simulation condition by showing that asymptotic standard errors and test statistics vary substantially among distributions with skewness and kurtosis that are identical. We argue therefore that Γ should be reported when presenting the design of simulation studies. We show how Γ can be exactly calculated under the widely used Vale–Maurelli transform. We suggest plotting the elements of Γ and reporting the eigenvalues associated with the test statistic. R code is provided.  相似文献   

The importance of geography and culture in mergers: A Norwegian institutional case study     

Jorunn Dahl Norgård  Ole-Jacob Skodvin 《Higher Education》2002,44(1):73-90

Internationally the mainintention of merging higher educationinstitutions has often been that theestablishment of larger units should result inacademic and administrative economies of scale.This was also the case in the Norwegian StateCollege Reform. This article focuses on howgeographical distance, as well as culturaldifferences between sub-units at TelemarkCollege, influence the degree of attainment ofacademic and administrative goals. By usingnetwork theory and a cultural approach, we havestudied the merger processes as well as theoutcomes of the amalgamation. In theconclusion, lessons to be learned from thiscase study are highlighted.  相似文献   

Teachers’ response to curriculum change: balancing external and internal change forces     

Ingebjørg Mellegård  Karin Dahlberg Pettersen 《Teacher Development》2016,20(2):181-196

The present study investigates teachers’ perceptions of curriculum change targeting the expanded freedom teachers were given as curriculum developers in the implementation process of the 2006 school reform in Norway. The new curriculum marks a distinct shift, moving from a content-driven to a learning outcomes-driven curriculum. Policy makers expressed confidence in teachers’ professional autonomy: local curricula had to be designed in all subjects to meet the learning outcomes defined in the curriculum. This qualitative study uses focus group interviews and addresses teachers in primary and lower secondary school. Teachers do not see their expanded freedom as real freedom; their world is deeply contextualized and they see a gap between their experienced world and the intended world of the curriculum. What was communicated as extended freedom by policy makers is perceived as extended demands. In this initial phase the teachers place themselves in the position of respondents rather than being progressive change agents themselves.  相似文献   

How does social background affect the grades and grade careers of Norwegian economics students?     

Håvard Helland 《British Journal of Sociology of Education》2007,28(4):489-504

The article examines how social background characteristics affect the academic achievement and grade careers of Norwegian economics students. The analyses show that the parents' social class is of great importance for the offspring's grades. Students with parents who are academics perform better than their fellow students of working‐class background, on each stage of their university career. The differences are smallest at the preparatory level, and biggest at the master's level. At the last stage of the educational career, students with economist parents outperform other students with similar class backgrounds. The effects of social background are not constant throughout the educational career of economists. Rather, they seem to increase.  相似文献   

Student group presentations: a learning instrument in undergraduate mathematics for engineering students     

Owe Kågesten 《European Journal of Engineering Education》2007,32(3):303-314

In this study we created an environment for peer learning, where students teach students by making oral presentations in groups about solving mathematical problems and explaining the theoretical background in mathematics, during the first year of an undergraduate engineering programme at the Norrköping campus of the Linköping University. In order to strengthen the students’ understanding and perception of central mathematical concepts, the study was designed to take the students through five different learning experiences, preparing the presentation, presenting the mathematics, listening to others presenting, discussion by all students after the presentation and feedback by the teacher to the small group of students separate from the other students. We study how oral presentations work as a learning and assessment method. The study consisted of three stages. After a first run of the presentations as a learning instrument, three guidebooks with recommendations for students and teachers were developed in order to assist students as well as teachers about their role in this learning environment. Students’ and teachers’ views on the student presentations as learning instrument were surveyed before and after the intervention. In stage three, students were interviewed individually to ascertain the relevant success of the different learning experiences.  相似文献   

How teachers can improve their classroom interaction with students: New findings from teachers themselves     

Ksenia Solheim  Sigrun K. Ertesvåg  Grete Dalhaug Berg 《Journal of Educational Change》2018,19(4):511-538

Teachers are the most important agents in shaping education for students and to bring change and innovation in educational practices. There is a lack of knowledge about how teachers learn and transfer their knowledge into practice in the classrooms. Teacher educators have repeatedly argued that classroom management is a critical pedagogical skill that teachers must master in order to maximize classroom interaction. This study aims to contribute to the understanding of how lower secondary school teachers learn and improve classroom interaction in the context of an educational intervention. Three aspects of classroom interaction are addressed: emotional support, classroom organization and instructional support. The sample contained 81 teachers from 14 Norwegian lower secondary schools reporting, through digital logs, on learning experiences with respect to classroom interaction. Moreover, they reported on the types of learning activities they undertook. Findings indicated that teachers’ improvement in classroom interaction was, to a large extent, dependent on their own, or their colleagues’ strong knowledge of classroom interaction. The results of the study add to our understanding of teachers’ knowledge and skills within classroom interaction and how teachers can improve their knowledge, e.g., through reflection on situations in the classroom. Still, the authors suggest a stronger emphasis on the integration of research based knowledge and teacher learning strategies to support teachers to reach their full teaching potential.  相似文献   

Performance and acceptance when using tablets as a multiple document learning tool: do application and guidance matter?     

Lombard  Jordan  Bråten  Ivar  van de Leemput  Cécile  Amadieu  Franck 《Instructional Science》2021,49(2):197-221

This study addressed whether an application adapted to working with multiple documents implemented in an iPad Pro tablet would promote students’ multiple document comprehension and acceptance of tablets as a multiple document learning tool relative to controls who used a traditional application adapted to sequential reading of single documents. Results indicated that students using the multiple document reading application outperformed the control students in terms of comprehension and also worked more efficiently on the assigned multiple document task, but only if given explicit guidance in selecting, organizing, and integrating information by utilizing the functions of the application. Still, after task completion, the more effective and efficient students guided in using the functions of the multiple document reading application displayed much less acceptance of tablets as a multiple document learning tool than did the control students. We discuss possible explanations for this intriguing performance-acceptance paradox and suggest some avenues for future research in this area.

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Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge     

Lawrence  Joshua Fahey  Hagen  Aste Mjelve  Hwang  Jin Kyoung  Lin  Grace  Lervåg  Arne 《Reading and writing》2019,32(2):285-306

Reading and Writing - This study examined the relationship between knowledge of academic vocabulary and reading comprehension in data contributed by 5855 middle school students. Each student...  相似文献   

For free: continuity and change by team teaching     

Grischa Liebel  Håkan Burden  Rogardt Heldal 《Teaching in Higher Education》2017,22(1):62-77

Team teaching is advocated in education to offer students multiple explanations to complex concepts and to improve teacher development. However, team teaching is typically associated with high staff cost due to the increased amount of teachers involved. The authors argue that team teaching can be conducted in a cheap way by including novice teaching assistants in the lectures and train them ‘on the job’. Additionally, novice assistants cause reflection on action and prevent a mechanization of the course. The authors use Brookfield’s four lenses to reflect on the application of team teaching in a Swedish undergraduate course on software modeling over three years, involving 3 teachers and collecting evaluation data from close to 400 students. The reflection shows that team teaching can be used as a cost-effective way to introduce novice teachers to a course, while at the same time receiving benefits from their participation in lectures and course development.  相似文献