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41.
Marit Alvestad 《International Journal of Early Years Education》2004,12(2):83-97
Norway recently adopted a National Framework Plan for Preschools. In this study, the central questions are: what does a Framework Plan for one to five year olds mean to the preschool teachers and their educational work with children? What are preschool teachers' understandings of the concept of learning in their educational planning and practice, and how is this related to the Framework Plan? How do preschool teachers understand the central content and strategies in the Framework Plan and in their own practical work? The results are based on empirical data from in‐depth interviews with eight Norwegian preschool teachers. 相似文献
42.
Previous research has demonstrated the potential of examining log-file data from computer-based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer-based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer-based environments. We analyzed the Norwegian PISA 2015 log-file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time-on-task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio-economic status, and language at home), attitudes (enjoyment in science, self-efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log-file data from PISA 2015 can aid this understanding. 相似文献
43.
Perceived Social Support at School and Emotional and Musculoskeletal Complaints among Norwegian 8th Grade Students 总被引:1,自引:1,他引:0
Edvin Bru Marit Boyesen Elaine Munthe Erling Roland 《Scandinavian Journal of Educational Research》2013,57(4):339-356
Results from the present study indicate that a majority of Norwegian 8th grade students experience satisfactory support from teachers and relations with peers. However, about 6% of the sample reported being harassed on a weekly basis. Moreover, results indicate that there is room for improvement, especially regarding the teachers’ emotional support of students, as well as their ability to prevent students from being harassed. Twelve per cent of the sample reported more severe emotional complaints, whereas 10% of 8th grade students reported more severe musculoskeletal complaints. Results showed significant associations of teacher support and peer relations with emotional as well as musculoskeletal complaints (EM complaints). Exposure to harassment at school and a perceived lack of academic support from teachers showed the strongest associations with EM complaints. Associations were stronger for students reporting learning difficulties than for students not reporting learning difficulties. This was mainly due to stronger associations between exposure to harassment and EM complaints among students reporting learning difficulties. 相似文献
44.
Embedding academic literacy into the curriculum and regular subject teaching has received little attention in Norwegian higher education (HE). The present article, drawing on the findings of two studies carried out in 2013/14, seeks to amend this. The first study, an action research study, exposes how lecturers in one of the faculties at Oslo and Akershus University College perceive their role in teaching and guiding students’ discipline-specific literacy, in particular academic writing. Collaborating with the faculty in a joint action research project, we seek to empower the lecturers, and develop pedagogical methods that are suitable for academic literacy teaching and guidance, and thereby make a change in the institution. The second study analyzes the academic literacy skills and knowledge of new students. We follow students in their final semester in upper secondary school, and identify how they are prepared for academic literacy in HE. Together, the studies reveal that despite the students’ preparation for higher studies, they are not fully qualified for meeting the demands of academic literacy. When entering HE, the students are still in need of guidance to establish textual meta-perspectives and to develop relevant disciplinary literacy practices. However, the lecturers are neither fully qualified for nor willing to include this topic in their content teaching. 相似文献
45.
This article examines teacher formulations in teacher-fronted whole class interactions. Using conversation analysis (CA), we have analysed topic talk between teachers and students (12–16 years old) in Norwegian classrooms. We have identified three sub-groups of teacher formulations—transforming, challenging, and summarising formulations. We show how teacher formulations in topic talk are an important part of teaching and that the formulations serve different and specialised functions in classroom interactions. Our main finding is that teachers use the formulations to establish a shared pedagogic focus, the learnable. This study contributes by providing knowledge on formulations as a pedagogical device and by accumulating knowledge about the practice of formulation in general. 相似文献
46.
We examined whether perceived self-efficacy moderated the relationship between performance goals and self-regulatory strategy use in two different samples of 178 and 108 Norwegian post-secondary students. Using multiple regression with interaction terms, we found that perceived self-efficacy moderated the relation between performance-avoidance goals and reported use of self-regulatory strategies for students in a competitive, performance-oriented context. Specifically, in that context, there seemed to be a negative effect of increased performance-avoidance goal orientation for students with high self-efficacy and a positive effect of increased performance-avoidance goal orientation for students with low self-efficacy. While the nature of this moderator effect is not consistent with what has previously been suggested by researchers using a goal orientation framework, our findings point to the importance of examining self-efficacy moderator effects in different study contexts. 相似文献
47.
48.
Graff-Iversen S Selmer R Sørensen M Skurtveit S 《Research quarterly for exercise and sport》2007,78(3):151-161
This population-based 24-year follow-up study evaluated the association of occupational physical activity (OPA) with overweight and mortality in 47,405 men and women, healthy at baseline, and reporting OPA as sedentary (reference), light, moderately heavy, or heavy. The adjusted odds ratio for overweight was slightly less than 1 for all categories of current nonsedentary work in men but increased by OPA in women. Only heavy OPA conferred a lower mortality with an adjusted rate ratio of 0.84 (95 % confidence interval, 0.76-0.92) for men and 0.69 (95 % confidence interval, 0.52-0.91) for women. This observational study, with OPA recorded in the 1970s and 1980s, suggested a slight protective effect for overweight by nonsedentary work for men and lower mortality by heavy OPA for both genders. 相似文献
49.
Marit L. Bovbjerg Kelly R. Evenson Chyrise Bradley John M. Thorp 《The Journal of perinatal education》2014,23(3):155-164
Many behaviors and substances have been purported to induce labor. Using data from the Third Pregnancy, Infection, and Nutrition cohort, we focus on 663 women who experienced spontaneous labor. Of the women who reported a specific labor trigger, 32% reported physical activity (usually walking), 24% a clinician-mediated trigger, 19% a natural phenomenon, 14% some other physical trigger (including sexual activity), 12% reported ingesting something, 12% an emotional trigger, and 7% maternal illness. With the exceptions of walking and sexual intercourse, few women reported any one specific trigger, although various foods/substances were listed in the “ingesting something” category. Discussion of potential risks associated with “old wives’ tale” ways to induce labor may be warranted as women approach term. 相似文献
50.
Sidsel Graff-Iversen Randi Selmer Marit Sørensen Svetlana Skurtveit 《Research quarterly for exercise and sport》2013,84(3):151-161
Abstract This population-based 24-year follow-up study evaluated the association of occupational physical activity (OPA) with overweight and mortality in 47,405 men and women, healthy at baseline, and reporting OPA as sedentary (reference), light, moderately heavy, or heavy. The adjusted odds ratio for overweight was slightly less than 1 for all categories of current nonsedentary work in men but increased by OPA in women. Only heavy OPA conferred a lower mortality with an adjusted rate ratio of 0.84 (95% confidence interval, 0.76–0.92) for men and 0.69 (95% confidence interval, 0.52–0.91) for women. This observational study, with OPA recorded in the 1970s and 1980s, suggested a slight protective effect for overweight by nonsedentary work for men and lower mortality by heavy OPA for both genders. 相似文献