Social Network Analysis in E-Learning Environments: A Preliminary Systematic Review     

Karina L. Cela  Miguel Ángel Sicilia  Salvador Sánchez 《Educational Psychology Review》2015,27(1):219-246

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Refugee testimonies enacted: voice and solidarity in media art installations     

Karina Horsti 《Popular Communication》2019,17(2):125-139

ABSTRACT

This article examines how two media art installations in which celebrity actors enact refugee storytelling create awareness of the complexities of representation and solidarity with refugees. The celebrity actor produces familiarity, or “audibility,” for contents of the stories. Yet at the same time, the familiarity of the actor alerts the visitor to the politics of listening. The artworks therefore produce the potential for ethical listening, which requires interrogation into the privileges of the listener. The artworks produce a kind of sociality different from that of typical celebrity advocacy. Instead of being at the center of attention, the actors’ presence draws critical attention to the politics of listening.  相似文献   

Teachers' source evaluation self‐efficacy predicts their use of relevant source features when evaluating the trustworthiness of web sources on special education     

Rune Andreassen  Ivar Bråten 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):821-836

Building on prior research and theory concerning source evaluation and the role of self‐efficacy in the context of online learning, this study investigated the relationship between teachers' beliefs about their capability to evaluate the trustworthiness of sources and their reliance on relevant source features when judging the trustworthiness of websites concerning special education. We constructed the Source Evaluation Self‐Efficacy Scale (SESES) and used the scores of 263 teachers on this measure to predict their reliance on source features related to the product and the producer of websites when evaluating their trustworthiness. Results showed that even after variance related to gender, age, domain knowledge and frequency of searching the Internet for special education information had been accounted for, teachers' source evaluation self‐efficacy beliefs uniquely predicted their self‐reported use of information about websites' products and producers when judging their trustworthiness. Thus, this research applies self‐efficacy theory and research to a new area and contributes to the burgeoning literature on source evaluation within both reading and information literacy.  相似文献   

Inclusion seen by student teachers in special education: differences among Finnish,Norwegian and Swedish students     

Marjatta Takala  Rune Sarromaa Haussttätter  Astrid Ahl  George Head 《欧洲师范教育杂志》2012,35(3):305-325

This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question and two open-ended questions was used in all countries. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while Finnish students expressed the most reservations. The arguments about inclusion by Norwegian students were the most pupil-focused; those by Finns were teacher-focused, with Swedes being in between. The results seem to reflect the educational policy in these countries. Discussions, more information, as well as good models of inclusion seem to be needed. The implications of these findings for special and regular teacher education are also discussed.  相似文献   

Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction,burnout, and the intention to quit     

Rune Høigaard  Rune Giske  Kari Sundsli 《欧洲师范教育杂志》2012,35(3):347-357

Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this study was to investigate work engagement and teacher efficacy and their relationship to job satisfaction, burnout and the intention to quit among newly qualified teachers. 750 questionnaires were distributed to teachers who had less than six years experience as a teacher after they had completed their teacher education from one university in southern Norway. 192 completed surveys were returned, a response rate of 25.6%. In line with the hypothesis, proposed work engagement and teacher efficacy are positively related to job satisfaction but negatively related to job burnout and the intention to quit. Practical implications of these findings are discussed.  相似文献   

A Comparison of Adjacent Categories and Cumulative Differential Step Functioning Effect Estimators     

Karina A. Gattamorta  Randall D. Penfield 《教育实用测度》2013,26(2):142-161

The study of measurement invariance in polytomous items that targets individual score levels is known as differential step functioning (DSF). The analysis of DSF requires the creation of a set of dichotomizations of the item response variable. There are two primary approaches for creating the set of dichotomizations to conduct a DSF analysis: the adjacent categories approach, and the cumulative approach. To date, there is limited research on how these two approaches compare within the context of DSF, particularly as applied to a real data set. This study evaluated the results of a DSF analysis using both dichotomization schemes in order to determine if the two approaches yield similar results. The results revealed that the two approaches generally led to consistent results, particularly in the case where DSF effects were negligible. However, when significant DSF effects were present, the two approaches occasionally led to differing conclusions.  相似文献   

PART III: KINANTHROPOMETRY     

Ricardo Dantas de Lucas  Fabrizio Caputo  Kristopher Mendes de Souza  AndrÉ Roberto Sigwalt  Karina Ghisoni  Paulo Cesar Lock Silveira 《Journal of sports sciences》2013,31(1):22-27

Whole-body bone mineral density and bone mineral mass in young adult rugby union players.  相似文献   

Teacher educators' digital competence     

Rune Johan Krumsvik 《Scandinavian Journal of Educational Research》2014,58(3):269-280

This position paper focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today's teacher education. This has become particularly pressing as a result of the new educational reform ‘Knowledge Promotion’ in schools, whereby digital competence is now the fifth basic competence in all subjects at all levels, as well as in the new teacher education curriculum in Norway. Against this background, the aim of this position paper is to elaborate on how a digital competence model can function on a micro level to fulfil the intentions from the national and institutional policy level. The research question considered by this paper is whether (and if so, how) a digital competence model for TEs can function as a model on an individual level.  相似文献   

In Support of Unfinished Inclusion     

Rune Sarromaa Hausstätter 《Scandinavian Journal of Educational Research》2014,58(4):424-434

This article claims that the radical potential inherent in the origins of inclusive education has been altered into a tool for protecting the status quo. Drawing on ideas from the essay ‘The Unfinished’ by Thomas Mathiesen (1971) Mathiesen, T. (1971). Det uferdige. Bidrag til politisk aksjonsteori. [The unfinished. A contribution to political action theory]. Oslo: Pax forlag. [Google Scholar], I discuss inclusion as a potential alternative to mainstream education and argue that the potential power of change in this alternative view of schooling is greatly reduced because the inclusion movement, as it is appears today, tends to offer finished solutions. To create a viable alternative to mainstream education requires an understanding of unfinished inclusion because this opens an uncertainty within education that may make the established system more open to change. The unfinished will in this way restore the disruptive potential of inclusive education.  相似文献   

Developmental Trajectories of Acculturation: Links With Family Functioning and Mental Health in Recent‐Immigrant Hispanic Adolescents          下载免费PDF全文

Seth J. Schwartz  Jennifer B. Unger  Byron L. Zamboanga  David Córdova  Craig A. Mason  Shi Huang  Lourdes Baezconde‐Garbanati  Elma I. Lorenzo‐Blanco  Sabrina E. Des Rosiers  Daniel W. Soto  Juan A. Villamar  Monica Pattarroyo  Karina M. Lizzi  José Szapocznik 《Child development》2015,86(3):726-748

The present study was designed to examine acculturative changes, and their effects on mental health and family functioning, in recent‐immigrant Hispanic adolescents. A sample of 302 Hispanic adolescents was assessed five times over a 2½‐year period. Participants completed measures of Hispanic and U.S. practices, collectivist and individualist values, and ethnic and U.S. identity at each time point. Baseline and Time 5 levels of mental health and family functioning were also assessed. Latent class growth analyses produced two‐class solutions for practices, values, and identifications. Adolescents who increased over time in practices and values reported the most adaptive mental health and family functioning. Adolescents who did not change in any acculturation domain reported the least favorable mental health and family functioning.  相似文献