Pupils’ Liking for Physical Education as a School Subject     

Svein Stensaasen 《Scandinavian Journal of Educational Research》2013,57(1):111-129

Stensaasen, S. 1975. Pupils’ Liking for Physical Education as a School Subject. Scand. J. educ. Res. 19, 111‐129. The intention of the present study was to assess adolescent pupils’ liking for physical education as a school subject and what aspects of this subject they particularly liked and disliked. The empirical data stem from 1321 pupils at the 7th, 8th and 9th grades levels at youth schools situated in eight densely populated areas in south‐east Norway. Data on the pupils’ liking for physical education and other school subjects were gathered by means of a five‐graded Likert scale and on aspects which the pupils liked or disliked by means of open‐ended questions. Physical education was found to be one ‘of the best liked subjects in school. No sex or grade differences could be detected. The results showed a very high degree of consistency over time from fall to spring.  相似文献   

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

Einar M. Skaalvik  Harald Valåns  Olav Sletta 《Scandinavian Journal of Educational Research》2013,57(3-4):231-243

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.  相似文献   

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

Olav Eikeland 《Educational Action Research》2013,21(2):267-290

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.  相似文献   

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     

Jon Olav Myklebust  Finn Ove Båtevik 《欧洲特需教育杂志》2013,28(2):203-212

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.  相似文献   

Contents of Volume 26 2002     

Merijn Rengers  Olav Velthuis 《Journal of Cultural Economics》2002,26(4):333-335

Volume Contents

Contents of Volume 26 2002  相似文献   

Effects of speed on temporal patterns in classical style and freestyle cross-country skiing     

Nilsson J  Tveit P  Eikrehagen O 《Sports biomechanics / International Society of Biomechanics in Sports》2004,3(1):85-107

The purpose was to study the adaptation to speed in the temporal patterns of the movement cycle and determine any differences in velocity, cycle rate and cycle length at the maximum speed level in the different classical style and freestyle cross-country skiing techniques. Eight skilled male cross-country skiers were filmed with a digital video camera in the sagittal plane while skiing on a flat cross-country ski track. The skiers performed three classical style techniques the diagonal stride, kick double poling and the double poling technique and four freestyle techniques paddle dance (gear 2), double dance (gear 3), single dance (gear 4) and combiskate (gear 5) at four different self-selected speed levels slow, medium, fast and their maximum. Cycle duration, cycle rate, cycle length, and relative and absolute cycle phase duration of the different techniques at the different speed levels were analysed by means of a video analysis system. The cycle rate in all tested classical and freestyle techniques was found to increase significantly (p < .01) with speed from slow to maximum. Simultaneously, there was a significant decrease in the absolute phase durations of all the investigated skiing techniques. A minor, not significant, change in cycle length, and the significant increase in cycle rate with speed showed that the classical and freestyle cross-country skiing styles are dependent, to a large extent, on an increase in cycle rate for speed adaptation. A striking finding was the constant relative phase duration with speed, which indicates a simplified neural control of the speed adaptation in both cross-country skiing styles. For the practitioner, the knowledge about the importance of increasing cycle frequency rather than cycle length in the speed adaptation can be used to optimise a rapid increase in speed. The knowledge about the decrease in absolute phase duration, especially the thrust phase duration, points to the need for strength and technique training to enable force production at a high cycle rate and skiing speed. The knowledge that the relative phase duration stays constant with speed may be used to simplify the learning of the different cross-country skiing techniques.  相似文献   

The Bureaucratisation of Universities   总被引：3，自引：0，他引：3  

Gornitzka  Åse  Kyvik  Svein  Larsen  Ingvild Marheim 《Minerva》1998,36(1):21-47

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What limits of legitimate discourse? The case of elite sport as ‘thinkable’ official knowledge in the Norwegian national curriculum     

Svein Kårhus 《Sport, Education and Society》2016,21(6):811-827

In 2006, elite sport was introduced into the Norwegian national curriculum as an elective subject in the pre-tertiary school. Grades achieved in this 5-hours-a-week subject count towards school-leavers' overall attainment grades. Prior to 2006, this subject was only offered as a specially adapted, alternative pedagogy in private schools. The paper analyzes how ideas about elite performance have become mainstream, particularly in light of the seeming lack of public policy supporting such a development. By using Bernstein's conceptual tools, it analyzes the few existing policy statements about elite sport in the pre-tertiary education sector and builds on interview data with key policy players in the Norwegian Parliament in order to shed light on this seemingly market-driven development. It asks which discourses have legitimated the transformation of elite sport skills, knowledge and values from an exclusive private school niche to national curricular knowledge to meet the physically, most-able and ambitious athlete-students in the pre-tertiary schools, and in so doing, include the development of sport athletes as an educational task of the comprehensive school system. Finally, it addresses whether agencies outside education policy circles may have affected the legitimation of elite sport as elective curricular knowledge to a certain group of students.  相似文献   

Part-time studying at Norwegian universities     

Lisbet Berg  Svein Kyvik 《Higher Education》1992,24(2):213-223

This article examines the extent of part-time studying among students in ordinary university courses in Norway, the reasons for studying part-time, and its effects on study behaviour, study progression, and academic achievement. The article, based on six surveys among university students, indicates that between one fourth and one third of the student population at Norwegian universities must be regarded as part-time students. There are, however, large differences between fields of study.  相似文献   

Research in the non-university higher education sector – tensions and dilemmas     

Svein Kyvik  Ole-Jacob Skodvin 《Higher Education》2003,45(2):203-222

This article analyses the increasing emphasison research in the non-university highereducation sector in Norway as an importantfaculty task in addition to teaching. Thisdevelopment is an interesting example on thetypes of tension and dilemma that may emergewhen institutions and individual staff memberstry to imitate the research profile of theuniversities. A central dimension is thetension between traditional professional andvocational norms for education and R&D work,and academic ideals. Based on a survey amongfaculty members at the state colleges, eightpolicy dilemmas faced by these colleges intheir internal allocation of resources for R&Dare illustrated.  相似文献