Professional development of teachers—A prerequisite for AfL to be successfully implemented in the classroom     

Kari Smith 《Studies in Educational Evaluation》2011,37(1):55-61

A prerequisite for AfL to be successfully implemented in the classroom is the teachers’ assessment practice. In many contexts, including the Norwegian, AfL has not been successfully dealt with during initial teacher education, and there is a need for qualified teachers to engage in professional development in AfL.This article first discusses different perspectives of professional development, not all of which lead to change of attitudes and beliefs resulting in changed practice. Difficulties in implementing AfL beyond the individual teacher and reach the full teaching staff is presented through experiences from a Norwegian research and development project. The next project to be briefly discussed focuses on engaging teachers in developing their own criteria for good classroom assessment.Finally the paper proposes that a major obstacle to teachers’ professional development in AfL is the competence of teacher educators in AfL. Do those who are to guide and support professional development in schools hold the essential knowledge and competence themselves?The conclusive argument is that for AfL to be common assessment practice in schools there is a need for development processes at various levels of the education system.  相似文献   

Are interpersonal relationships necessary for developing trust in online group projects?     

Christine E. Wade  Bruce A. Cameron  Kari Morgan  Karen C. Williams 《Distance Education》2011,32(3):383-396

Trust between group members has been suggested as an important part of small group work in online classrooms. Developing interpersonal relationships with group members may promote a sense of trust among them; however, research shows mixed results. The current study explored how students’ perceptions of the importance of interpersonal relationships in online groups affected their perceptions of trust and experiences within the group. Students enrolled in online classes that incorporated a group project were surveyed about their experiences with online group projects. Participants did not find interpersonal relationships as necessary in trust development. However, student gender and type (i.e., distance versus on-campus) were important factors in determining the type of experiences students had within their online groups. Males reported more negative experiences than females, and distance education students desired relationships with group members more than on-campus students.  相似文献   

Enriching intimacy: the role of the emotional in the ‘resourcing’ of middle‐class children     

Kari Stefansen  Helene Aarseth 《British Journal of Sociology of Education》2011,32(3):389-405

This paper analyses qualitative interviews conducted with Norwegian middle‐class parents. It explores how a particular type of intimacy – an enriching intimacy – is produced as part of everyday parent–child interactions and considers the notion of the social self that spurs middle‐class parents to seek this very type of intimacy with their child. By so doing it adds to the growing field of research on middle‐class parents’ child‐rearing strategies and the role these strategies play in the ‘resourcing’ of middle‐class children. The relevance of the dimension of intimacy for studies on the parental effect on children’s school achievement is discussed.  相似文献   

Self-assessment of English as a foreign language in applying for jobs and higher education studies     

Kari Smith 《Studies in Educational Evaluation》2000,26(4):393

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Young people’s experiences of parental involvement in youth sport     

Åse Strandbu  Kari Stefansen  Ingrid Smette  Morten Renslo Sandvik 《Sport, Education and Society》2019,24(1):66-77

Recently parental involvement in youth sport has intensified, challenging the understanding of youth sports as an arena where adolescents can develop their identity and autonomy. On this background, our study explores how adolescents understand and negotiate their parents’ involvement in sport and how they define ideal and undesirable forms of parental involvement. Our empirical setting is Norway, and we draw on data from 16 focus group interviews among 13–14-year-olds (n?=?92) recruited from two lower secondary schools. The analysis shows that young people distinguish between different aspects of the sport activity when defining ideal and undesirable forms of parental involvement. When discussing sport as a healthy activity necessary for physical and social development, the young people interviewed approve of parents’ role in regulating and encouraging participation. When considering the athletic aspects and peer sociability, however, they see parental involvement as mostly undesirable. The analysis also shows that the adolescents generally describe their parents as attentive to the boundaries their children draw for them about levels and types of involvement. Therefore, young people should be seen not only as subjected to parental involvement but also as active co-constructors of valid parental roles in and beyond the sporting arena.  相似文献   

Lecturers’ text competencies and guidance towards academic literacy     

Kari Mari Jonsmoen  Marit Greek 《Educational Action Research》2017,25(3):354-369

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   

Literacy components model for at‐risk young adults enrolled in career and technical education          下载免费PDF全文

Daryl F. Mellard  Kari L. Woods  Linette McJunkin 《Journal of Research in Reading》2015,38(3):249-271

Little is known about literacy skills of an important adult population: educationally and economically disadvantaged young adults. This exploratory study used principal components analysis of 33 measures of reading subskills, spelling, maths, memory and other cognitive processes among 335 at‐risk 16‐ to 24‐year‐olds enrolled in a career and technical education programme. The analysis yielded a five‐component model explaining 69% of the variance in the data. Most of this variance was attributed to two components: element and word skills (including spelling) and language comprehension (including vocabulary). Using these components, models predicting two performance criterion measures yielded different results. A model using all five components predicted 51% of functional reading measured by the Comprehensive Adult Student Assessment System. A three‐component model with element and word skills, language comprehension and processing speed predicted 55% of variance in reading comprehension measured by the Test of Adult Basic Education. Implications of these findings for further research are discussed.  相似文献   

Formative assessment of teacher learning: issues about quality,design characteristics and impact on teacher learning     

Kari Smith 《Teachers and Teaching》2013,19(2):228-234

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Suggestions for the ideal follow-up for bereaved students as seen by school personnel     

Kari Dyregrov  Mathilde Endsjø  Thormod Idsøe  Atle Dyregrov 《Emotional and Behavioural Difficulties》2013,18(3):289-301

Little is known about how teachers and head teachers (school personnel) attend to children experiencing grief. Our aim was to investigate what the school personnel perceive to be optimal help from the school in such situations. We conducted seven focus group interviews and one single interview among 17 teachers and 5 head teachers from primary and secondary schools. Although the school personnel obviously have high levels of empathy and commitment towards grieving students, they expressed limited knowledge about how child bereavement affects school performance, concentration, and learning, and how this restricted their own efforts to arrange for grieving children during the school day. They also signalled tensions created by the need to mediate too many tasks in the teacher’s role, school staff’s lack of grief knowledge, and guilt for not doing more for bereaved children at school. Despite the existence of solid theoretical and research base in the field of grief in children, opportunities for provision of evidence-validated intervention by teachers and other school personnel in response to grief, and prompt referral of bereaved children suffering more complex grief reactions, appear to be severely compromised. The school personnel pointed out the necessities for action plans and written routines, resources and clarifications of roles, and some basic help principles, key help measures, and improvements to improve the support for bereaved schoolchildren.  相似文献   

Measuring change in career counseling: Validation of the <Emphasis Type="Italic">Career Futures Inventory</Emphasis>-<Emphasis Type="Italic">Revised</Emphasis>     

Patrick J. Rottinghaus  Alec Eshelman  Jonathan S. Gore  Kari J. Keller  Madalyn Schneider  Kristine L. Harris 《International Journal for Educational and Vocational Guidance》2017,17(1):61-75

This retrospective chart review study examined the factor structure of the Career Futures Inventory-Revised (CFI-R; Rottinghaus et al. in J Career Assess 20:123–139, 2012) and its utility as a career counseling outcome measure using a sample of 332 clients from a university career center. The CFI-R examines career agency and other career adaptability dimensions germane to clients’ career concerns. Confirmatory factor analysis results supported the proposed factor structure. Changes in CFI-R scale scores are reported for 116 clients who received counseling. The use of the CFI-R as an effectiveness outcome measure for individual, group, and classroom career interventions is addressed.  相似文献