Participation in job-related lifelong learning among well-educated employees in the Nordic countries     

Tarja Tikkanen  Kari Nissinen 《International Journal of Lifelong Education》2016,35(3):216-234

The purpose of this study was to explore participation in job-related lifelong learning (LLL) among well-educated mature workers and compare it across four Nordic countries. Although this group generally is very active in LLL, the centrality of knowledge work in society, rapid pace of skills-renewal and rising learning demands for all qualifications levels, necessitates a better understanding of the patterns and factors affecting their skill development. The paper builds on theories of learning motivation, human capital and workplace learning. Data from the Survey of Adult Skills (PIAAC) by the OECD were used. In addition to high participation rates, systematic level differences in participation were found across the countries. Results of logit regression analyses revealed clear differences between countries in the models that explained participation, which gave limited support to a single ‘Nordic model’ of LLL. Furthermore, the predictors of participation commonly found among adult populations, low-educated individuals and/or younger adults, appeared less valid for well-educated individuals.  相似文献   

Teacher–student relationship quality and math achievement: The mediating role of teacher self-efficacy     

Daniel B. Hajovsky  Kari A. Oyen  Steven R. Chesnut  Susan J. Curtin 《Psychology in the schools》2020,57(1):111-134

The relation between social dyadic variables such as teacher–student relationship quality (TSRQ) and student achievement have been well-documented within prior work; however, less research has focused on how TSRQ associates with achievement. We used longitudinal structural equation modeling to investigate the extent that teacher self-efficacy mediated the relationship between TSRQ and math achievement for 881 children in the National Institute of Child Health and Human Development Study. Teacher–student closeness had moderate to large positive effects on teacher self-efficacy, whereas teacher–student conflict had small to moderate negative effects on teacher self-efficacy, which then had small positive effects on math achievement. Closeness only had indirect effects on math achievement via teacher self-efficacy, whereas conflict had direct and indirect effects on math achievement. The results were consistent across grades, lending strength to the findings. This study provides researchers and practitioners evidence of an area that can be developed to potentially enhance student success in math.  相似文献   

Psst,have you ever cheated? A study of academic dishonesty in Sweden     

Kari Trost 《Assessment & Evaluation in Higher Education》2009,34(4):367-376

It has been reported that academic dishonesty is a prevalent problem that crosses all disciplines at the university level. But, how prevalent is it in Sweden? Little is published in the literature about lying, cheating, and plagiarism amongst Swedish university students. This paper focuses on the frequency of past specific academically dishonest behaviours amongst Swedish University students with consideration to social desirability. The results indicate that although there are variations in frequency of dishonest behaviours amongst university students, some dishonest behaviours are more common than others. Future perspectives are discussed.  相似文献   

Postgraduate Certificate in Education (PGCE) and student motivation     

Dag Roness  Kari Smith 《欧洲师范教育杂志》2009,32(2):111-134

This article analyses the results from a study conducted among the total population of full‐time Postgraduate Certificate in Education course (PGCE) students in Norwegian universities (N = 283) in the autumn of 2006. The students responded to a questionnaire examining their motivation to take the PGCE course and their motivation to become teachers. The findings show a relatively high motivation among the students, but they also reveal much uncertainty about their future job as teachers. Twenty‐five percent of the students do not know if they are going to enter the teaching profession. They take a PGCE course primarily because they want more options in the job market. The general view among the students is that they need the PGCE course to be confident in the teaching role and they think it will be a demanding course. The main motivation to become teachers is that the students want to continue working with their academic subject, which they in turn want to teach to others.  相似文献   

Working With the Millennial Generation: Challenges Facing 21st‐Century Students From the Perspective of University Staff          下载免费PDF全文

Kari Much  Amy M. Wagener  Holly L. Breitkreutz  Miranda Hellenbrand 《Journal of College Counseling》2014,17(1):37-47

This study explored university staff's general perceptions of millennial generation college students. Analysis of structured interviews with university professionals revealed that millennial students generally tend to ignore what may be expected of them, resist being accountable for their own actions, and depend on others for problem solving. Implications for college counselors are discussed.  相似文献   

Crawling and Walking Infants See the World Differently     

Kari S. Kretch  John M. Franchak  Karen E. Adolph 《Child development》2014,85(4):1503-1518

How does visual experience change over development? To investigate changes in visual input over the developmental transition from crawling to walking, thirty 13‐month‐olds crawled or walked down a straight path wearing a head‐mounted eye tracker that recorded gaze direction and head‐centered field of view. Thirteen additional infants wore a motion tracker that recorded head orientation. Compared to walkers, crawlers' field of view contained less walls and more floor. Walkers directed gaze straight ahead at caregivers, whereas crawlers looked down at the floor. Crawlers obtained visual information about targets at higher elevations—caregivers and toys—by craning their heads upward and sitting up to bring the room into view. Findings indicate that visual experiences are intimately tied to infants' posture.  相似文献   

A student’s view of our professional community     

Kari R. Schmidt  J. Ana Donaldson 《TechTrends》2003,47(5):3-5

  相似文献   

Head-mounted eye tracking: a new method to describe infant looking     

Franchak JM  Kretch KS  Soska KC  Adolph KE 《Child development》2011,82(6):1738-1750

Despite hundreds of studies describing infants' visual exploration of experimental stimuli, researchers know little about where infants look during everyday interactions. The current study describes the first method for studying visual behavior during natural interactions in mobile infants. Six 14-month-old infants wore a head-mounted eye-tracker that recorded gaze during free play with mothers. Results revealed that infants' visual exploration is opportunistic and depends on the availability of information and the constraints of infants' own bodies. Looks to mothers' faces were rare following infant-directed utterances but more likely if mothers were sitting at infants' eye level. Gaze toward the destination of infants' hand movements was common during manual actions and crawling, but looks toward obstacles during leg movements were less frequent.  相似文献   

Editorial: Reimagining schools: The potential of virtual education     

Michael Searson  W. Monty Jones  Kari Wold 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):363-371

  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