Nordic-Baltic cooperation in the field of adult education 1991–2004     

Larissa Jõgi  Margarita Teresevičienė  Tatjana Koķe  Arne Carlsen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):415-419

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Training of perceptual-cognitive skills in offside decision making   总被引：1，自引：0，他引：1  

Catteeuw P  Gilis B  Jaspers A  Wagemans J  Helsen W 《运动与训练心理学杂志》2010,32(6):845-861

This study investigates the effect of two off-field training formats to improve offside decision making. One group trained with video simulations and another with computer animations. Feedback after every offside situation allowed assistant referees to compensate for the consequences of the flash-lag effect and to improve their decision-making accuracy. First, response accuracy improved and flag errors decreased for both training groups implying that training interventions with feedback taught assistant referees to better deal with the flash-lag effect. Second, the results demonstrated no effect of format, although assistant referees rated video simulations higher for fidelity than computer animations. This implies that a cognitive correction to a perceptual effect can be learned also when the format does not correspond closely with the original perceptual situation. Off-field offside decision-making training should be considered as part of training because it is a considerable help to gain more experience and to improve overall decision-making performance.  相似文献   

Measuring STEM students’ mathematical identities     

Eivind Kaspersen  Birgit Pepin  Svein Arne Sikko 《Educational Studies in Mathematics》2017,95(2):163-179

Studies on identity in general and mathematical identity in particular have gained much interest over the last decades. However, although measurements have been proven to be potent tools in many scientific fields, a lack of consensus on ontological, epistemological, and methodological issues has complicated measurements of mathematical identities. Specifically, most studies conceptualise mathematical identity as something multidimensional and situated, which obviously complicates measurement, since these aspects violate basic requirements of measurement. However, most concepts that are measured in scientific work are both multidimensional and situated, even in physics. In effect, these concepts are being conceptualised as sufficiently uni-dimensional and invariant for measures to be meaningful. We assert that if the same judgements were to be made regarding mathematical identity, that is, whether identity can be measured with one instrument alone, whether one needs multiple instruments, or whether measurement is meaningless, it would be necessary to know how much of the multidimensionality can be captured by one measure and how situated mathematical identity is. Accordingly, this paper proposes a theoretical perspective on mathematical identity that is consistent with basic requirements of measurement. Moreover, characteristics of students’ mathematical identities are presented and the problem of “situatedness” is discussed.  相似文献   

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   

In Search of Journalism Funding     

Helle Sjøvaag  Arne H. Krumsvik 《Journalism Practice》2018,12(9):1201-1219

Digitization has caused disruption in the traditional business model of the news media. Policy implementation in the media sector is therefore increasingly raised as an economic question, involving concern for the ability of legacy media to serve as independent platforms for public deliberation. While media policy traditionally tends to focus on unwanted developments (i.e. local monopolies, ownership concentration, etc.), the side-effect often representing an obstacle to innovation, the question is how future media policy should account for innovation needs. Combining media economics, policy analysis and strategic management theory, this article combines interviews with key stakeholders with policy document analysis to a scenario analysis of possible future policy directions enabling innovation in the news industries in Norway.  相似文献   

COMMENTARY: Sports Broadcasting: Is it a Job for Public Service Broadcasters?-A Welfare Economic Perspective     

Harry Arne Solberg 《Journal of Media Economics》2013,26(4):289-309

The current policy of European public service broadcasters (PSBs) of acquiring expensive sports rights does not correspond with welfare economic principles. The Listed Events regulation prevents sports events of major importance for society from migrating to pay-TV broadcasters. Handing over expensive sports programs to commercial rivals will release resources that can be used on other activities, including programs that have characteristics of externalities and merit goods. Such a policy has been adopted by Australian PSBs.  相似文献   

Improving course evaluations to improve instruction and complex learning in higher education   总被引：1，自引：0，他引：1  

Theodore W. Frick  Rajat Chadha  Carol Watson  Emilija Zlatkovska 《Educational technology research and development : ETR & D》2010,58(2):115-136

Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning. Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching strategies in terms of mastery of course objectives. Enter the course evaluation, often a standardized tool that yields little practical information for an instructor, but is nonetheless utilized in making high-level career decisions, such as tenure and monetary awards to faculty. The present researchers have developed a new instrument to measure teaching and learning quality (TALQ). In the current study of 464 students in 12 courses, if students agreed that their instructors used First Principles of Instruction and also agreed that they experienced academic learning time (ALT), then students were about 5 times more likely to achieve high levels of mastery of course objectives and 26 times less likely to achieve low levels of mastery, according to independent instructor assessments. TALQ can measure improvements in use of First Principles in teaching and course design. The feedback from this instrument can assist teachers who wish to implement the recommendation made by Kuh et al. (2007) that universities and colleges should focus their assessment efforts on factors that influence student success.  相似文献   

Introduction     

Arne Carlsen  Georges Haddad 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(3):311-318

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Building a large,successful website efficiently through inquiry-based design and content management tools   总被引：1，自引：0，他引：1  

Theodore Frick  Bude Su  Yun-Jo An 《TechTrends》2004,49(4):20-31

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Mental Spatial Transformations in 14‐ and 16‐Month‐Old Infants: Effects of Action and Observational Experience     

Andrea Frick  Su‐hua Wang 《Child development》2014,85(1):278-293

Infants' ability to mentally track the orientation of an object during a hidden rotation was investigated (N = 28 in each experiment). A toy on a turntable was fully covered and then rotated 90°. When revealed, the toy had turned with the turntable (probable event), remained at its starting orientation (improbable event in Experiment 1), or turned to the opposite side (improbable event in Experiment 2). Results demonstrated a developmental progression between 14 and 16 months of age in infants' sensitivity to spatial object relations and their ability to track the orientation of an object during hidden rotation. Experiment 3 showed that 14‐month‐olds' performance improved with hands‐on training, highlighting the role of action experience in cognitive development.  相似文献