A Metamodel of Central Inferences in Empirical Research   总被引：2，自引：2，他引：0  

Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(4):385-398

The purpose of the present paper is to emphasise the importance of inferences in an empirical study and to demonstrate how the inferences depend on a wider context. For that purpose a metamodel of central inferences is proposed, where each inference is characterised according to three dimensions: relevance, legitimacy, and validity. The relevance of an inference is a function of the research problem and general aim of the study, as well as of the philosophy of science; its legitimacy is given by the philosophy of science, whereas its validity is determined by the empirical methods and data within the study as well as by knowledge outside the study. Moreover, the metamodel includes combinations of the relevant inferences, together with the validities of such combinations, as answers to the research problem. The metamodel is meant to be an appropriate frame for both quantitative and qualitative research.  相似文献   

Academic Self‐concept,Implicit Theories of Ability,and Self‐regulation Strategies     

Yngvar Ommundsen  Richard Haugen  Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(5):461-474

The purpose of the present study is to explore how academic self‐concept and implicit theories of ability are related to four self‐regulation strategies—motivation/diligence, concentration, information processing, and self‐handicapping. The hypothesis is that academic self‐concept and an incremental theory of ability are (1) positively related to motivation/diligence, concentration, and information processing strategies, and (2) negatively related to self‐handicapping strategies. On the basis of inventories 168 teacher students and 60 sport students (a total of 178 females and 50 males) were scored on academic self‐concept, incremental and fixed theories of ability and the four self‐regulation strategies. Multiple regression analysis was used for each self‐regulation strategy as dependent variable, and with academic self‐concept and the ability theories as independent variables. Results revealed that an incremental theory had, as predicted, a positive relation with motivation/diligence and concentration, but had only trivial relations with information processing and self‐handicapping, whereas a fixed theory had only the predicted relation with self‐handicapping. As hypothesised, a high academic self‐concept was positively related to motivation/diligence, conception, and information processing and negatively to self‐handicapping. The findings may indicate that, in order to promote meta‐theoretical processing and prevent student from self‐handicapping, it is important to strengthen academic self‐concept, and to foster an incremental conception of ability among students.  相似文献   

The Correlation Between Causal Change and Initial Status: a methodological study     

Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(2):107-114

Based on the division of attained change for each treated individual into causal and non‐causal change, the product‐moment correlation between causal change and initial level is studied and compared with the correlation between attained change and initial level. The former correlation coefficient may be greater than, equal to, or smaller than the latter one, and the discrepancy between the two coefficients may be considerable. Some problems involved with the assessment of the former coefficient are discussed, and it is shown how the two coefficients are differently influenced by measurement errors. The alternative of expressing the relation between causal change and initial status explicitly in interactional terms is pointed out. The division of attained change into causal and non‐causal change is compared with the division of attained change into predicted total change from initial level and the corresponding residual change.  相似文献   

Explaining school‐based curriculum satisfaction: a case study     

Laurie Brady 《课程研究杂志》2013,45(4):375-378

This paper examines the contradictory effects of teaching multicultural education in two American white women's university classrooms. The authors use discourse analysis to understand the confusing results of teaching about difference. In this analysis, course readings and a field trip to an urban school are examined in regard to the instructors' intentions and students' responses. The authors understand the puzzling results of their teaching by examining the positivist dimensions of their pedagogy, including the belief in rational approaches to overcoming racism, sexism and other systems of oppression, the belief in the possibility of replacing 'bad ideas' with 'good' ones, and the perpetuation of knowledge grounded in a binary system of meaning-making and language use. The authors conclude with ideas for a postpositivist approach to knowledge, experience and action, that emphasizes the production of interpretations.  相似文献   

Metrical Solutions for Causal Effects     

Thorleif Lund 《Scandinavian Journal of Educational Research》2013,57(3):195-204

Four general criteria are proposed for the choice of a metrical solution: the solution should be compatible with the kind of causal effect in question, be easy to communicate, be unbiased by measurement errors, and be stable across subjects and situations. These criteria are illustrated for various randomized and non‐randomized designs. A distinction is drawn between judgement of an isolated effect and comparison of effects. There is no ‘one correct’ solution, and the metrical unit chosen for comparison will often be a pseudo‐common unit. Consequently, the problem of how to choose an appropriate metrical solution can only be resolved in a vague sense in many cases. It follows that several metrical alternatives, if available, should be applied when comparing effects. The problem of the pseudo‐common unit places several limitations on the possibility of attaining general causal laws.  相似文献   

Choice paths in the Swedish upper secondary education – a critical discourse analysis of recent reforms     

Stefan Lund 《教育政策杂志》2013,28(6):633-648

Decentralisation policy in Sweden emphasises school capitation allowance, the local upper secondary schools’ decision‐making and pupils’ choices in contrast to previous bureaucratic governing. The aim of this article is to discuss how pupils’ educational choice paths are a part of the different kinds of integration and differentiation processes within upper secondary education. By doing so, the intention is to make a theoretical contribution to the ongoing discussion in this research field. In the light of Habermas’s theory of communicative action combined with Fairclough’s critical discourse analysis, educational choice paths have been studied as a process within three educational practices in a local quasi‐market in Sweden: (1) choice of upper secondary school, (2) choice of upper secondary programme, and (3) choice of courses and subjects within a programme. Some of the results demonstrate that pupils’ choice paths can be vocation‐oriented, career‐oriented and consumption‐oriented. It is argued that these different types of choice paths are related to a market discourse. Other results demonstrate that pupils’ group‐oriented, interest‐oriented and tradition‐oriented choice paths are built upon an active citizenship discourse, which is about creating meaning in terms of seeking knowledge and establishing social relations in upper secondary education. The analysis of these two paramount discourses indicates that pupils’ integration and differentiation processes are ambiguous.  相似文献   

Spiritual dimensions of ageing     

E. Michael Brady 《Educational gerontology》2013,39(10)

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Freelance Technical Writers and Their Place Outside Corporate Culture: High and Low Corporate Culture Styles     

Kathy Brady 《Technical Communication Quarterly》2013,22(2):167-207

Freelance technical writers perform their work outside their clients' corporate culture, and this occurrence is becoming more and more common. It is important to understand the significance of the separation between technical writers and corporate culture, especially given that some freelance technical writers never meet their clients in person. Does corporate culture play a significant role for the freelance technical writing professional?  相似文献   

First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes     

Susan Brady  Margie Gillis  Tara Smith  MaryEllen Lavalette  Linda Liss-Bronstein  Evelyn Lowe  Wendy North  Evelyn Russo  T. Diane Wilder 《Reading and writing》2009,22(4):425-455

The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade teachers in the areas of phonological awareness and phonics. The PD featured frequent in-class support from highly knowledgeable mentors for one school year, in addition to an introductory two-day summer institute and monthly workshops. Pre- and post-assessment of participants on a Teacher Knowledge Survey (TKS) indicated weak knowledge of phonological awareness and phonics concepts prior to PD and large, significant gains in each area by year-end. In addition, to investigate factors potentially associated with teachers’ responses to training, a Teacher Attitude Survey (TAS) was administered before and after the PD. The TAS measured teachers’ attitudes regarding PD, external and internal motivation to participate, intentions to actively engage in learning and implementing new instructional methods, sense of self-efficacy as reading instructors, and premises about reading instruction (e.g., about whole language). Attitudes on a subset of these factors, teachers’ initial knowledge scores on the TKS, and years of teaching experience (estimated by age) accounted for significant portions of the variance in performance on the TKS after training.

Susan BradyEmail:

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The Role of Play in Secondary English Classrooms     

Monica Brady 《Changing English: An International Journal of English Teaching》2018,25(3):221-232

Michael Young’s notion of powerful knowledge is attractive to many: to teachers wishing the best for disadvantaged students, to neoliberal governments that continually stress the need for teachers and students to improve their performance. This essay takes issue with this understanding of education. Firstly, it shows how classrooms are mediated by larger social and political contexts, arguing that the exchanges within classrooms are always inflected by the values and aspirations that students bring into class. No classroom can be treated as a neutral site, as though it exists apart from the conflicts and debates that occur within the larger society. Secondly, it shows how, through role-play, students are able to grapple with the social issues with which they and their communities are faced. Set in a classroom in Ramallah, the essay argues that through role-play and dialogue, students are able to activate their own prior knowledge in powerful ways that allow them to gain insight into their world.  相似文献