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1.
In the present study the mainfocus is on the impact of phonologicalawareness on reading comprehension. The studyinvolved 1300 children in Grade 1. Syllableawareness, phoneme awareness, word decodingand reading comprehension were each assessedwith two or three subtests. The results wereanalyzed by structural modeling. Due to themarked skewness observed for some of themanifest variables, separate analyses wereperformed for students with average worddecoding performance and for students with poorword decoding. Both among average and poordecoders, phonological awareness had a directimpact on reading comprehension, indicatingthat phonological factors play an independentrole in the processing of text. One possibleway to explain this observation is that atleast two critical factors in comprehension,vocabulary and short-term memory, are bothdetermined in part by phonological ability. Itmight also be the case that phonologicalawareness partly reflects metacognitiveprocesses assumed to be involved in readingcomprehension. 相似文献
2.
This paper examines the factors that may have impact on the extent to which the knowledge and skills of master’s degree graduates in Norway are utilised at work, three years after graduation. The focus is on the impact of the quality of the study programme as well as the graduates’ fields of study, when also taking into account other factors influencing the utilisation of skills. The analysis indicates that the quality of the study programme has an independent effect on skills utilisation at work. The analysis also shows large differences in skills utilisation according to fields of study, even among graduates who are not formally overeducated for their job. Not formally overeducated graduates in humanities and social science utilise their knowledge and skills less frequently than other similar graduates. The findings involve challenges for higher education institutions and graduates, as well as employers, to find ways that the expertise of master's degree graduates could be better exploited. 相似文献
3.
Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when they experience learning the most. Possible reasons for this discrepancy, and implications for teaching, are discussed. 相似文献
4.
Researchers undertake a number of different research evaluation tasks, taking up a substantial part of their research time—estimated
to about one work month per year for a professor. This paper addresses the various evaluator roles and tasks researchers take
on, and the tensions they involve. How the research evaluator role may conflict with the researcher role and with societal
expectations is discussed, as well as the intrinsic tensions in peer review; including expertise vs. impartiality, evaluators
as neutral judges vs. exercise of power and influence, divergent peer assessments vs. the need for unanimous conclusions in
peer panels, peer review vs. increase in quantitative indicators, and accountability to society vs. peer review as preserving
the autonomy of science. The examination of these tensions provides insight in the political aspects of peer review, and a
basis for discussing an agenda for future studies on the role of peer evaluators. Major future challenges for peer review
concern how to meet demands for transparency and public accountability, and maintain academic autonomy. 相似文献
5.
Minerva - Notions of research quality are contextual in many respects: they vary between fields of research, between review contexts and between policy contexts. Yet, the role of these co-existing... 相似文献
6.
Ask Elklit Liv Michelsen Siobhan Murphy 《Scandinavian Journal of Educational Research》2018,62(1):150-159
The association between child maltreatment (CM) and educational outcomes have been well documented. However, there is a paucity of research that explores the association between different types of maltreatment and other school problems that may affect the educational outcomes of maltreated children. This study examined the association between different types of CM and school changes, concentration problems, and special educational needs. Gender differences were also examined. Structured interviews were conducted with 2,980 participants. Significant associations emerged between CM, in particular, multiple maltreatment experiences and school problems. Males had higher concentration difficulties and special educational needs. More research attention is needed into optimal learning environments and interventions that support maltreated children more effectively. 相似文献
7.
The aim of this paper is to present the case for phronetic social science as an appropriate lens through which to view sports coaching. In doing so, we firstly define and then elaborate upon the principal concepts contained within phronetic social science as related to complex action, flexibility, moral reflection and power. By locating them within recent coaching research, the case is further made how such concepts can help coaching scholars and coaches to better understand the activity of coaching. Finally, a conclusion draws together the main points made, particularly in terms of how using such a perspective and conceptualisation of coaching could benefit future coach education programmes. 相似文献
8.
Pat O’Connor Clare O’Hagan Eva Sophia Myers Liv Baisner Georgi Apostolov Irina Topuzova 《高等教育研究与发展》2020,39(4):764-777
ABSTRACTThis article is concerned with the source of men’s invisible advantage in the male-dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics? This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at high, mid and early levels, in four universities: one each in Bulgaria, Denmark, Ireland, and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM. 相似文献
9.
AbstractThe principal purpose of this study was to record and explore the changing coaching landscape within elite Norwegian women’s handball from 2003 to 2005. This was in relation to critically understanding the culture created within the context, and the precise role(s) of head coach Marit Breivik, the assistant coaches, and the athletes in question, in its creation. The significance of the paper lies in enhancing understanding the ‘Nordic model’ of society, inclusive of its emphasis on equality, tolerance, consensus and cooperation, and the ways in which this is constructed, explored and challenged within and through sport. When appointed in 1994, Breivik inherited a high performance system not unlike any other in international sport; one dominated by metrics, compliance and control. It was one she wanted to change to better reflect the Nordic values of integration, interdependence and egalitarianism. The study’s method comprised an in depth ethnography where the principal author spent two years embedded within the setting. The results, deduced from inductive analysis of the collected data, are discussed in terms of two principal themes. First, the initial attempts at culture change by Breivik and the inevitable resistance experienced; and second, the relational strategy she adopted to overcome such resistance (including that of establishing the ‘team as method’). Finally, a conclusion reflects on the meaning of such findings, touching on the dual explanatory notions of ‘progressive repair’ and that of the coach as a ‘virtuoso actor’. 相似文献
10.
Liv Randi Opdal Siri Wormnæs Ali Habayeb 《International Journal of Disability, Development & Education》2001,48(2):143-162
The present study explored teachers' opinions about the inclusion of students with disabilities and special needs in regular primary schools in a Palestinian context, and factors that influenced such opinions. The sample consisted of 90 teachers at six schools. Eighty-seven (97%) of them had students with disabilities or special needs in their classes. Fifty-four (60%) of the teachers were of the opinion that students with disabilities and special needs should have an opportunity to attend public schools. Opinion-related factors were identified and compared to results of previous studies. Eighty-one (90%) of the teachers expressed a need for changes in the public schools in order to meet the needs of students with disabilities and special needs. Their focus of interest for building their own competence was on knowledge and skills that could empower them as teachers, not on knowledge about the students' disabling impairments. 相似文献