Institutional attention to European policy agendas: exploring the relevance of instrumental and neo-institutional explanations     

Ozoliņš  Modris  Stensaker  Bjørn  Gaile-Sarkane  Elῑna  Ivanova  Liene  Lapiņa  Inga  Ozoliņa-Ozola  Iveta  Straujuma  Anita 《Tertiary Education and Management》2018,24(4):338-350

This article addresses how European policy initiatives in higher education, research and innovation are diffused in the European higher education research and education area. Based on an instrumental and an institutional perspective, specific expectations are developed as to how policy diffusion might unfold, and, through an in-depth analysis of the strategic plans of 19 higher education institutions in Latvia and Norway, the article identifies factors that potentially mediate European policies into the strategic agenda of universities and colleges. The findings show that European Union membership and policy area seems to matter for the attention given to European policy initiatives, while administrative capacity at institutional level have less or quite mixed effects. The article concludes that both instrumental and institutional perspectives are of value in explaining how European policy diffusion takes place.

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Academic development as cultural work: responding to the organizational complexity of modern higher education institutions     

Bjørn Stensaker 《International Journal for Academic Development》2018,23(4):274-285

Modern universities are increasingly fragmented due to increased professionalization and specialisation, which add to the complexity of academic development work. This situation warrants initiatives and actions that can facilitate a more collective, collaborative orientation among staff and students. Consequently, this article reflects on the factors driving the fragmentation of universities, the increasing tensions associated with this tendency, and the potential role academic developers may play to negotiate different interests that arise as a result. Cultural work is identified as a potential concept for academic developers to explore; attention to it can help them to maintain relevance within the university and adapt to future changes.  相似文献   

Heart rate and movement pattern in street soccer for homeless women     

Morten B. Randers  Jannick Marschall  Tina-Thea Nielsen  Andreas Møller  Mette K. Zebis  Peter Krustrup 《Sportwissenschaft》2018,48(2):211-217

Street soccer has been shown to be effective in improving cardiovascular and musculoskeletal fitness in homeless men, due to high heart rate (HR) and multiple intense actions. The purpose of this study was to investigate HR, movement pattern, rating of perceived exertion (RPE), flow and worry during street soccer for homeless women. Fifteen homeless women (30.3?±?5.0?years [± standard deviation, SD], 1.65?±?0.08?m, 65.1?±?11.0?kg, 5?±?4?years football experience) from three countries participated in 4?a-side street soccer games in Women’s Homeless World Cup 2015. Mean and peak HR were 174?±?7 and 188?±?10?beats per minute (bpm), respectively, and >160 bpm 76?±?23% of the playing time (11.1?±?2.6?min). Distance covered per minute was 68.6?±?8.9?m of which 82?±?14, 15?±?6 and 3?±?3% were covered with low- (0–9?km/h), moderate- (9–13?km/h) and high-speed (>13?km/h) running, respectively. The 43?±?5, 45?±?3 and 12?±?3% of the distance were covered running forward, sideways, and backward, respectively. Player Load was 9.2?±?1.7?arbitrary units (AU) per minute and the number of accelerations >1.5?ms^–2 was 15.3?±?2.7 per minute. The score for flow was high (5.5?±?0.8), whereas rating of perceived exertion (RPE) values (4.8?±?2.5) and the score for worry (4.6?±?1.3) were moderate. Street soccer for homeless women elicits high HR and a movement pattern comparable and for some parameters even higher than street soccer and recreational football for homeless and untrained men. Street soccer may be a suitable training intervention for homeless women, and especially moderate RPE and high flow score speaks in favour of an expectation of high participation and adherence.  相似文献   

Effects of the Nordic Hamstring exercise on sprint capacity in male football players: a randomized controlled trial     

Lasse Ishøi  Per Hölmich  Per Aagaard  Kristian Thorborg  Thomas Bandholm  Andreas Serner 《Journal of sports sciences》2018,36(14):1663-1672

This assessor-blinded, randomized controlled superiority trial investigated the efficacy of the 10-week Nordic Hamstring exercise (NHE) protocol on sprint performance in football players.

Thirty-five amateur male players (age: 17–26 years) were randomized to a do-as-usual control group (CG; n = 17) or to 10-weeks of supervised strength training using the NHE in-season (IG; n = 18). A repeated-sprint test, consisting of 4 × 6 10 m sprints, with 15 s recovery period between sprints and 180 s between sets, was conducted to evaluate total sprint time as the primary outcome. Secondary outcomes were best 10 m sprint time (10mST) and sprint time during the last sprint (L10mST). Additionally, peak eccentric hamstring strength (ECC-P_HS) and eccentric hamstring strength capacity (ECC-CAP_HS) were measured during the NHE.

Ten players were lost to follow-up, thus 25 players were analyzed (CG n = 14; IG n = 11). Between-group differences in mean changes were observed in favor of the IG for sprint performance outcomes; TST (?0.649 s, p = 0.056, d = 0.38), 10mST (?0.047 s, p = 0.005, d = 0.64) and L10mST (?0.052 s, p = 0.094, d = 0.59), and for strength outcomes; ECC-P_HS (62.3 N, p = 0.006, d = 0.92), and ECC-CAP_HS (951 N, p = 0.005, d = 0.95).

In conclusion, the NHE showed small-to-medium improvements in sprint performance and large increases in peak eccentric hamstring strength and capacity.

Trial Registration Number: NCT02674919  相似文献   

A developmental study of the relationship between reading development and the self-system     

Thérèse Bouffard 《European Journal of Psychology of Education - EJPE》1998,13(1):61-74

The aims of this three-year longitudinal study were to examine 1) the concurrent development of different components of the self-system; 2) how the development of this self-system relates to cognitive and metacognitive development in reading; and 3) whether or not there are gender differences both in the development of the self-system as well as in its relation to the development of reading. One hundred and seventy-eight elementary school children were first assessed in the fourth grade and then again in each of the two following years. A similar pattern of intercorrelations between self-system components was evident for boys and girls, and this pattern was quite stable across the three school grades. In addition, similar patterns of moderate relations between the self-system and cognitive and metacognitive development in reading were observed across time. According to these findings, there appears to be some stability, consistency and coherence in how late elementary school children’s beliefs about themselves as learners are organized in their self-system. It is also evident that children of this age are able to make valid self-appraisals of their capabilities.  相似文献   

Maternal Perinatal and Concurrent Anxiety and Mental Health Problems in Early Childhood: A Sibling-Comparison Study     

Line C. Gjerde  Espen M. Eilertsen  Thalia C. Eley  Tom A. McAdams  Ted Reichborn-Kjennerud  Espen Røysamb  Eivind Ystrom 《Child development》2020,91(2):456-470

Do associations between maternal anxiety symptoms and offspring mental health remain after comparing differentially exposed siblings? Participants were 17,724 offspring siblings and 11,553 mothers from the Norwegian Mother and Child Cohort study. Mothers reported anxiety and depressive symptoms at 30 weeks’ gestation, and 0.5, 1.5, 3, and 5 years postpartum. Child internalizing and externalizing problems were assessed at ages 1.5, 3, and 5, and modeled using multilevel analyses with repeated measures nested within siblings, nested within mothers. Maternal pre- and postnatal anxiety were no longer associated with child internalizing or externalizing problems after adjusting for maternal depression and familial confounding. Maternal anxiety when the children were in preschool age, however, remained significantly associated with child internalizing but not externalizing problems.  相似文献   

How can video-based assignments integrate practical and conceptual knowledge in summative assessment? Student experiences from a longitudinal experiment     

Thomas de Lange  Anne Møystad  Gerald Torgersen 《British Educational Research Journal》2020,46(6):1279-1299

This article focuses on how video assignments presenting clinical situations can be implemented in digital summative assessment to enhance the integration of practical and conceptual knowledge. The underlying perspective is that sustainable assessment should comprise evaluative practices that equip students for the challenges they will face in their future professional lives. Drawing on the literature and on empirical results of a qualitative longitudinal research study at a Norwegian university, the integrative potential and challenges of video assignments are examined. The study confirms that video-based assignments are well suited for assessing integrated competencies. However, the complexities of videos’ visual displays have clear consequences that indicate how these resources should be produced. To optimise the potential of video use in enhancing sustainable summative assessment, we must strike a balance between technical accommodation, task clarity and integrative potential.  相似文献   

Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms     

Sølvik  Randi M.  Glenna  Anne E. H. 《Journal of Educational Change》2022,23(3):343-369

Journal of Educational Change - Teachers worldwide are challenged to adjust their teaching to meet students’ needs for deeper learning. The lack of mutual understanding among researchers,...  相似文献   

Representations of student performance data in local education policy     

Prøitz  Tine Sophie  Novak  Judit  Mausethagen  Sølvi 《Educational Assessment, Evaluation and Accountability》2022,34(1):89-111

Educational Assessment, Evaluation and Accountability - The use of data for governance purposes has been widely recognised as a way for national authorities to coordinate their activities across...  相似文献   

Correction to: Teaching and learning in a multilingual Europe: findings from a cross-European study     

Dockrell  J. E.  Papadopoulos  T. C.  Mifsud  C. L.  Bourke  L.  Vilageliu  O.  Bešić  E.  Seifert  S.  Gasteiger-Klicpera  B.  Ralli  A.  Dimakos  I.  Karpava  S.  Martins  M.  Sousa  O.  Castro  S.  Knudsen  H. B. Søndergaard  Donau  P.  Haznedar  B.  Mikulajová  M.  Gerdzhikova  N. 《European Journal of Psychology of Education - EJPE》2022,37(2):321-323

European Journal of Psychology of Education - A Correction to this paper has been published: https://doi.org/10.1007/s10212-021-00539-z  相似文献