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61.
The aim of this Norwegian study is to get a deeper understanding of the assumptions for building third spaces in teacher education. Learning in different contexts may open for development of new knowledge in the third space through intersubjectivity based on confidence, respectful disagreement and a common aim. This is the backdrop for the current study where a group of mentors with and without mentor education are interviewed focusing on tutors’ competences and responsibilities. Findings show that mentors have an unclear understanding of who the tutors are. Experiences from teaching are essential for mentors’ understanding of tutors as respectful collaborators. Educated mentors value theoretical knowledge and research higher than non-educated. The conclusion is that tutors and mentors should have knowledge about and respect for each-others’ competence and responsibilities and that mentor education is a promising assumption for building third spaces and developing a pedagogy for teacher education. 相似文献
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Effects of different ways of introducing a reading task on intrinsic motivation and comprehension 
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下载免费PDF全文 This study compared the effects of two brief prereading instructional practices – hands‐on activities and prior knowledge activation – on sixth‐graders' intrinsic motivation for reading a text and reading comprehension. Both hands‐on activities and prior knowledge activation substantially improved reading comprehension relative to a control condition where students just read to answer questions and take a test about the text content. These effects did not depend on preexisting individual differences in basic reading skill, reading motivation or topic knowledge. Hands‐on activities and prior knowledge activation did not differentially affect reading comprehension, however, nor did either of them have any effect on intrinsic motivation to read the text. If used regularly in classrooms, brief prereading practices in the form of hands‐on activities or prior knowledge activation may result in knowledge gains that accumulate to build a solid conceptual basis for further, self‐regulated learning from text. 相似文献
63.
Individuals with disabilities encounter practical and social problems beyond those experienced by nondisabled individuals. This extra burden may in turn increase the risk of developing mental health problems. The objective of this article is to disclose the mental health situation among deaf individuals compared to a control sample of hearing individuals. The analyses are based on two separate Norwegian postal surveys, one among the general population (1995-1997) and one among the deaf population (2001). A shortened version of the Hopkins Symptom Checklist was used to disclose the degree of mental distress among the respondents. Three questions common to the studies were analyzed to determine differences between the two groups. Analyses revealed that the deaf respondents showed significantly more symptoms of mental health problems than the hearing respondents. The results point to the need for focussing more attention on the mental health of deaf children and adults. Society must be made aware of the special risks that deaf children and adults encounter with respect to mental health. 相似文献
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Previous research has demonstrated the potential of examining log-file data from computer-based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer-based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer-based environments. We analyzed the Norwegian PISA 2015 log-file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time-on-task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio-economic status, and language at home), attitudes (enjoyment in science, self-efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log-file data from PISA 2015 can aid this understanding. 相似文献
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Perceived Social Support at School and Emotional and Musculoskeletal Complaints among Norwegian 8th Grade Students 总被引：1，自引：1，他引：0
Edvin Bru Marit Boyesen Elaine Munthe Erling Roland 《Scandinavian Journal of Educational Research》2013,57(4):339-356
Results from the present study indicate that a majority of Norwegian 8th grade students experience satisfactory support from teachers and relations with peers. However, about 6% of the sample reported being harassed on a weekly basis. Moreover, results indicate that there is room for improvement, especially regarding the teachers’ emotional support of students, as well as their ability to prevent students from being harassed. Twelve per cent of the sample reported more severe emotional complaints, whereas 10% of 8th grade students reported more severe musculoskeletal complaints. Results showed significant associations of teacher support and peer relations with emotional as well as musculoskeletal complaints (EM complaints). Exposure to harassment at school and a perceived lack of academic support from teachers showed the strongest associations with EM complaints. Associations were stronger for students reporting learning difficulties than for students not reporting learning difficulties. This was mainly due to stronger associations between exposure to harassment and EM complaints among students reporting learning difficulties. 相似文献
67.
M.D. Fagan Daniel M. Costigan Konrad K. Kalba Starr Roxanne Hiltz Murray Turoff Robert Johansen 《Communication Booknotes Quarterly》2013,44(7):137-139
M.D. Fagan, A History of Engineering and Science in the Bell System: National Service in War and Peace, 1925-1975 (Bell Laboratories, - Whippany Rd., Whippany, N.J. 07981—$15.00). Daniel M. Costigan Electronic Delivery of Documents and Graphics (New York: Van Nostrand Reinhold, 1978—$21.95) Konrad K. Kalba, Electronic Message Systems: The Technological, Market and Regulatory Prospects (Cambridge, Mass.: Kalba Bowen Associates, 1978—$30.00, paper), Starr Roxanne Hiltz and Murray Turoff, The Network Nation: Human Communication via Computer (Reading, Mass.: Addison-Wesley, 1978—$29.50/17.50) Robert Johansen, Jacques Vallee and Kathleen Spangler, Electronic Meetings: Technical Alternatives and Social Choices (Reading, Mass.: Addison-Wesley, 1979—$15.95) 相似文献
68.
Jens Ove Riis Poul Israelsen Poul Kyvsgaard Hansen John Johansen Jochen Deuse 《European Journal of Engineering Education》2017,42(4):396-412
Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training student in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year’s semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process. 相似文献
69.
Embedding academic literacy into the curriculum and regular subject teaching has received little attention in Norwegian higher education (HE). The present article, drawing on the findings of two studies carried out in 2013/14, seeks to amend this. The first study, an action research study, exposes how lecturers in one of the faculties at Oslo and Akershus University College perceive their role in teaching and guiding students’ discipline-specific literacy, in particular academic writing. Collaborating with the faculty in a joint action research project, we seek to empower the lecturers, and develop pedagogical methods that are suitable for academic literacy teaching and guidance, and thereby make a change in the institution. The second study analyzes the academic literacy skills and knowledge of new students. We follow students in their final semester in upper secondary school, and identify how they are prepared for academic literacy in HE. Together, the studies reveal that despite the students’ preparation for higher studies, they are not fully qualified for meeting the demands of academic literacy. When entering HE, the students are still in need of guidance to establish textual meta-perspectives and to develop relevant disciplinary literacy practices. However, the lecturers are neither fully qualified for nor willing to include this topic in their content teaching. 相似文献
70.
This article examines teacher formulations in teacher-fronted whole class interactions. Using conversation analysis (CA), we have analysed topic talk between teachers and students (12–16 years old) in Norwegian classrooms. We have identified three sub-groups of teacher formulations—transforming, challenging, and summarising formulations. We show how teacher formulations in topic talk are an important part of teaching and that the formulations serve different and specialised functions in classroom interactions. Our main finding is that teachers use the formulations to establish a shared pedagogic focus, the learnable. This study contributes by providing knowledge on formulations as a pedagogical device and by accumulating knowledge about the practice of formulation in general. 相似文献