Challenges in making an academic career in education sciences

The competitive university has brought about changes in structural conditions and created contradictions which are embedded in institutions. The present study is based on interviews with 42 early career researchers in the field of education sciences in Sweden. We analyse how members of this group handle career possibilities and limitations in relation to gender and to the structural ambivalence embedded in the higher education system. Our results illustrate that the structure of education sciences contains power relations and processes of differentiation, which give researchers different access to resources that can be used to handle structural ambivalence. This is illustrated in how, for example, women researchers, more than men, lack resources to solve the experienced tensions surrounding them, and therefore often work in areas where they are able to cope. Men researchers can often solve their career ambivalence by avoiding traps and gaining recognition, and are therefore able to advance.     

Comparing student learning experiences of in-text commentary and rubric-articulated feedback: strategies for formative assessment

This study compares students’ experiences of two types of criteria-based assessment: in-text commentary and rubric-articulated feedback, in an assessment design combining the two feedback channels. The main aim is to use students’ responses to shed light on how feedback strategies for formative assessment can be optimised. Following action research methodology, the study discusses key categories of student responses from three sources: reflective texts, a questionnaire, and interviews. Results show that different functions were attributed to the two feedback channels: in-text commentary to lower-order concerns related to language proficiency, and rubric-articulated feedback to higher-order concerns related to an overview of writing achievement. We argue that the different functions have the potential of creating a sufficiently balanced assessment design with the possibility of serving both short-term and continuous learning goals. On the other hand, some students found it difficult to navigate between the two feedback channels. The article therefore ends with a ‘lessons learned’ section where we list possible ways in which the current assessment design can be improved for optimal use of the synergy effects emanating from a combination of in-text commentary and rubric-articulated feedback for formative purposes.     

Dimensions of test performance in English as a foreign language in different European settings: a two-level confirmatory factor analytical approach

The present study explored data from a survey of students’ performance in English at the end of compulsory school in 6 European countries. The aim was to gain deeper knowledge of the internal structure of the test and to discuss similarities and differences between the different settings regarding patterns in language proficiency. The analyses, conducted by a factor analytic approach and 2-level structural equation modelling (SEM) techniques, indicated an overall English achievement factor at both student and school levels. Furthermore, an effect of format differences at the student level, constituted by a factor related to tasks demanding constructed response, was found. Three correlated modality factors related to listening, linguistic, and reading skills were identified but not further elaborated on as they improved the model only modestly. Considerable differences in between-school variation were found in the different settings. The results are discussed in relation to the instrument, student achievements, and the state of English in the participating countries.     

Measuring Socioeconomic Status at Individual and Collective Levels

This study investigated the multilevel dimensionality of socioeconomic status and its relationship to reading achievement in 23 countries. Different factor structures of SES were found at different levels’ observations and in different countries. The study showed that the cultural dimension strongly related to student reading performance, while the school general capital dimension explained a large part of the between-school reading achievement differences. Most interestingly, the factor relationship between SES and reading achievement at the school level varies greatly across countries. It was argued that these variations might be due to the differences in the centralized versus decentralized educational finance, tracking mechanism and some social characteristics in different countries.     

The climate of distance education in the 21st century: understanding and surviving the changes brought by the TEACH (Technology, Education, and Copyright Harmonization) Act of 2002

On Saturday, November 2, 2002, President Bush signed into law, in the form of TEACH (the Technology, Education, and Copyright Harmonization Act of 2001, S. 487)¹, legislation representing a significant reform of the copyright landscape as it applies to distance education, and the use of protected material, analog, but especially digital. This article presents a review of its provisions. It is a complex piece of legislation, creating an assertive myriad of new compliance and use conditions to which an institution must adhere before it can experience any benefit from TEACH.¹     

Attitudes towards School,Teacher, and Classmates at Classroom and Individual Levels: An application of two‐level confirmatory factor analysis

Pupils' responses in Grade 6 to a 40‐item questionnaire originally constructed to reveal different school attitudes were re‐analysed using recently developed techniques for latent variable analysis of two‐level data. One aim was to test a model for investigation of classroom environment and another aim was to compare exploratory factor analysis and confirmatory factor analysis when applied at individual and class levels. When using confirmatory factor modelling a separation of the individual and class‐level influences on the between‐group matrix was obtained. At class level three factors could be justified: Teachers and Teaching, Social Relations in Classrooms and Work Atmosphere in Classrooms. We conclude that the present analysis encourages further use of this type of questionnaire when investigating pupils' attitudes in a large number of classes. Two‐level latent variable analysis is useful for comparing pupils' attitudes within and between classes     

A failure trichotomy in knowledge exploration and exploitation

In this article, we review current rationales for policy intervention in innovative activities. Focusing particularly on market and system failure rationales, we disentangle related underlying mechanisms for knowledge exploration and exploitation. We provide a novel contribution to the system failure literature by distinguishing between system-level inertia and inhibited emergence. Our conceptualization of inhibited emergence draws on literatures related to neo-institutional sociology, the social construction of technology, and on organizational cognition and learning literatures, and it presents elemental socio-cognitive mechanisms that influence and direct knowledge exploration and exploitation in innovation systems. We compare related, yet theoretically distinct concepts of market failure, system-level inertia, and inhibited emergence, and show how each addresses distinct coordinative mechanisms and field-level dynamics and related socio-cognitive processes.     

How to Measure Coach Burnout: An Evaluation of Three Burnout Measures

Although coach burnout has been studied for 30 years, what measure to use in this context has not yet been problematized. This study focuses on evaluating convergent and discriminant validity of three coach burnout measures by using multi-trait/multi-method analysis (CT-C[M-1]) model. We choose Maslach Burnout Inventory (MBI), the two dimensional Oldenburg Burnout Inventory (OLBI), and a coach version of Athlete Burnout Questionnaire (CBQ). Our analysis shows that MBI and OLBI cover similar definitions of exhaustion and depersonalization/disengagement and that CBQ measures somewhat different dimensions. A problem for OLBI is a lack of discriminant validity due to high correlations between exhaustion and disengagement. For lack of personal accomplishment/reduced sense of accomplishment CBQ measures a somewhat different construct than MBI. Although all three measures have advantages and disadvantages, we promote CBQ since it discriminates between dimensions and covers important aspects of burnout in a sports context that the other two do not cover.     

Shoe cleat position during cycling and its effect on subsequent running performance in triathletes

Abstract

Research with cyclists suggests a decreased load on the lower limbs by placing the shoe cleat more posteriorly, which may benefit subsequent running in a triathlon. This study investigated the effect of shoe cleat position during cycling on subsequent running. Following bike-run training sessions with both aft and traditional cleat positions, 13 well-trained triathletes completed a 30?min simulated draft-legal triathlon cycling leg, followed by a maximal 5?km run on two occasions, once with aft-placed and once with traditionally placed cleats. Oxygen consumption, breath frequency, heart rate, cadence and power output were measured during cycling, while heart rate, contact time, 200?m lap time and total time were measured during running. Cardiovascular measures did not differ between aft and traditional cleat placement during the cycling protocol. The 5?km run time was similar for aft and traditional cleat placement, at 1084?±?80?s and 1072?±?64?s, respectively, as was contact time during km 1 and 5, and heart rate and running speed for km 5 for the two cleat positions. Running speed during km 1 was 2.1%?±?1.8 faster (P?<?0.05) for the traditional cleat placement. There are no beneficial effects of an aft cleat position on subsequent running in a short distance triathlon.     

E-government implementation strategies in developed and transition economies: A comparative study

In the last decade, electronic government in Europe has emerged and established itself as a viable alternative channel for public service delivery. While e-government has now matured in most developed European countries, transition economies in Europe, have only recently begun to recognise its potential benefits and incorporated e-government as part of their national strategy. Although time may result in the amplification of e-government experience for transition economy countries, lessons drawn from developed countries indicate that political, fiscal, social, strategic and organisational issues need to be addressed when formulating plans for deploying e-government. Using case study research, this paper examines strategies adopted by the UK and Slovakia in the context of e-government implementation. Particularly, the paper examines how the perspectives on e-government vision, strategy, focus and related organisational change influence the implementation and diffusion of e-government in developed and transition economies in Europe.