Comparability of the Social Skills Improvement System to the Social Skills Rating System: A Norwegian Study     

Thor Gamst-Klaussen  Lene-Mari P. Rasmussen  Børge Strømgren 《Scandinavian Journal of Educational Research》2016,60(1):20-31

The Social Skills Improvement System-Rating Scales (SSIS-RS) is a multi-informant instrument assessing social skills and problem behavior in children and adolescents. It is a revised version of the Social Skills Rating System (SSRS). A Norwegian translation of the SSRS has been validated, but this has not yet been done for the Norwegian translation of the SSIS-RS. This study compared the Norwegian versions of the SSRS and the SSIS-RS administered to samples of children (aged 8–12 and 13–16?years) and their parents and teachers (n = 599). The results indicated moderate to strong relations between the common subscales across all forms of the two instruments and acceptable to excellent internal consistency across all common subscales. We conclude that the SSIS-RS is a good instrument for measuring social skills and problem behavior among children and adolescents in Norway.  相似文献   

The effects of transfer in teaching vocabulary to school children: An analysis of the dependencies between lists of trained and non-trained words     

Jørgen Frost  Ernst Ottem  Bente E. Hagtvet  Catherine E. Snow 《Scandinavian Journal of Educational Research》2016,60(6):709-722

In the present study, 81 Norwegian students were taught the meaning of words by the Word Generation (WG) method and 51 Norwegian students were taught by an approach inspired by the Thinking Schools (TS) concept. Two sets of words were used: a set of words to be trained and a set of non-trained control words. The two teaching methods yielded no significant differences for the trained words, but the WG participants performed better than the TS participants on the non-trained words. An analysis of the dependencies between the trained words and non-trained words suggested that the participants of the WG program, in contrast to the TS students, profited from a transfer effect that resulted in augmented scores on the non-trained words.  相似文献   

Relationships between learning approach,procrastination and academic achievement amongst first-year university students     

Rannveig Grøm Sæle  Tove Irene Dahl  Tore Sørlie  Oddgeir Friborg 《Higher Education》2017,74(5):757-774

Individual differences in student learning influence academic performance, and two aspects influencing the learning process are the particular learning approach the students use and procrastination behaviour. We examined the relationships between learning approaches, procrastination and academic achievement (measured 1 year later as the grade point average (GPA)) amongst 428 first-year university students. Deep and strategic learning approaches positively predicted GPA, and a mediation analysis showed that the strategic learning approach also partly mediated the effect between deep learning approach and GPA. Less procrastination was associated with a strategic learning approach, but procrastination tendencies did not predict GPA. Recommendations are made for educating new students in cognitive and meta-cognitive strategies, helping reduce their procrastination and facilitating the use of deep and strategic learning approaches.  相似文献   

Legal Regulation and Professional Discretion in Schools     

Berit Karseth  Jorunn Møller 《Scandinavian Journal of Educational Research》2020,64(2):195-210

ABSTRACT

The paper aims to analyse how pupils’ equal educational opportunities are warranted. We focus on how regulations of adapted education and the right to special needs education provide school leaders’ and teachers’ room for discretionary decision-making, how it is interpreted and how discretionary power is justified. The paper draws on findings from an interdisciplinary study (education and law) on the transformation of legal standards into professional actions in schools. This paper employs interview data from three compulsory schools (grades 1–10), legal documents, and public reports, and the analysis is guided by a conceptual distinction between structural and epistemic aspects of discretion. Based on our findings, we question whether the discretionary space regarding special needs education gives too many opportunities for action and, hence, weakens pupils’ legal rights. Under the guise of a common school, there is a risk that pupils’ special needs are made invisible.  相似文献   

Investigating agentive urban learning: an assembly of situated experiences for sustainable futures     

Andrew Morrison  Ola Erstad  Gunnar Liestøl  Nicholas Pinfold  Bruce Snaddon  Peter Hemmersam 《牛津教育评论》2019,45(2):204-223

ABSTRACT

In this article we explore the dynamic between the pedagogical and the urban, attending to ‘agentive urban learning’. By this we mean processes by which young people build agency in the urban context, in using the resources of the city to develop their own agency, and of developing agency to act within the city. By agency, we refer to the capacity to imagine and act to create individual and collective futures. Our interest is how young people develop such agentive urban learning themselves and how it might be enhanced pedagogically at school and university. Three case studies explore different facets—the first how young people themselves develop this agency in situated settings and the tools that they use to reflect upon the future; the second how digital tools might be used to enhance students’ understanding of the city as a site of change, in this instance, climate change; and the third how such agency might be developed collectively in partnership with other city dwellers. We conclude that a diversity of students’ engagement in urban contexts of learning offers ways from which to further investigate how identity, setting, and stakeholder relationships matter as part of potentially sustainable agentive learning futures.  相似文献   

In the workplace mathematics does not announce itself: towards overcoming the hiatus between mathematics education and work     

Gail E. FitzSimons  Lisa Björklund Boistrup 《Educational Studies in Mathematics》2017,94(3):329-345

After improving enrolment rates significantly, many developing countries such as Peru are facing the challenge to increase learning levels among students. Over the past few years, many researchers have turned to teacher-related variables as a way to better understand classroom processes that may help increase learning levels among students. In this study, we analyze one of these, that falls under what Shulman (Educational Researcher, 15 (2), 4–14, 1986) called pedagogical content knowledge (PCK). Specifically, in this study, we analyze one of the areas of PCK which is knowledge of content and students. This was measured through a test where teachers were asked to explain students’ mistakes and predict responses in similar mathematics exercises. We explore if PCK is associated with the socioeconomic status of children and if it has an effect on children’s achievement. Additionally, we analyze which teacher characteristics are associated with higher scores in PCK. The analysis uses the Young Lives longitudinal survey for Peru. We found that students’ socioeconomic status at age 1 and maternal education were positively associated with their teachers’ PCK by the time students were enrolled in fourth grade, thus depicting a very unequal education system. Furthermore, teachers’ PCK was positively associated with student achievement, but only when a threshold for the PCK test was established. For our sample, male teachers, who were younger, and Spanish speakers had higher PCK scores.  相似文献   

A magnificent faith: art and identity in Lutheran Germany     

Margit Thøfner 《Cultural and Social History》2013,10(5):764-766

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The Role of Diverse Institutions in Framing Adult Learning Systems     

Ellu Saar  Odd Bjørn Ure  Richard Desjardins 《European Journal of Education》2013,48(2):213-232

This article considers the role of diverse institutions in framing adult learning systems. The focus is on institutional characteristics and configurations in different countries and their potential impact on the extent of adult learning, as well as on inequalities in access to adult learning. Typologies of education and training systems as well as labour market and welfare systems are introduced in relation to specific particularities relevant to adult learning. An emphasis is placed on how institutions that are interwoven into several systems are relevant to adult learning. This is then considered and elaborated in the context of post-Socialist countries in order to highlight important nuances that are relevant to adult learning and skill formation systems.  相似文献   

Slutresultatet af efterkrigstidens skolekamp i Danmark. (24. april 1958.)     

statskonsulent F. C. Kålund‐Jørgensen 《Scandinavian Journal of Educational Research》2013,57(1):93-124

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Reading multiple texts about climate change: The relationship between memory for sources and text comprehension     

Helge I. Strømsø  Ivar Bråten  M. Anne Britt 《Learning and Instruction》2010,20(3):192-204

In many situations, readers are asked to learn from multiple documents. Many studies have found that evaluating the trustworthiness and usefulness of document sources is an important skill in such learning situations. There has been, however, no direct evidence that attending to source information helps readers learn from and interpret a document's content. In this study we examined whether students' awareness of sources predicts their comprehension of documents, controlling for prior knowledge, interest and perceived comprehensibility of the texts. Participants read multiple texts that provided different perspectives on the causes and solutions of climate change. Deep comprehension was measured using both within-text and across-text inference verification tests. Source awareness was measured using a test of memory for sources. We found that memory for sources predicted both types of deep comprehension. These results, in combination with source training studies, suggest that improving students' sourcing skills may benefit their learning of text content.  相似文献