Using feedback requests to actively involve assessees in peer assessment: effects on the assessor’s feedback content and assessee’s agreement with feedback

Criticizing the common approach of supporting peer assessment through providing assessors with an explication of assessment criteria, recent insights on peer assessment call for support focusing on assessees, who often assume a passive role of receivers of feedback. Feedback requests, which require assessees to formulate their specific needs for feedback, have therefore been put forward as an alternative to supporting peer assessment, even though there is little known about their exact impact on feedback. Operationalizing effective feedback as feedback that (1) elaborates on the evaluation and (2) to which the receiver is agreeable, the present study examines how these two variables are affected by feedback requests, compared to an explanation of assessment criteria in the form of a content checklist. Situated against the backdrop of a writing task for 125 first-year students in an educational studies program at university, the study uses a 2 × 2 factorial design that resulted in four conditions: a control, feedback request, content checklist, and combination condition. The results underline the importance of taking message length into account when studying the effects of support for peer assessment. Although feedback requests did not have an impact on the raw number of elaborations, the proportion of informative elaborations within feedback messages was significantly higher in conditions that used a feedback request. In other words, it appears that the feedback request stimulated students to write more focused messages. In comparison with feedback content, the use of a feedback request did, however, not have a significant effect on agreement with feedback.     

What are the characteristics of nature preschools in Norway,and how do they organize their daily activities?

This study provides basic information about how Norwegian nature preschools differ from other Norwegian preschools and how they organize their daily activities. Fifty-six nature preschools and 52 other preschools were included in the study. A total of 106 headmasters and 98 pedagogical leaders filled out questionnaires about the characteristics of their preschool and the characteristics of their preschool’s outdoor activities. Two women and four men from nature preschools were interviewed about organizing a nature preschool. Most nature preschools are private and have less children and staff than other preschools. Nature preschools have more reference areas in nature and visit these areas more frequently than other preschools. Nature preschools spend a large amount of time in nature and have routines and rules that allow the children a significant amount of trust.     

Venture capital as a catalyst to commercialization

We find that the public funding of academic research and venture capital have a complementary relationship in fostering innovation and the creation of new firms. Using panel data on metropolitan areas in the United States, from 1993 to 2002, our analyses reveal that the positive relationships between government research grants to universities and research institutes and the rates of patenting and firm formation in a region become more pronounced as the supply of venture capital in that region increases. Our results remain robust to estimation with an instrumental variable to address potential endogeneity in the provision of venture capital. Consistent with perspectives that emphasize the importance of an innovation ecosystem, our findings point to a strong interaction between private financial intermediation and public research funding in promoting entrepreneurship and innovation.     

A good hustle: the moral economy of market competition in adult webcam modeling

In this article, we examine how models working on Chaturbate, one of the world’s most popular adult webcam platforms, negotiate and make sense of the dynamic ways in which this platform configures their competitive environment. By combining different perspectives from the field of economic sociology, we demonstrate how competition on Chaturbate is shaped by various market devices whose strategic negotiation informs – and is informed by – the moral economy articulated on web forums where models gather to discuss their work experiences and market strategies. We first introduce Chaturbate and the ways in which it organizes market competition, surveying the environment models have to negotiate. We then zoom in on two controversial strategies for beating the competition, each of which upset the moral economy of Chaturbate’s model community. Subsequently, we turn to what models term ‘the hustle,’ which encompasses a number of competitive strategies and criteria judged to be fair and thus legitimate. The final part of our analysis considers the limitations of the hustle, as well as the meritocratic and entrepreneurial discourse that surround it, in light of what we identify as Chaturbate’s ‘manufactured uncertainty.’     

The limitations of multiculturalism in Norwegian early childhood education

In Norway, 9 out of 10 children between the ages of one and five participate in an educational formation programme which, despite around half of the kindergartens being privately owned, is regulated by a common law and relatively detailed regulations describing what the content of kindergartens should be. Norwegian kindergartens therefore represent a central institution for integration and transfer of values and morals in today's multicultural Norwegian society. The relatively new situation of multicultural diversity is challenging earlier cultural hegemonies where Christian heritage and tradition combined with a strong social democratic movement were important components. The issue discussed in this paper is how this cultural diversity is dealt with in the early childhood education documents, with emphasis on understanding where the limits of multiculturalism are set. I argue, in dialogue with three standpoints of multiculturalism, that while Norwegian early childhood education embraces cultural diversity, it is unclear about the limits to its political implications.     

Task Involvement and Ego Involvement: relations with academic achievement,academic self‐concept and self‐esteem

Relations between academic achievement, self‐perceptions, task involvement and defensive ego involvement (self‐presentation concerns) were explored among 349 sixth grade and 350 ninth grade Norwegian students. Task involvement was defined as general interest in working with school subjects, whereas defensive ego involvement was defined as students’ preoccupation with the impression they make on their classmates emphasizing the concern of not looking stupid. The results showed that task involvement and defensive ego involvement are independent but correlated motivational states. The concepts are negatively, but weakly correlated and are affected by different processes. Task involvement was affected directly by academic self‐concept, whereas defensive ego involvement was strongly associated with self‐esteem and was affected indirectly by academic self‐concept through self‐esteem.     

Continuing professional development (CPD) as a means to reducing barriers to inclusive education: research study of the education of refugee children in the Czech Republic

This article discusses the extent to which former special needs students – now in their late 20s – achieve economic independence. The emphasis is on class placement – that is, whether being educated in special or regular classes in upper secondary school contributes to favourable occupational outcomes. The empirical evidence is based on interviews of 373 young Norwegians who were surveyed regularly for more than 10 years. The analyses reveal that nearly half of the young adults found jobs that made them economically independent. Students schooled in regular classes attained vocational or academic competence and obtained a driving licence to a much greater degree than did students educated in special classes. In turn this increased the chances of earning a living. That is the indirect effect of class placement. The direct positive effect of schooling in regular classes was observed among people with rather low functional abilities and among those who did not succeed in attaining competence or obtaining a driving licence.     

Action research and organisational learning: a Norwegian approach to doing action research in complex organisations

The purpose of this article is to present a specific approach to the practice of action research ‘in complex organisations’. Clearly, there are many approaches to the challenge of doing action research in organisations; approaches that are, and also must be, quite context dependent and specific. But my purpose is neither to give an overview nor a recommendation of how action research is or should be done in complex organisations by different schools of action researchers around the world. The approach I will present has grown through practical experience accumulated over many years with doing action research in many different Norwegian organisations with organisational change and development as the specific objective. I will limit myself to an outline of this Norwegian context, and to how I and others have worked specifically with organisational learning both practically and theoretically within or in relation to a broad Norwegian or Scandinavian approach to action research and organisation development represented by many individuals.     

Efficacy of a Fish Protein Hydrolysate in Malnourished Children

Protein hydrolysates are good nutritional supplements as their bioactive ingredients can be easily absorbed and utilized for various metabolic activities. A fish protein hydrolysate (Amizate), prepared by a unique process of hydrolysis has the advantage of high di/tri peptide content (<10 kDa) along with essential and non essential amino acids, micronutrients and vitamins. The effect of Amizate on malnourished children (6–8 years, a total of 438) of Grade I and II (Gomez’s classification) with respect to immunoglobulins, CD4/CD8 ratios and hemoglobin was examined. Measurement of these parameters during the user trial study (at the beginning and the end after 4 months) indicated that the levels of the immunological parameters were not significantly altered by the Amizate treatment. The values of immunoglobulins and CD4/CD8 ratios of malnourished children (India) are in the normal range and are in accordance with the reported values of various ethnic groups.     

International Media

The Concise Reference Guide to Publications and Broadcasting Media of Black America, Africa and the Caribbean (New York: Panther House Ltd. Box 3552, 1971—$15.00/ 12.50)

Olav Stokke (ed.), Reporting Africa (New York: Africana Publishing Corp., 101 Fifth Ave., 1971—$9.50)

Harold D. Lasswell's Propaganda Technique in World War I (reissue of 1927 edition titled Propaganda Technique in the World War). Cambridge, Mass.: MIT Press, 1971—$2.95, paper)