Preservice and inservice teachers’ knowledge of language constructs in Finland     

Mikko Aro  Piia Maria Björn 《Annals of dyslexia》2016,66(1):111-126

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Bringing the jellyfish home: environmental consciousness and ‘sense of wonder’ in young children’s encounters with natural landscapes and places     

Kari-Anne Jørgensen 《Environmental Education Research》2016,22(8):1139-1157

The over-arching aim of this study was to elucidate and interpret topics that are relevant to how we understand children’s experiences and creation of meaning in natural landscapes and places within these landscapes. Following two nature-kindergarten groups regularly over ten months, the data for this ethnographic study consist of constructed narratives and narrative maps. Key topics relate to children’s multi-sensory experiences and the development of environmental consciousness, and their ‘sense of wonder’ as a driving force for exploration, interpretation and creation of meaning. Implications of the study for discourses of environmental education in the early years and local practices of taking children into nature are also discussed.  相似文献   

Effects of the Active Smarter Kids (ASK) Physical Activity School-based Intervention on Executive Functions: A Cluster-Randomized Controlled Trial     

Katrine Nyvoll Aadland  Yngvar Ommundsen  Sigmund Alfred Anderssen  Kolbjørn Selvåg Brønnick  Vegard Fusche Moe  Geir Kåre Resaland 《Scandinavian Journal of Educational Research》2019,63(2):214-228

The purpose of this study was to examine the effects of a seven-month curriculum prescribed physical activity (PA) intervention (the Active Smarter Kids [ASK] intervention) on executive functions in 10-year-old Norwegian children. A linear mixed model was used to analyze data from 971–1,123 fifth grade children at 28 intervention schools and 29 control schools. The intervention constituted three PA elements: PA educational lessons, PA breaks, and PA homework, adding 165 minutes of PA to the mandatory 135 minutes of PA and physical education. There was no effect of the intervention on executive functions in the intention-to-treat analyses. Per protocol analyses (n?=?776–850) revealed small effects of the intervention on the composite score of executive functions, cognitive flexibility, and motor skills. Cognitively engaging and coordinative demanding activities/games seem viable options to increase executive functions and possibly improve academic performance in children.  相似文献   

Investigating the feasibility of using assessment and explanatory feedback in desktop virtual reality simulations     

Makransky  Guido  Mayer  Richard  Nøremølle  Anne  Cordoba  Ainara Lopez  Wandall  Jakob  Bonde  Mads 《Educational technology research and development : ETR & D》2020,68(1):293-317

Educational technology research and development - There is great potential in making assessment and learning complementary. In this study, we investigated the feasibility of developing a desktop...  相似文献   

Prospective teachers navigating intersecting communities of practice: early school placement     

Yvette?SolomonEmail author  Elisabeta?Eriksen  Bj?rn?Smestad  Camilla?Rodal  Annette?Hessen?Bjerke 《Journal of Mathematics Teacher Education》2017,20(2):141-158

An issue of particular concern in mathematics teacher education is the relationship between theory and practice, and the nature of university–school partnerships. We report here on results from a research project answering the call for a more systematic understanding of the practice learning context. The study focuses on the new Norwegian elementary teacher education programme and highlights the difficulties involved in connecting theory and practice and how prospective teachers may be supported in this respect. Focus group interviews involving 51 first-year prospective teachers and 25 teacher–mentors investigated early school placements, specifically prospective teachers’ positions in the classroom as teachers of mathematics, and the ways in which the mentoring relationship supported their developing role. Taking a communities of practice perspective, we found that the idea of movement across intersecting and sometimes conflicting communities of practice is helpful in aiding our understanding of the difficulty of connecting theory and practice. Additionally, variations in mentoring styles and perceptions of prospective teachers’ mathematics and pedagogic knowledge competencies play a part in some prospective teachers’ difficulties in taking up a role as legitimate peripheral participant in the school. We conclude by considering ways in which prospective teachers might be better supported to cope with school placement.  相似文献   

Interesting,but Less Interested: Gender Differences and Similarities in Mathematics Interest     

Sigve Høgheim  Rolf Reber 《Scandinavian Journal of Educational Research》2019,63(2):285-299

The purpose of the present study was to examine gender differences in mathematics interest. In a sample of middle school students (N?=?366), we examined mathematics interest as a trait (i.e., individual interest) and as a current state (i.e., situational interest) during a learning activity in mathematics. Assessment of perceived competence, performance, and effort during learning was also included. Results revealed a significant difference between boys and girls in their ratings of individual interest, but not in the current experience of situational interest. Furthermore, boys and girls did not differ in performance during learning, but girls invested significantly more effort than boys. Results and their implications are discussed in relation to interest development, gender differences, and subjective beliefs.  相似文献   

Beyond the Bullet Points: Teaching the Bible in Norwegian Upper Secondary Religious Education     

Kirsten Marie Hartvigsen  Kristina Tørresen 《Religious education (Chicago, Ill.)》2020,115(4):413-425

Abstract

This qualitative study examines semi-structured interviews with four Norwegian teachers to explore how they teach biblical texts in upper secondary religious education (RE). The theoretical framework combines one model from biblical hermeneutics with one from RE. The former differentiates between the worlds behind, in, and in front of the biblical text, the latter between the universal, common religious, and religion-specific dimensions of religious narratives. Chief findings: All teachers utilize examples from the reception history of the biblical texts; they thus extend Ricoeur’s notion of the world in front of the text. The common religious aspects of biblical texts are mostly overlooked.  相似文献   

Leading the teacher team — balancing between formal and informal power in program leadership     

Högfeldt  Anna-Karin  Malmi  Lauri  Kinnunen  Päivi  Jerbrant  Anna  Strömberg  Emma  Berglund  Anders  Villadsen  Jørgen 《Tertiary Education and Management》2018,24(1):49-65

This continuous research within Nordic engineering institutions targets the contexts and possibilities for leadership among engineering education program directors. The IFP-model, developed based on analysis of interviews with program leaders in these institutions, visualizes the program director’s informal and formal power. The model is presented as a tool for starting a shared discussion on the complexities of the leadership of engineering program development. The authors liken program development to hunting in teams. Each individual expert in the program is needed, and all experts will need to work and collaborate for the same target. This calls for strategic and long-term thinking of engineering education development. Institutions should support the development of both formal structures as well as informal leadership skills among their program directors, but never fall for the temptation to see the program director as the only actor on the stage.  相似文献   

Research groups as communities of practice—a case study of four high-performing research groups     

Lise Degn  Thomas Franssen  Mads P. Sørensen  Sarah de Rijcke 《Higher Education》2018,75(2):231-253

As the number of globally mobile students has expanded, governments are assumed to be consistently and intentionally competing for talent, in what has been called a “great brain race”. While the notion of competition has become dominant, there is little evidence on long-term policy dynamics in this field, not only across jurisdictions but also over time. We seek to address this gap in this paper through a longitudinal analysis of the politics and public policies impacting international students in four major recruiting countries—Australia, Canada, England and the USA. Through this comparative analysis of the period 2000 to 2016, we demonstrate that international student numbers across the jurisdictions have grown steadily but that this appears to be decoupled from political and policy changes. We also discuss how “internationalization” initiatives provide an insufficient policy umbrella for policy action on the recruitment and retention of international students. Public policy impacting international students spans multiple government agencies or ministries, encompassing different policy fields. This requires greater policy coordination, which remains elusive for the most part.  相似文献   

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