The use of verbo-visual information in teaching of geography: Views from teachers     

Rune Pettersson  Nikos Metallinos  Robert Muffoletto  John Shaw  Yasuo Takakuwa 《Educational technology research and development : ETR & D》1993,41(1):101-107

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Investigating self-regulated study strategies among postsecondary students with and without dyslexia: a diary method study     

Rune Andreassen  Magne S. Jensen  Ivar Bråten 《Reading and writing》2017,30(9):1891-1916

We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both groups, as well as relationships between the recorded strategies and perceived self-efficacy and academic performance. Results indicated that across lecture, individual study, and social study contexts, students with and without dyslexia recorded a comparable, broad range of strategies, yet students with dyslexia seemed to use particular visual and social strategies more consistently than did students without dyslexia. Across the three study contexts, both students with and without dyslexia also perceived the strategies they recorded in the diaries to be quite beneficial, but with particular visual and social strategies seemingly perceived as more helpful by students with dyslexia. Finally, self-regulated study strategies were positively related to perceived self-efficacy and academic performance among the students with dyslexia but not among the students without dyslexia. We discuss the possibility that the diary method used to assess strategy use among students with dyslexia in different study contexts over time was more appropriate for revealing the breadth and value of their strategy repertoire than the decontextualized, one-time questionnaire and interview approaches used in prior work.  相似文献   

Behind the scenes: Unpacking student discussion and critical reflection in lectures     

Kristine Ludvigsen  Rune Johan Krumsvik  Jens Breivik 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2478-2494

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Using a Taxonomy of Differential Step Functioning to Improve the Interpretation of DIF in Polytomous Items: An Illustration     

Randall D. Penfield  Karina Alvarez  Okhee Lee 《教育实用测度》2013,26(1):61-78

The assessment of differential item functioning (DIF) in polytomous items addresses between-group differences in measurement properties at the item level, but typically does not inform which score levels may be involved in the DIF effect. The framework of differential step functioning (DSF) addresses this issue by examining between-group differences in the measurement properties at each step underlying the polytomous response variable. The pattern of the DSF effects across the steps of the polytomous response variable can assume several different forms, and the different forms can have different implications for the sensitivity of DIF detection and the final interpretation of the causes of the DIF effect. In this article we propose a taxonomy of DSF forms, establish guidelines for using the form of DSF to help target and guide item content review and item revision, and provide procedural rules for using the frameworks of DSF and DIF in tandem to yield a comprehensive assessment of between-group measurement equivalence in polytomous items.  相似文献   

Evaluation of Vocational Education in the Swedish Upper Secondary School     

Rune Axelsson 《Scandinavian Journal of Educational Research》2013,57(4):169-184

Axelsson, R. 1979. Evaluation of Vocational Education in the Swedish Upper Secondary School. Scandinavian Journal of Educational Research 23, 169‐184. The present evaluation is part of a continual evaluation of the new upper secondary school, with particular emphasis on vocational lines of study. It considers the view taken by school‐leavers of their vocational situation in relation to the goals of their education as a preparation for vocational activity and as a means of personal development. The study is primarily concerned with those students who completed their vocational studies in the spring of 1974. In October 1975 a questionnaire was sent to over 8,000 of the 23,000 in the target group, and a number of individuals were interviewed from each of the thirteen lines in question. Though the responses to the questionnaire were often positive, the interviewed students pointed out a number of deficiencies in their situation.  相似文献   

ICT and Community of Practice   总被引：2，自引：1，他引：1  

Rune Krumsvik Corresponding author 《Scandinavian Journal of Educational Research》2013,57(1):27-50

The paper describes an action research study investigating ICT as an integrated artefact in lower secondary schools in Norway. The study is part of a national project called PILOT, which focuses on the pedagogic use of ICT in education. The aim of the project is to develop an understanding of how ICT can become an integrated part of the teaching process and the case study focuses on how ICT impacts the design of practice fields towards a community of practice concept in one PILOT school at the lower secondary school level. The findings from questionnaires, observations and interviews with the principal, teachers and students revealed that implementing ICT in parallel with other innovations and dismantling “preserving structures” has contributed positively towards developing the practice field and achieving the different aims for the school. The school has avoided an incremental implementation of ICT, and this seems to be an important strategy for the school's design towards a community of practice concept.  相似文献   

Energy Expenditure and Intensity of Active Video Games in Children and Adolescents     

Karina L. R. Canabrava  Fernanda R. Faria  Jorge R. P. de Lima  Dartagnan P. Guedes  Paulo R. S. Amorim 《Research quarterly for exercise and sport》2018,89(1):47-56

Purpose: This study aimed to compare the energy expenditure and intensity of active video games to that of treadmill walking in children and adolescents. Method: Seventy-two boys and girls (aged 8–13 years) were recruited from local public schools. Energy expenditure and heart rate were measured during rest, during 3-km/hr, 4-km/hr, and 5-km/hr walks, and during active games (Adventure, Boxing I, Boxing II, and Dance). During walking and active games, we also assessed physical activity using an accelerometer. Results: The energy expenditure of the active games Adventure, Boxing I, Boxing II, and Dance was similar to that of treadmill walking at 5 km/hr in boys and girls. Heart rate was significantly higher for the game Adventure compared with walking at 3 km/hr, 4 km/hr, and 5 km/hr and the game Dance in both genders. The heart rate of girls during the games Adventure and Dance was significantly higher compared with boys. There was a statistically significant difference (p < .05, with an effect size ranging from 0.40 to 3.54) in the counts·min^?1, measured through accelerometry, between activities. Conclusion: XBOX 360 Kinect games provide energy expenditure and physical activity of moderate intensity for both genders. The use of active video games can be an interesting alternative to increase physical activity levels.  相似文献   

Reviews of research in rural schools and their communities: Analytical perspectives and a new agenda     

Rune Kvalsund  Linda Hargreaves   《International Journal of Educational Research》2009,48(2):140-149

This chapter responds to the research questions posed in the introductory chapter on the status and nature of educational research on rural schools and their community relationships. Drawing on the national reviews, we discuss the quality of the research focusing on its themes and questions, theoretical perspectives, and research design and methodology. The conclusions indicate substantial hiatuses, and call for greater use of the local voice, the life-world perspective, longitudinal and comparative studies, and multiple purposively sampled case studies. Internationally, while first-hand sources on the cultural contributions of rural schools exist, these must be accessed before documentary studies of central policies over-write such history. Finally, a new research agenda is formulated.  相似文献   

Reviews of research on rural schools and their communities in British and Nordic countries: Analytical perspectives and cultural meaning   总被引：1，自引：0，他引：1  

Linda Hargreaves  Rune Kvalsund  Maurice Galton 《International Journal of Educational Research》2009,48(2):80-88

This introduction presents the case, and sets the scene, for five reviews of research on rural schools and their communities, arguing that educational research in this field is relatively rare, and decreasingly visible despite the significant population of the world's children who live in rural communities and attend rural schools. After considering various interpretations of ‘rural’, of the purpose and function of rural schooling, and of the relationship between school and community, we present three basic research questions with relevance for researchers of schools and communities, rural and urban, the world over, and raise more specific questions which are addressed in the reviews themselves and pursued in the closing chapter. Finally we introduce the research reviews and justify our selection of British and Nordic countries, where, despite geographical proximity, there are wide thematic and methodological disparities in rural schools’ research.  相似文献   

Effects of a physical education-based coping training on adolescents’ coping skills,stress perceptions and quality of sleep     

Christin Lang  Anne Karina Feldmeth  Serge Brand  Edith Holsboer-Trachsler  Uwe Pühse  Markus Gerber 《Physical Education & Sport Pedagogy》2017,22(3):213-230

Background: Although most adolescents successfully manage the transition between childhood and adulthood, the speed and magnitude of these changes may exceed the coping abilities of a significant number of young people. For vocational students, additional responsibilities arise during the vocational school transition and the need to balance academic and job-related requirements. An expanding body of literature suggests that adolescence is a vulnerable period for the development of psychiatric diseases and as such, the need to develop an adequate coping repertoire is receiving increasing attention globally. The growing awareness of long-term consequences of stress has led governments to instill school-based resilience promotion programs. For instance, the new physical education (PE) curriculum of vocational (vocational education and training (VET)) students in Switzerland addresses stress management, because stress-related diseases at the workplace have become commonplace among young professionals.

Purpose: Our aim was to develop, implement and evaluate a PE-based coping training (EPHECT) for VET students. Therefore, we adapted components of extant field-tested coping training programs and tailored them to the unique needs of VET students. To facilitate the standardization of the program, each teacher received a teaching manual. Moreover, drawing upon experiential learning theory, we introduced the contents of the coping training in PE class through practical, movement-based exercises in PE. Students also received a workbook for use at home.

Participants and research design: In this cluster randomized controlled trial, eight classes from a Swiss vocational school participated (N?=?131, M_age?=?16.22?±?1.12, 35% females). Two trained PE teachers implemented the program with students in the intervention group (IG?=?67) for three months, while students in the other four classes maintained regular PE (CG?=?64) to comprise the control group. To evaluate the coping training, all participants completed several self-report psychological questionnaires (assessing stress, coping and sleep) at baseline and follow-up. IG students completed further questions with regard to intervention fidelity at follow-up.

Data analysis: To evaluate possible effects of the coping training on stress, coping and sleep, a 2?×?2 repeated-measures analysis of variance design was executed with time (pre vs. post) and group (IG vs. CG) as within- and between-subject factors.

Findings: Over time, IG students significantly increased their adaptive coping compared to CG students, while stress and sleep remained relatively stable for both. Regularly completing one’s homework reinforced this effect because it was significantly associated with students’ reflection and compliance.

Conclusion: A complete and accurate implementation of a PE-based coping training can make a positive contribution to the development of adaptive coping skills among adolescents attending vocational schools. This PE-based program allows students to experience their responses to stress directly and offers opportunities to experiment with different coping strategies. Adaptive coping skills are vital for successful stress management and the prevention of stress-related disorders across the work domain and in everyday life.  相似文献