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Are Turmo Øystein Guttersrud Eyvind Elstad Rolf Vegar Olsen 《International Journal of Educational Research》2009,48(5):331-341
Accompanying the rise in the number of working parents is a growing demand for after-school care schemes for children. After-school care schemes, in addition to school, provide pupils with more learning opportunities than the experiences that school provides. The hypothesis is that after-school care schemes offer a better knowledge-basis for learning science than the school and home environments only. This article investigates how after-school care schemes affect learning in grades 5 and 8. While taking into account the socio-economic and ethnic backgrounds of pupils, results indicate that after-school care is of significance. The influence of after-school care is roughly explained by the increased number of learning opportunities. We discuss the implications for research and the limitations of this survey. 相似文献
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Eyvind Elstad 《欧洲师范教育杂志》2010,33(4):361-374
Teacher education at the university has to relate both to the school and to academia. Since these two worlds have values that to some extent diverge, teacher education is placed in a field of tension between the requirement to adapt to academic standards, norms, and values and the requirement to maintain a close professional relationship with the practice of teaching in schools. This article gives an account of a Norwegian experience of this field of tension. The purpose of this article is to discuss, interrogate, and identify problems inherent in the tensions between academia and the proximity to the field and the need for robust knowledge production through research and the ‘tips for teachers’ approach. Teacher education has shown adaption to the structures of the university but also developments that point in another direction; this divided culture requires a sharper focus on the complexity of the inherent issues involved. 相似文献
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Eyvind Elstad 《Learning Inquiry》2008,2(1):53-71
Volitional issues are important in today’s classrooms where autonomous students are expected to manage school demands on their
own. A new kind of challenge has appeared with the advent of free Internet access in the classroom. Motivational conflicts
may therefore arise between (1) immediate rewards of electronic chatting, surfing, and games and (2) the long-term rewards
of academic achievement. Paradoxes of our educational system are emerging in the technology-rich classroom, for example, the
basic need of student autonomy versus dealing with constraints to regulate one’s own behaviour. The main purposes of this
article are, first, to discuss volitional issues on a theoretical level. Second, a field study is used to identify how students
are using volitional (or self-discipline) strategies in technology-rich laissez-faire classrooms. Third, how schools may design
institutional arrangements which can scaffold the student’s use of self-discipline strategies are discussed. The strategies
which are enumerated may contribute to school programs that are to build self-discipline. Understanding how to design institutional
features to influence students’ choices in directions that improve their academic achievement is one of the major challenges
in education.
相似文献
| Eyvind ElstadEmail: |
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Knut‐Andreas Christophersen Eyvind Elstad 《Scandinavian Journal of Educational Research》2013,57(5):413-429
What influence does the teacher exercise over their students' learning outcomes? This study investigates the impact of teacher quality on student learning outcomes in science halfway through the first year of high school. A multiple‐measurement model estimates the potential impact of teacher influence on learning outcomes for 1,060 secondary school students (16‐year‐olds), as well as the influence on student engagement, motivation, and self‐discipline. Teacher quality has a very weak effect on student learning outcomes. However, teacher quality seems to influence student motivation and self‐discipline to a significantly larger extent. Further, there is an indirect effect of teacher quality on learning outcomes in science via student engagement, motivation, and self‐discipline. Holding the science teacher accountable for pupils' learning outcomes is highly problematic. 相似文献
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Schools which are named, shamed and blamed by the media: school accountability in Norway 总被引：2，自引：0，他引：2
Eyvind Elstad 《Educational Assessment, Evaluation and Accountability》2009,21(2):173-189
Since Norway introduced tests and other types of measurements the press, with a negative bias, has placed the spotlight on
those schools which performed badly in attainment measurements. The press reconstructs from public sources “league tables”
of aggregated student achievements but at present the official position opposes the public ranking of schools. This article
discusses the consequences within schools of such negative media coverage and the responses within badly performing schools
that have been named, shamed and blamed in prominent headlines. This media spotlight brings into play a complex emotional
process which may spur schools into improvement mechanisms or provoke a hostile reaction, or result in panic measures.
相似文献
| Eyvind ElstadEmail: |
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Knut A. Christophersen Eyvind Elstad Are Turmo 《Scandinavian Journal of Educational Research》2016,60(2):240-254
This study focuses on how different educational programmes contribute to student teachers efficacy for classroom management and their abilities to provide learning opportunities and good classroom outcomes. Data were gathered from 491 student teachers attending different teacher education programmes in Norway and analysed via structural equation modelling. The results revealed the following: (1) problem behaviour in the classroom has a negative effect on student teacher efficacy, (2) students' perceptions of the integration of pedagogic knowledge and practice supports students' efficacy beliefs, (3) support from supervisors contributes positively to student teachers' efficacy beliefs, and (4) student teachers in university college programmes for primary school teaching report higher teacher efficacy than students in university programmes for secondary school teaching. 相似文献
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This study examines teaching evaluation based on student feedback which is intended to contribute to teachers’ professional development. Although studies have highlighted that teaching evaluation is a potential source of professional development and that follow-up sessions are crucial to this benefit, little attention has been paid to the usefulness of follow-up sessions as perceived by the teachers involved. Based on 217 teacher responses and analysis done with Structural Equation Modelling, this article provides additional insight into teaching evaluation by investigating possible antecedents for teachers’ perceived usefulness of follow-up sessions and for evaluation-related stress. Our results indicate that the perceived developmental purposes of teaching evaluation, recognition of the person conducting follow-up sessions and perceived clear communication from leaders are positively related to teachers’ perceived usefulness of follow-up sessions. Higher levels of perceived control purposes are related to higher levels of reported stress among the evaluated teachers. 相似文献
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The purpose of this study is to explore students' self‐regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science. 相似文献
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This study aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers’ turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers’ turnover intentions: collective teacher efficacy, teacher–principal trust, role conflict, and affective commitment. Our findings suggest that organizational and contextual factors, and not necessarily individual competence perceptions, have a significant impact on beginning teachers’ turnover intentions. Also the findings suggest that beginning teachers should be studied separately from more experienced teachers. Implications for school leadership are discussed. 相似文献
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