LÄRAREN SOM MILJÖFAKTOR I KLASSRUMMET     

Av undervisningsrådet Sixten Marklund 《Scandinavian Journal of Educational Research》2013,57(1):9-22

Abstract:Wedman, I. 1981. Allocating Individuals into Mastery States on the Basis of Expected Utilities. Scandinavian Journal of Educational Research 25,9‐19. This study describes a procedure for making decisions in connection with criterion‐referenced measurements. The procedure, which may be called a full Bayesian procedure, uses continuous utility functions instead of a dichotomized utility structure. The basic idea is to combine the posterior distribution for a certain person with utility functions for ‘advance’ and ‘retain’ decisions respectively. The decision is then made in favour of the action with the largest expected utility. Fictitious data are presented to illustrate the procedure.  相似文献   

Evaluation for Improvement ‐a Case Study     

Per Lauvås  Ole Skogedal  Frithjof Ramm Von Der Fehr 《Scandinavian Journal of Educational Research》2013,57(2):61-78

Abstract: Lauvås, P., Skogedal, O. & von der Fehr, F. R. 1980. Scandinavian Journal of Educational Research 24,61‐78. The present paper is a micro‐level study of one lecture within dental education directed at 3 problems, all related to the problems of having one's own teaching evaluated and improved. The results suggest that some cautiousness should be placed on interpreting student ratings of teaching to indicate teaching effects on student learning. Student ratings are valuable feedback on the presentation made by the teacher but do not always correspond to learning results.  相似文献   

Social and Developmental Aspects of Icelandic Pupils’ Interest and Experience of Icelandic Culture     

Alfred Oftedal Telhaug  Odd Asbjørn Mediås  Petter Aasen 《Scandinavian Journal of Educational Research》2013,57(2):141-158

The theme of this article is education as nation building in the Scandinavian countries: Denmark, Norway and Sweden. Starting with an overview of their Social Democrat parties' ascension of to near hegemony immediately following the Second World War, and these parties' impact on education, we go on to sketch the interplay between general political trends and educational policies up to the present day. We examine the goals of educational policies, the governance of the primary school system and the instruments of governance. Five levels of governance are taken into account: central government, regional and local government, schools and, finally, what happens in the classroom. Attention is given to trends that the Scandinavian countries shared in particular periods and to the divergence between them. We conclude that the main trend up to now is towards deregulation, decentralisation and individualisation.  相似文献   

Motive to Approach Success and Motive to Avoid Failure in Boys from Different Social Groups     

Roald Nygård 《Scandinavian Journal of Educational Research》2013,57(1):222-232

Nygård, R. (1969). Motive to Approach Success and Motive to Avoid Failure in Boys from Different Social Groups. Scand. J. Educ. Res. 13, 222‐232.

Differences between social groups in achievement‐related motives were examined in a sample of 255 7th and 8th grade boys. The motive to avoid failure was measured by the Test Anxiety Scale for Children (Sarason et al., 1960), while the motive to approach success was anchored in the score on the TAT nAchievement Test (McClelland et al., 1953).

Analysis of regression revealed a clear relationship between social background and motive to avoid failure, higher social groups being less failure motivated (p<.005). This relationship seems to hold even when differences between the groups in intelligence are controlled (p<.05). The results of a corresponding analysis regarding the motive to approach success did not reach significance (.05<p<.10). There were, however, clear trends when measures for the two motives were combined. Thus, pupils with a high motive to approach success and a low motive to avoid failure made up an increasing proportion, and those with a low motive to approach success and a high motive to avoid failure, a decreasing proportion when going from lower to higher social groups.

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Teacher Report of Children's Problem Behavior on The Sutter–Eyberg Student Behavior Inventory—Revised (SESBI-R) in a Norwegian Sample of Preschool and School Children     

Bente Kirkhaug  May Britt Drugli  Willy-Tore Mørch  Bjørn Helge Handegård 《Scandinavian Journal of Educational Research》2013,57(2):139-153

In the present study, the applicability of The Sutter–Eyberg Student Behavior Inventory—Revised (SESBI-R) was explored within a Norwegian sample of 983 children aged 3–8 years. By using an exploratory factor analysis the same 2-factor solution as the original SESBI-R was supported by Principal Component Analysis. Good internal consistency (alpha?>?.96) was found for both the SESBI-R Intensity and Problem scales. Teachers in Norway report relatively low levels of behavior problems among children in day-care units and school-aged boys receive higher Intensity and Problem scores than girls. The results show that the SESBI-R is a reliable assessment tool that can be used in the Norwegian population for efficient screening of behavior of conduct-disordered children.  相似文献   

Teachers’ perceptions of play fighting and real fighting in primary school     

Mechthild Schåfer  Peter K. Smith 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):173-181

A sample of 30 teachers were given a questionnaire about how they viewed the relationship between playful fighting and real fighting. In addition, these teachers and 20 children aged five to seven were shown a videofilm of 20 fighting episodes, some playful and some real, and asked to make judgements about them; the responses of teachers and children were compared. Teachers reported difficulty in distinguishing playful from real fighting for about one‐third of occasions ‐ sometimes due to false information from children, and sometimes due to missing the whole of a complex sequence. They also thought that play fighting was about twice as frequent as real fighting, with both much more frequent in boys than girls; and that nearly one‐third of play fighting episodes would turn into real fighting (more often for boys than girls). The video analysis showed that the teachers tended to agree with children about the nature of episodes, but verbally reported a wider range of cues in making their judgements. Results are discussed in terms of some apparent areas of disagreement between teachers, children and outside observers concerning the relative frequency of playful and real fights, and the likelihood of the former turning into the latter.  相似文献   

Predicting the Growth of Early Spelling Skills: Are There Heterogeneous Developmental Trajectories?     

Arne Lervåg  Charles Hulme 《Scientific Studies of Reading》2013,17(6):485-513

We examined the growth of spelling skills in a large sample of Norwegian children (N = 228) over the first 3 years in school. The roles of phoneme awareness, letter knowledge, rapid automatized naming (RAN), visual–verbal paired-associate learning, and verbal short-term memory as predictors of later spelling skills were examined. Phoneme awareness and letter knowledge together with nonalphanumeric RAN and verbal short-term memory were independent longitudinal predictors of both word and nonword spelling. In addition growth mixture modeling suggested that individual variations in the growth of word spelling were best characterized as variations around a single trajectory, whereas growth in nonword spelling was better characterized as variations around two distinct trajectories. The results are related to current theories about the cognitive and linguistic foundations of spelling.  相似文献   

Structured teaching and classroom management – the solution for the decline of Swedish school results? Conclusions drawn from a comparative meta-synthesis of teaching and learning     

Jan Håkansson 《Teachers and Teaching》2013,19(5):584-602

With a basis in conclusions from a comparative meta-synthesis of teaching and learning, the question of structured and teacher-led teaching in Swedish comprehensive schools is discussed and analysed. The aim is to illustrate the development of results and changes in teaching patterns in Swedish comprehensive schools in relation to new regulations in the curriculum concerning structured teaching. The result shows that in current research there is some support for structured teaching but, at the same time, a gradual and parallel development of the pupil’s personal discovery and learning is emphasised. Regardless of the grade of structure, the quality of interaction and communication in teaching seems to be conclusive. One superior teaching dimension consists of structure and interaction.  相似文献   

Exploring Qualitative Sharing Practices of Social Metadata: Expanding the Attention Economy     

Jörgen Skågeby 《The Information Society》2013,29(1):60-72

Social metadata are receiving interest from many domains, mainly as a way to aggregate various patterns in social networks. Few scholars have, however, taken the perspective of end users and examined how they utilize social metadata to enrich interpersonal communication. The results of a study of end-user practices of social metadata usage are presented in this article. Data were gathered from a variety of online forums by collecting and analyzing user discussions relating to social metadata supporting features in Facebook. Three hundred and fifteen relevant comments on social metadata usage were extracted. The analysis revealed the use of experimental profiles, clashes between work-and non-work-related social metadata usage and differences in users' social investment, causing social dilemmas. The study also resulted in developments of theory relating to social metadata and relationship maintenance. In conclusion, social metadata expand a pure “attention economy,” conveying a much wider qualitative range of social information.  相似文献   

Exploring the educational landscape of juggling – challenging notions of ability in physical education     

Gunn Nyberg  Dean Barker  Håkan Larsson 《Physical Education & Sport Pedagogy》2020,25(2):201-212

ABSTRACT

Background: Research on physical education (PE) shows a prevalence of narrow and reductionist views on what counts as ability. These views tend to privilege certain students and marginalize others, and often equate ability with technique-based sport performance. A lot of research is still directed towards the above problem. However, very few have devoted time and energy to actually resolving this problem. If no alternatives to narrow and reductionist views of ability are presented, then research will struggle to make a difference to the practice of PE. Assuming that movement is a key element in PE, the question of what counts as ability in PE is, we argue, a question of what capabilities a learner needs to develop in order to move in different ways. Investigating what movement capability can mean will provide possibilities for discussing and negotiating the meaning of ability in PE when the learning goal is something other than technique-based sport performance.

Purpose: The aim of this paper is to further advance the knowledge base of what movement capability can mean within the context of PE. By achieving this aim, we intend to challenge narrow views on ability and thereby provide enhanced possibilities for PE to make a difference for students’ abilities through education.

Theory and method: The process of coming to know something can be seen as exploring, with all senses, a landscape. Exploration involves recognizing details and nuances of the landscape and their relationships to one another. In this investigation, we examine what there is to know in the landscape of juggling using Ryle’s and Polanyi’s notions of knowing and learning. In line with a focus on the learners’ perspectives, interviews and observations were conducted with students whilst they were coming to know juggling. Ethnographic-type conversations were used to help students describe what they seemed to know or were aiming to know. Students were invited to write diaries with a focus on their experiences during the learning process, which we hoped could extend our insights regarding the experiential aspects in learning.

Findings: Findings of the investigation suggest that in the group of students, four significant ways of knowing the landscape of juggling are important: grasping a pattern; grasping a rhythm; preparing for the next throw and catch and navigating one’s position and throwing. The research challenges the narrow view on ability as technique-based sport performance by providing examples of what movement capability can mean in terms of knowing a movement landscape alternatively to knowing a specific movement ‘in the right way.’  相似文献