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101.
Kjeld B. Poulsen Søren H. Jensen Elsa Bach John F. Schostak 《Educational Action Research》2013,21(1):75-106
During the past five decades occupational researchers have documented that bus drivers’ health is worse than in almost any other profession. The authors suggest that the reason there has not been any successful attempt to change this situation is because the focus until now on removing statistically associated external risk factors has been too narrow. The article describes a project whose purpose was to improve the health and well‐being of 3500 Copenhagen bus drivers. At the end, more than 200 interventions were implemented. The authors adopted a new approach of combining epidemiological results and qualitative methodologies, creating a broader explanatory foundation for action, linked by repetitive processes of critical reflection, which was central to defining problems, explaining causes, developing sufficiently effective interventions and measuring effects. The project revealed the importance of several new and potentially preventable factors involving such issues as lifestyle, private stressors and inappropriate management. During the project period an evaluative framework was developed to explore and measure the complex effects of multiple interventions. Three years after the interventions were launched, follow‐ups revealed remarkable improvements such as reductions in stress and body pains, an increase in satisfaction, and improvements in management and the drivers’ cabin. This article is the story of a methodological journey, from classical epidemiology to an approach combining the strengths of survey (broad coverage), qualitative methods (in‐depth focus) followed by critical reflections and ending with action research. 相似文献
102.
Colin Biott Lejf Moos Jorunn Møller 《Scandinavian Journal of Educational Research》2013,57(4):395-410
In order to obtain a better understanding of how headteachers frame their professional lives, a comparative project was set up with a life history approach. A series of open-ended interviews were conducted where headteachers talked about themselves, their work, background, experiences and career. The article focuses on the modes of inquiry used in the study and explores alternative approaches to analysis, especially of content and form. Several methodological issues are discussed, for instance the production of data as an interactive and collaborative process of creating meaning, the central role of the research relations, dialogical analysis and how to move from separate individual stories to an analysis of headteachers' lives across different countries. As the analysis has unfolded, new questions have been posed about the comparative aspect of the project. At the beginning, cross-national similarities and differences were relatively straightforward and were found in the content of interviews. Since then, explorations of the form and structure of the stories have raised more complex juxtapositions. More recently, new questions have begun to emerge, such as about the nature and meanings of 'professional confidence' and its relationship to external accountability in national contexts. 相似文献
103.
Av Hans‐Jørgen Dokka 《Scandinavian Journal of Educational Research》2013,57(1):135-151
Gill, P. E. 1976. The Relationship Between Mental Ability and Eight Background Variables. Scand. J. educ. Res. 20, 135‐145. Multiple regression is seen as a search technique when applied to IQ. test data. The results from such a search are stochastic rather than deterministic. Because of this it is imperative that comprehensive samples be studied. The sample in this study (n = 3,695) was representative of the population of Irish 6‐ to 12‐year‐olds. The results are surprising in that the total variance explained by predictors such as SES, sex, family size, position in family, absenteeism and urbanity is never more than 8 %. Differences in how predictors behave with IQ and Vocabulary are noted. SES, family size and urbanity are the most significant predictors. When Vocabulary is the criterion, sex differences (in favour of girls) emerge consistently. It is contended that pupils of low intelligence go absent more often than their peers. The total variance explained was increased when homoscedasticity was reduced by stabilizing criterion variance (by reducing age span). 相似文献
104.
Predicting Achievement Goals in Two Different Academic Contexts: A longitudinal study 总被引:1,自引:0,他引:1
The relative contribution is examined of epistemological beliefs and implicit theories of intelligence to students' adoption of mastery, performance‐approach and performance‐avoidance goals in two different academic contexts, business administration and teacher education, in the short as well as the long term. The results showed that epistemological beliefs about the speed of knowledge acquisition predicted achievement goals. Students who believed that learning occurs quickly or not at all were less likely to adopt mastery goals and more likely to adopt performance‐avoidance goals. In addition, students who believed in stable and given knowledge were less likely to adopt mastery goals. Differences in predictive patterns across the two contexts concerned the prediction of performance‐approach goals and gender differences in goal adoption. Epistemological beliefs played a more important role in goal adoption than implicit theories of intelligence. 相似文献
105.
Is the Simple View of Reading too Simple? 总被引:1,自引:1,他引:0
Ingjerd Høien‐Tengesdal 《Scandinavian Journal of Educational Research》2013,57(5):451-469
According to the Simple View of Reading (SVR), reading comprehension is the product of word decoding ability and linguistic comprehension (R = D × C). However, there is also evidence showing that an additive model (R = D + C) explains just as much or even more of the variance in reading comprehension than the product model. To further evaluate these models, 467 Norwegian students in grade 6 were administered measures of reading comprehension, decoding ability, listening comprehension, phonemic awareness, and rapid digit naming. Hierarchical regression analyses were conducted to evaluate the explanatory power of each model, in addition to the influence of phonemic awareness and rapid naming. The preliminary hierarchical regression analyses were replicated among Swedish students. According to the present study, the additive model explained more of the variance in reading comprehension than the product model, and only rapid naming contributed significantly to explain variance in reading comprehension, above and beyond that explained by the SVR. 相似文献
106.
Hallgeir Halvari Knut Skjesol Tor Egil Bagøien 《Scandinavian Journal of Educational Research》2013,57(1):79-104
The present research tested the longitudinal relations over a school‐year between motivational climates, achievement goals, and five physical education outcomes, namely intrinsic motivation, perceived competence, positive attitude, exertion, and attendance in physical education. The results showed that students’ mastery goals measured early in the school‐year (Time 1) predicted all five physical education outcomes one year later (Time 2), controlling for physical education outcomes at Time 1. Two structural equation change models of climates and goals were also tested: (1) change in mastery climate predicted positively change in mastery goals, which positively predicted physical education outcomes after one year; and (2) distinct performance climate sub‐factors, namely changes in normative praise and negative emotional tune, predicted positive changes in performance‐approach, and performance‐avoidance goals, respectively. In turn, change in performance‐approach goals predicted positively, and change in performance‐avoidance goals predicted negatively, the PE outcomes after one year. 相似文献
107.
Jon-Håkon Schultz Peer Møller Sørensen Trine Waaktaar 《Scandinavian Journal of Educational Research》2013,57(5):539-553
The objective of this study was to assess trauma-related symptoms and mental health among war-exposed Ugandan adolescents (n?=?81) as a basis for planning their re-attendance at school. Self-reports of exposure to traumatic events, trauma-related symptoms, and indicators of mental health were collected. While about half of the youths (51.9%) reported having been abducted by rebels and were former child soldiers, no differences were found in their mental health functioning compared to the remaining sample. Of the youths, 78% reported post-traumatic stress reactions of clinical significance. However, scores were within the normal range on conduct problems, hyperactivity, pro-social behavior, and self-efficacy. Even though the sample was clearly suffering from trauma-related symptoms, there were also marked areas of adaptive functioning and resilience. Whether the students are ready for education is discussed and implications for adapting educational programs for war-affected adolescents are indicated. 相似文献
108.
Reflection and reflective practice are key concepts in the educational literature as well as in research on physical education (PE) and physical education teacher education (PETE). The purpose of this article is to review the current empirical knowledge base for reflection and reflective practice in PE and PETE from 1995 to 2011. The review includes empirical research published in peer reviewed journals on the topics on reflection and reflective practice in the contexts of PE and PETE. There were 33 articles included in the review. Most of the research is conducted in the PETE context, where it was found that pre-service teachers do develop their reflective capabilities. However, the results also indicate students make little progress on critical reflections. In the PE context, it was found that teachers express a need for reflective communities. Theoretical and methodological challenges with the reviewed literature are discussed and suggestions for further research proposed. 相似文献
109.
Ivar Bråten Leila E. Ferguson Helge I. Strømsø Øistein Anmarkrud 《European Journal of Psychology of Education - EJPE》2013,28(3):879-902
Building on the multidimensional framework of epistemic cognition proposed by Greene et al. (Educational Psychologist 43:142–160, 2008), this study examined beliefs about justification of knowledge claims in science among 65 Norwegian 10th graders. The first research question asked whether beliefs in personal justification, justification by authority, and justification by multiple sources differed in strength among the participants. It was found that the students most strongly believed in justification by authority, followed by justification by multiple sources and personal justification. The second research question asked whether the three types of justification beliefs differentially and uniquely predicted the comprehension of multiple conflicting documents on a science issue. In a multiple regression analysis with multiple-documents comprehension indicated by essay performance as the dependent variable, both personal justification and justification by multiple sources emerged as unique predictors when topic knowledge was controlled for. Specifically, beliefs in personal opinion as a means of justifying knowledge claims in science was negatively related to multiple-documents comprehension, whereas beliefs in justification through corroboration across multiple sources of information were positively related to multiple-documents comprehension. This study provides new evidence about relationships between epistemic beliefs and new literacy competencies needed in an information society, such as integrating across multiple conflicting sources of information; relationships that may also have practical implications. 相似文献
110.
Nicoline Frølich Jeroen Huisman Stig Slipersæter Bjørn Stensaker Paulo Charles Pimentel Bótas 《Higher Education》2013,65(1):79-93
The paper draws on institutional theory with special attention to recent contributions that aim at developing its micro-foundations. We address the question of how individual higher education institutions deal with institutional pluralism. We develop an analytical framework inspired by institutional theory, the sensemaking perspective in organisation theory and strategy-as-practice to connect the macro-transformation processes of the organisational field and the micro-processes of organisational strategising. 相似文献