Why do not more prisoners participate in adult education? An analysis of barriers to education in Norwegian prisons     

Manger  Terje  Eikeland  Ole Johan  Asbjørnsen  Arve 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(5):711-733

International Review of Education - From a lifelong learning perspective, education during incarceration is crucial for prisoners’ rehabilitation. This article describes the authors’...  相似文献   

Relative Age Effect and Gender Differences in Physical Education Attainment in Norwegian Schoolchildren     

Tore Kristian Aune  Arve Vorland Pedersen  Rolf Petter Ingvaldsen  Terje Dalen 《Scandinavian Journal of Educational Research》2017,61(3):369-375

The relative age effect (RAE) refers to that children born early in their year of birth show higher performance compared to children born late in the same cohort. The present study evaluated whether RAE exists within non-competitive physical education (PE) attainments, change in RAE magnitude with age, and possible gender differences. The results show a drop in PE attainment and a difference in number of high and low marks between the first and second half-year. Of the pupils who attained the highest mark, 73% were born in the first 6 months. In lower-secondary school, RAEs were larger in girls compared with boys. A possible explanation for the results is that the PE-teachers might be inspired by product-oriented criteria.  相似文献   

Prisoners’ academic motivation,viewed from the perspective of self-determination theory: Evidence from a population of Norwegian prisoners     

Manger  Terje  Hetland  Jørn  Jones  Lise Øen  Eikeland  Ole Johan  Asbjørnsen  Arve E. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2020,66(4):551-574

International Review of Education - The study presented in this article explores prisoners’ academic motivation structure from the theoretical perspective of self-determination theory, using...  相似文献   

The impact of physical growth and relative age effect on assessment in physical education     

Terje Dalen  Rolf Petter Ingvaldsen  Truls Valland Roaas  Arve Vorland Pedersen  Ingebrigt Steen  Tore Kristian Aune 《European Journal of Sport Science》2017,17(4):482-487

Physical education (PE) is perhaps the school subject most likely to produce relative age effects (RAE). Like in sports, physical maturity gives students an advantage in PE, which might well be mistaken for superior ability. The aim of the present study is to investigate the extent to which physical growth, measured as height, and RAE reflect the assessment in Norwegian PE. Furthermore, we wanted to examine whether there is any gender differences in the assessment in PE as a function of physical growth and RAE. The participants (n?=?2978) were pupils in the last three years of secondary school (13–16 years old). A custom-made questionnaire was designed to collect the necessary data. The correlations between height and mark in PE for boys in 8th, 9th, and 10th grades are respectively r?=?0.14, r?=?0.32, and r?=?0.29. For girls, the correlations are r?=?0.11, r?=?0.33, and r?=?0.21. All correlations are significant (p?<?.05). The number of pupils achieving top marks was 114 in the first half of the year, whereas it was 65 in the second half of the year. The present study showed that physical growth has an impact on the pupils’ PE attainment. The physical growth is of course also mediated by the pupils’ age. RAEs were found in PE attainments also in the Norwegian school system for both genders, despite all the intentions expressed in the PE curriculum.  相似文献   

Reading and writing self-efficacy of incarcerated adults     

Lise Øen Jones  Jeanette Varberg  Terje Manger  Ole-Johan Eikeland  Arve Asbjørnsen 《Learning and individual differences》2012,22(3):343-349

This paper is the first to examine the Reading and Writing Self-Efficacy Scale among incarcerated adults. The aim was to examine whether performance of reading and spelling tests (Reading Speed, Nonsense Words and Spelling) explained individual differences in the participants' efficacy beliefs in reading and writing. Six hundred subjects rated their efficacy beliefs in reading and writing, and 92 of them were also sampled for a reading and spelling test. Factor analysis yielded a two-factor solution dividing the reading items and writing items into separate factors and hierarchical regression analysis revealed that education level and test performance accounted for 36.9% and 34.9% of the statistical variance in reading self-efficacy and writing self-efficacy, respectively. The results suggest that assessment of self-efficacy in reading and writing should be included in a screening procedure of reading and spelling difficulties.  相似文献   

Prison Inmates' Educational Motives: Are They Pushed or Pulled?     

Terje Manger  Ole‐Johan Eikeland  Åge Diseth  Hilde Hetland  Arve Asbjørnsen 《Scandinavian Journal of Educational Research》2013,57(6):535-547

The aim of the present study was to examine inmates' educational motives. The participants were 467 inmates who attended education in Norwegian prisons. Three motive categories were identified: “To prepare for life upon release” (Factor 1), “social reasons and reasons unique to the prison context” (Factor 2), and “to acquire knowledge and skills” (Factor 3). Factor 1 explained more of the variance than the sum of the other factors, and educational level was not related to scores on this first factor. Inmates with long sentences were more likely than those with short sentences to start an education in prison to prepare for life upon release. Inmates with low education scored significantly higher on Factor 2 than those with high education, but significantly lower on Factor 3 than the latter group.  相似文献