Psychometric Properties of Vocabulary Test Items as a Function of Word Characteristics     

Jan‐Eric Gustafsson  Lena M. Holmberg 《Scandinavian Journal of Educational Research》2013,57(3):191-210

In a study of Gustafsson, Wedman and Westerlund (in press), the vocabulary test (WORD) in the Swedish Scholastic Aptitude Test was found to load both on a general factor (G) and a factor reflecting verbal knowledge (Gc'). Word characteristics were gathered in order to investigate if they can account for the variation in items’ loadings on the G and Gc’ factors. The results indicate that items loading highly on the G‐factor tend to involve words which are of Latin origin, relatively frequent, morphologically varied and abstract. Items loading highly on the Gc'‐factor tend to involve words which are of Swedish origin, relatively frequent and particularly so in fiction, and concrete but not nouns. Knowledge about these relations may be used to construct vocabulary tests which to a smaller or larger extent reflect either G or Gc’. The results, although tentative, may also be useful to shed light on the nature of the dimensions of ability.  相似文献   

Educating ‘the new Norwegian we’: an examination of national and cosmopolitan education policy discourses in the context of extremism and Islamophobia     

Audrey Osler  Lena Lybaek 《牛津教育评论》2013,39(5):543-566

Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik’s July 2011 attacks in which 77 died, Norway’s vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world’s attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of ‘the new Norwegian we’, cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International Association for the Evaluation of Educational Achievement’s 1995 International Association for the Evaluation of Educational Achievement (1995). National case studies final guidelines. Amsterdam: IEA. [Google Scholar] civic education study, relating to national identity and social cohesion, it examines how programmes address social cohesion, human rights, cultural diversity, and conceptualise minorities. It assesses the effectiveness of cross-curricular approaches to contribute to justice and equality and challenge racism in a multicultural society, proposing an inclusive model of education for cosmopolitan citizenship, which incorporates diversity.  相似文献   

Collaborative action research in Northern Canadian rural and Indigenous schools: learning about young children’s oral language in play contexts     

Shelley Stagg Peterson  Laureen J. McIntyre  Lena Glaés-Coutts 《Educational Action Research》2013,21(5):787-802

This article reports on collaborative action research in twelve northern rural and Indigenous communities in four Canadian provinces. Pre-kindergarten, kindergarten, grade one, and Aboriginal Head Start teachers worked with university researchers in three universities to create action research projects with the aim of supporting children’s oral language and writing through play in their classrooms. Inductive analysis of focus group data shows that teachers gained understandings about play as a context both for supporting and for authentic assessment of young children’s oral language. The building of trusting relationships, built through ongoing collaboration with colleagues within their schools and across four provinces, in addition to collaboration with university researchers over a number of years, was viewed as particularly influential to teachers’ professional learning. Additionally, teachers talked about the value of opportunities to contribute to the development of teaching and assessment tools. Participating teachers came to see themselves as making valuable contributions to professional knowledge beyond their northern communities. The 4R’s for conducting research in Indigenous contexts (reciprocity, respect, relevance, and responsibility) provide a framework for deriving implications from this collaborative research. It is important that the results of collaborative action research conducted in rural and Indigenous schools be widely disseminated to provide alternative perspectives to curriculum, research and practice that tend to be urban-oriented.  相似文献   

The New Generation of Auditors Meeting Praxis: Dual Learning’s Role in Audit Students’ Professional Development     

Lena Agevall  Pernilla Broberg 《Scandinavian Journal of Educational Research》2018,62(2):307-324

This paper explores whether and in what way “dual learning” can develop understanding of the relationship between structure/judgement and explores audit student’s perceptions of the audit profession. The Work Integrated Learning (WIL) module, serving as a tool of enabling dual learning, represents the context for this exploration. The study is based on a focus group and individual interviews conducted with students performing their WIL. Our data and its analysis indicates that when in a WIL context, students develop awareness of the use of standards and checklists on the one hand, and the importance of discretional judgement on the other. Based on these results, we theorise as to how dual learning manifests itself in students’ experiences and understanding of the relationship between structure and judgement.  相似文献   

Traversing the Challenges of Conducting Research with Young, Immigrant Children: The Case of Korean Children     

Lena Lee  Jesse Goodman 《Interchange》2009,40(2):225-244

Based on a qualitative study on young Korean immigrant children’s interpretation of American popular culture, this paper reflects on the researchers’ role by examining the research challenges faced. Prior to discussing the research obstacles in conducting the study, we begin with briefly describing its methodology and design. Next, we discuss the various obstacles we encountered when conducting our study and howwe attempted to overcome these dilemmas by discussing two major struggles during the research process: a) the relationships between the researchers and our young participants, and b) the cultural sensitivity that was needed in initially gaining permission from and working with the parents of our informants. It then illuminates how the researchers attempted to cope with such difficulties by rethinking a researchers’s role emphasizing the importance of cultural context in research. Finally, the paper provides some discussions and implications based on our research experiences.  相似文献   

‘The Talke of the Towne’: News,Crime and the Public Sphere in Seventeenth-Century London     

Lena Liapi 《Cultural and Social History》2017,14(5):549-564

This article reconsiders ideas of the public sphere in the seventeenth century, by focusing on how public opinion is shaped by the movement of information between media and between receivers. It contends that the scholarly preoccupation with a public sphere viewed exclusively in terms of politics obscures the fact that contemporaries did not distinguish between politics and subjects such as crime in their newsgathering. Examining the case study of James Turner, a burglar in the 1660s who became a cause célèbre in London and beyond, this article shows how crime news were eagerly exchanged, informing discussions and constructing public opinion.  相似文献   

Select Books – the struggle of an independent bookshop     

Lim U Wen Lena 《Inter-Asia Cultural Studies》2013,14(4):581-590

Abstract

This is a first‐hand account of the initial 28 years of Select Books, an independent bookshop, located in Singapore, but with a regional Southeast Asian focus and a global reach. Select Books carved a niche for itself by specializing in books about Southeast Asia and published in Southeast Asia. Its comprehensive and in‐depth book stock gave it an edge over formidable competition at home and abroad. The author relates the difficulties encountered and the novel solutions Select Books employed to overcome administrative problems and sidestep bureaucratic red tape. Select Books operated on all levels of the book trade: as bookseller, distributor, library supplier and publisher. Equally important is its intangible role as a promoter of Southeast Asian authors and their works in Singapore as well as to the first world. Select Books provided a cultural space where authors could meet with their readership. Turning to the broader book community, the author is critical of the Eurocentric mindsets of public and academic institutions in Singapore. She is equally critical of the parochial and prejudiced international market that dismisses books about Asia as insufficiently ‘mainstream’ for their market.  相似文献   

Norwegian teachers’ safety strategies for Friluftsliv excursions: implications for inclusive education     

Lena Dahl  Oeyvind Foerland Standal  Vegard Fusche Moe 《Journal of Adventure Education & Outdoor Learning》2019,19(3):256-268

The purpose of this study was to explore how teachers in friluftsliv (the Scandinavian equivalent of outdoor education and outdoor recreation) reflect upon their safety strategies in relation to pupils’ friluftsliv abilities in the upper secondary school ‘Sport and Physical Education programme’. This article is based on six focus group interviews of friluftsliv teachers. The analysis of the empirical material is inspired by John Evans’s understanding of the concept of abilities as dynamic sociocultural constructs and processes. In the findings, different challenges related to teachers’ experiences of a general decline in pupils’ winter friluftsliv abilities are identified. Furthermore, the article identifies and discusses challenges related to teachers’ safety strategies, which led to both inclusion and exclusion of pupils. The findings in this study reveal a tension between important winter outdoor skills and inclusive friluftsliv.  相似文献   

Undergraduate Students' Perceptions of an Inquiry-Based Physics Course     

Duran  Lena Ballone  McArthur  Julia  Hook  Stephen Van 《Journal of Science Teacher Education》2004,15(2):155-171

The purpose of this study was to examine middle childhood students' perceptions of the learning environment in a reform-based physics course. A lecture-style, introductory physics course was modified into an inquiry-based course designed for preservice middle childhood teachers through the collaborative efforts of faculty in the Colleges of Education and Arts and Sciences. Focus group interviews were conducted to examine students' perceptions. The results suggested that the students initially felt a level of frustration with a new constructivist experience; however, they were able to embrace the inquiry method and expressed a desire for additional specialized content courses for preservice teachers.  相似文献   

How learning conditions and Program structure predict burnout and satisfaction in teacher education     

Friederike Zimmermann  Lena Rösler  Jens Möller  Olaf Köller 《欧洲师范教育杂志》2018,41(3):318-342

To support prospective teachers’ professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions; burnout dimensions and student satisfaction were hypothesised to be consequences of both the distal and more proximal variables. Data were collected at four time points from N = 3,892 students enrolled in teacher education at 13 universities. Structural equation modelling revealed favourable effects of autonomy support, competence support, and social relatedness on the core burnout dimensions and satisfaction. Effects of programme structure on these outcomes were small and mediated by autonomy support and difficulty of demands. Study self-efficacy emerged as a broad personal resource. Implications for teacher education are discussed.  相似文献