Grading Standards,Student Ability and Errors in College Admission     

Jarle Møen  Martin Tjelta 《Scandinavian Journal of Educational Research》2013,57(3):221-237

Grades are important for admission of students in most higher education programs. Analyzing admission and student performance data at a major Norwegian business school, we find that the grading practice of teachers at regional colleges sending students to the school is affected by the average performance of the students being graded. Teachers at colleges recruiting good students from upper secondary school tend to be strict in their grading practice, while teachers at colleges recruiting less good students tend to follow a lenient practice. This has implications for the interpretation of grades and hence for optimal admission procedures. We develop a methodology to assess the consequences of differential grading standards. Approximately 10% of the students in our data are admitted at the expense of more competent students. We demonstrate costs for the school admitting the wrong students and in particular for the rejected students.  相似文献   

Teacher Education for Research‐based Practice in Expanded Roles: Finland's experience   总被引：3，自引：0，他引：3  

Ian Westbury  Sven‐Erik Hansén  Ole Björkvist 《Scandinavian Journal of Educational Research》2013,57(5):475-485

Preparing teachers for a research‐based professionalism has been the central mission of teacher education in Finland since the mid‐1970s. More recently, as a result of such national policy developments as school‐based curriculum development and local decision‐making, the conception of teachers' work and professionalism has expanded. Drawing on experience within the teacher education programmes at the University of Helsinki and Åbo Akademi University, this paper discusses some of the programmatic issues that these developments have raised in class‐teacher, i.e. “elementary”, teacher education programmes. We focus in particular firstly on the research thesis that is a part of every teacher education programme in Finland, and the hallmark of the research‐based professional ideal; and, secondly on the emerging issues that derive from the need to incorporate the expanded understanding of the teacher's role within the curriculum of teacher education.  相似文献   

Student Teachers' Views of Pupil Misbehaviour in Classrooms: A Norwegian and an English setting compared     

Paul Stephens Corresponding author  Chris Kyriacou  Finn Egil Tønnessen 《Scandinavian Journal of Educational Research》2013,57(2):203-217

This paper examines how student teachers in Norway and England perceive pupil misbehaviour. The data are based on an opportunistic questionnaire survey of 86 student teachers in Kristiansand and 100 student teachers in York. Student teachers' perceptions of the seriousness of infractions were significantly different with regard to 7 of the items, with the students in Norway being relatively more tolerant. There were a few differences linked to sex and age. A principal components analysis identified 6 factors that were labelled: aggression towards other pupils, delinquent behaviour, oppositional behaviour, passive deviance, anti‐social behaviour, and off‐task behaviour. With few exceptions, student teachers in Norway and England regarded serious aggressive, delinquent and anti‐social behaviour as totally unacceptable. This suggests that it is appropriate to encourage student teachers (and their school mentors) to consistently censure these kinds of pupil misbehaviour.  相似文献   

Turkish‐speaking First Graders in Norway Acquiring Second Language Vocabulary,Listening Comprehension and Literacy Skills     

Vibeke Grøver Aukrust 《Scandinavian Journal of Educational Research》2013,57(3):293-314

This study explored relationships between characteristics of classroom talk exposure and immigrant first graders' acquisition of second language oral skills (vocabulary and listening comprehension) and literacy skills. Twenty‐six children (mean age = 6.10 years) with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse classrooms in Norway, were videotaped during classroom conversations. Classroom talk was coded for vocabulary richness, discursive complexity and emergent phonics talk and the children's oral language and literacy skills were assessed. Classroom vocabulary richness and discursive complexity predicted the children's second language vocabulary skills and listening comprehension after controlling for maternal education, but did not predict their literacy skills. The density of emergent phonics talk did not predict target children's code‐related skills in this sample. Applied perspectives related to second language learning in multiparty settings are discussed.  相似文献   

Adult,Flexible Students’ Approaches to Studying in Higher Education     

Wenche M. Rønning 《Scandinavian Journal of Educational Research》2013,57(5):447-460

A Norwegian translation of the Approaches to Studying Inventory (ASI‐32) was administered to 1477 adult students attending flexible study programs in higher education in Norway (2004‐05). The intention was to investigate their approaches to studying, taking into account their educational backgrounds and their present, challenging study conditions. The latter being characterized by off‐campus studies and shortage of time due to working‐life and family obligations. This article is concerned with two questions: (1) Is prior education correlated with approaches to learning among these students? and (2) To what extent are contextual constraints, personal effort, and self‐efficacy associated with study approaches among these students? This study shows that adult, flexible students are primarily meaning oriented. The first‐time students among them, however, are more reproducing oriented than students with prior higher education. Self‐efficacy turned out to be more strongly associated with approaches than personal efforts. Obligations of everyday life, contrary to hypothesis, did not have the expected impact.  相似文献   

Learning Outcomes as a Key Concept in Policy Documents throughout Policy Changes     

Tine Sophie Prøitz 《Scandinavian Journal of Educational Research》2013,57(3):275-296

Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development, which is possibly focusing on other issues than was previously the case. Drawing on documentary analysis, the Norwegian national budget has been analyzed over a 14-year period to identify how policy makers conceptualize learning outcomes. Findings indicate that policy makers have embraced the concept of learning outcomes through phases of introduction, development and redefinition. They also suggest that policy makers apply one common overall definition, but that this is used differently by changing governments. The findings support an argument that the common understanding of learning outcomes limits discussion about what constitutes valuable learning.  相似文献   

Study and research courses as an epistemological model for didactics     

Carl Winsløw  Yves Matheron  Alain Mercier 《Educational Studies in Mathematics》2013,83(2):267-284

The aim of this paper is explain how the notion of “study and research course”, a recent construct in the anthropological theory of didactics, provides a general tool to model mathematical knowledge from a didactical perspective. We do this from two points of view. First, the notion itself arose as a tool for didactic design, particularly in mathematics teaching involving modelling type subjects, and we introduce a new diagrammatic representation in order to present and analyse a selection of such designs. Secondly, we demonstrate how the same representational tool can be used to analyse other didactic processes as study and research courses. In both cases, our examination of cases reveals that designers and teachers are often more explicit about their intention to enable students to do “research” (e.g. exploring a challenging problem) than to enable students to engage in autonomous “study”; moreover, the role for students is mostly confined to search for answers to questions raised, essentially, by the teacher. These observations point to directions which deserve more attention in design research related to the notion of study and research course.  相似文献   

The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model     

Ivar Bråten  M. Anne Britt  Helge I. Strømsø  Jean-François Rouet 《教育心理学家》2013,48(1):48-70

In present-day knowledge societies, competent reading involves the integration of information from multiple sources into a coherent, meaningful representation of a topic, issue, or situation. This article reviews research and theory concerning the comprehension of multiple textual resources, focusing especially on linkages recently established between dimensions of epistemic beliefs and multiple-text comprehension. Moreover, a proposed model incorporates epistemic beliefs into a theoretical framework for explaining multiple-text comprehension, specifying how and why different epistemic belief dimensions may be linked to the comprehension and integration of multiple texts. Also discussed is the need for further research concerning mediational mechanisms, causality, and generalizability.  相似文献   

Doomed to be Entrepreneurial: Institutional Transformation or Institutional Lock-Ins of ‘New’ Universities?     

Bjørn Stensaker  Mats Benner 《Minerva》2013,51(4):399-416

Universities worldwide are facing enormous strains as a result of increased external expectations where global visibility should be mixed with local and regional utility. In debates on the future of higher education, becoming an entrepreneurial university has been highlighted as a novel – although perhaps a more hybrid – way to deal with this challenge. However, while the label entrepreneurial points to an image of the university as a dynamic free agent shaped in the interplay between dynamic environments and internal flexibility, the current article takes a more critical view on the factors conditioning universities with the ambitions of becoming more entrepreneurial – particularly those of more recent age and less academic standing. For these institutions it is suggested that the university ideal of being entrepreneurial may lead to a situation of strategic inertia characterized by an institutionalized ‘lock-in’ with few alternative development paths.  相似文献   

Between-school variation in physical activity,aerobic fitness,and organized sports participation: A multi-level analysis     

Peter L. Kristensen  Line G. Olesen  Mathias Ried-larsen  Anders Grøntved  Niels Wedderkopp  Karsten Froberg 《Journal of sports sciences》2013,31(2):188-195

Abstract

A large proportion of a child's day is spent at school interacting with certain physical surroundings, teachers, and school friends. Thus, schools could have a marked impact on establishing physical activity habits. The aim of the present study was to assess between-school variation in physical activity, aerobic fitness, and organized sports participation. Altogether, we tested 1766 nine- and fifteen-year-old children attending 242 school classes at 35 different schools in Denmark in 1997–2003. The intra-class correlation coefficient (ICC) for objectively assessed physical activity ranged between 0.06 and 0.18 depending on the dimension of physical activity and the time considered (i.e. school time vs. leisure time). For aerobic fitness, an ICC of 0.10 was observed, whereas that for organized sports participation ranged between 0.01 and 0.10 depending on the age group. Studying between-school variation in physical activity provides information about the extent to which children adjust their physical activity habits according to the social and environmental circumstances that they share, and helps to plan future school-based physical activity studies, especially in terms of sample size and power calculation.  相似文献