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Anna-Lena Østern 《Educational research; a review for teachers and all concerned with progress in education》2016,58(1):73-90
Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL is of interest from an international perspective because of its focus on facilitating teacher educators to achieve a PhD. Since 2001, Norwegian educational policy has had a strong focus on strengthening teacher education and making it more research-based than before. From 2017, all new teachers in Norway are expected to take a master’s degree. In order to accomplish this, there is a need for many new supervisors with a PhD in teacher education institutions. NAFOL is a unique project: a consortium of 23 participating network institutions within teacher education. The research school includes 140 research fellows, all of whom wish to achieve a PhD suitable for work in teacher education. The research school is funded by the Norwegian Research Council, originally for a project period from 2010 to 2016. The research school has had a positive external midway evaluation, and the project period has been extended with four cohorts of students to the end of 2021. However, this study is the first one looking into the research projects of this young generation of teacher education researchers. The research question posed in this article is: how do the research projects of the NAFOL PhD candidates contribute to the research base in teacher education? Main argument: The main argument in this article is that the potential impact of this research school is dependent on the quality of the large number of PhD projects connected to teacher education and education in general developed within the research school. The quality is likely to be good because, among other reasons, these projects are scrutinised by the research school community. The challenges these research projects face, located as they are between solidarity regarding grants from the funds financing the PhD candidates, solidarity with the aims of education, and the wish to contribute to innovation, might prove to be able to be met. These research projects have the potential to create innovation in teacher education research through ‘border crossing’ between different educational discourses, as well as through creating new knowledge in meta-studies based on the results from several projects. Sources of evidence and method: In this article, project abstracts from 140 PhD candidates participating in NAFOL are analysed in terms of their theme and problem formulation. The analysis is inspired by discourse analytical thinking – namely that in a certain situation, several conditions for action exist. In this study, these conditions for action are made apparent in the choice of theme and problem formulation in the research projects. The content analysis is focused on ‘signal words’, because these words might signal positioning in different educational discourses. Results: In the study, three main discourses can be seen as influencing the choice of topic and the problem formulation in the projects: a goal-oriented educational discourse, a ‘Bildung’ (i.e. character formation, or personal growth – ‘danning’ in Norwegian) and democracy discourse, and a critical knowledge-producing discourse. These discourses are constituted when the PhD candidates start their research projects but the conditions for action are ever-changing and, hence, the findings in this study cannot, of course, be considered as ‘final’. The development of these discourses within the research community of NAFOL is one way of scrutinising the research projects in order to make a contribution to qualified teacher education research. Conclusion: ‘Border crossing’ between discourses in research projects concerned with what might be, and what can make a difference in a knowledge society could be a key way of enhancing the future for a young generation of researchers in teacher education. The research projects carried out by the PhD candidates in NAFOL have the potential to develop both new knowledge and new discourses of importance for Norwegian teacher education, as well as for a broader international context regarding professional development in teacher education and education in general. The view of the teacher education profession – and on what a teacher educator can be – could become more fully informed than before the candidates’ participation in the research school. 相似文献
2.
Anna-Lena Preßler Tanja Könen Marcus Hasselhorn Kristin Krajewski 《Reading and writing》2014,27(2):383-406
The aim of the present study was to empirically disentangle the interdependencies of the impact of nonverbal intelligence, working memory capacities, and phonological processing skills on early reading decoding and spelling within a latent variable approach. In a sample of 127 children, these cognitive preconditions were assessed before the onset of formal education, whereas reading as well as spelling achievement was measured at the end of grade 1. The findings indicate that working memory does contribute to the prediction of early reading and spelling, and that this contribution outperforms that of general intelligence and phonological recoding from long-term memory during the early steps of reading and spelling acquisition. Moreover, the results show that phonological awareness mediates the effects of working memory capacities on early literacy outcomes. The role of working memory and phonological awareness as key cognitive preconditions of early reading and spelling are discussed. 相似文献
3.
Jiesi Guo Herbert W. Marsh Philip D. Parker Theresa Dicke Oliver Lüdtke Thierno M. O. Diallo 《Structural equation modeling》2019,26(4):529-556
In this study, we contrast two competing approaches, not previously compared, that balance the rigor of CFA/SEM with the flexibility to fit realistically complex data. Exploratory SEM (ESEM) is claimed to provide an optimal compromise between EFA and CFA/SEM. Alternatively, a family of three Bayesian SEMs (BSEMs) replace fixed-zero estimates with informative, small-variance priors for different subsets of parameters: cross-loadings (CL), residual covariances (RC), or CLs and RCs (CLRC). In Study 1, using three simulation studies, results showed that (1) BSEM-CL performed more closely to ESEM; (2) BSEM-CLRC did not provide more accurate model estimation compared with BSEM-CL; (3) BSEM-RC provided unstable estimation; and (4) different specifications of targeted values in ESEM and informative priors in BSEM have significant impacts on model estimation. The real data analysis (Study 2) showed that the differences in estimation between different models were largely consistent with those in Study1 but somewhat smaller. 相似文献
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Anna-Lena Rose Liudvika Leisyte Tobias Haertel Claudius Terkowsky 《European Journal of Engineering Education》2019,44(4):602-615
ABSTRACTEmotions are present in all learning processes, including those in entrepreneurship education. In this paper, we investigate which kinds of emotions exist in entrepreneurship education at university and in which contexts they occur, and show how the concept of liminal spaces – spaces of transformation in which students encounter high degrees of uncertainty, while their potential for learning is maximised – can be used in order to understand the role of negative emotions for entrepreneurship education. Providing examples from courses on entrepreneurship for Engineering and Business Administration students at a German university, we are able to confirm findings of existing literature on the type and sources of emotions. Moreover, our findings suggest that reflection of students on emotional processes that involve the endurance of uncertainty contribute significantly to the achievement of learning outcomes and that – within the limits of existing learning cultures and guidelines for assessment – teachers can facilitate such processes. 相似文献
6.
Within the framework of a longitudinal study of deaf children with cochlear implants, 11 children with implants were interviewed. The objective was to shed light on what it is like for a child to use a cochlear implant, based on these children's own experience with implants, which ranged from 5.0 to 7.5 years. Six of the children were in schools for the deaf, five in regular classes. All but one used an implant daily. The children appreciated that an implant enabled them to perceive sounds in the environment. Some of the children in regular classes could take part in one-to-one conversations with teachers but had difficulty following teaching and discussions. This observation was consistent with what the children's parents and teachers had maintained. Peer interaction was said to be best when other children had the use of at least some signs. 相似文献
7.
Brigitte Maria Schreier Dr. Anna-Lena Dicke Hanna Gaspard Isabelle Häfner Dr. Barbara Flunger Prof. Dr. Oliver Lüdtke Prof. Dr. Benjamin Nagengast Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):225-255
The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months. 相似文献
8.
Dr. Wolfgang Wagner Dr. Norman Rose Dr. Anna-Lena Dicke Dr. Marko Neumann Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):345-369
Over the last few years, German federal states have increasingly emphasized and strengthened the subjects regarded as core domains of the Gymnasium (the academic school track), including German, mathematics, foreign languages and, to some extent, science subjects (biology, chemistry, physics) by reducing the number of course and examination options through specific educational reforms. The present study investigates consequences of the reform of upper secondary schooling in the federal state of Saxony on the learning time allocated to subjects and on achievement in the domains of mathematics, English and natural sciences. As expected, the mandatory course selection of science subjects introduced through the reform led to substantially higher achievement levels in physics and chemistry. Moreover, disparities in achievement in the subjects of chemistry and biology were reduced. The reform effects on average achievement levels were strongly associated with course level choices (basic course, advanced course, drop out). Achievement rates relating to course level were, however, largely independent of the amount of allocated learning time. No changes were observed with regard to achievement levels and disparities in mathematics and English. 相似文献
9.
Roos Anna-Lena Goetz Thomas Voracek Martin Krannich Maike Bieg Madeleine Jarrell Amanda Pekrun Reinhard 《Educational Psychology Review》2021,33(2):579-618
Educational Psychology Review - Test anxiety is a widespread and mostly detrimental emotion in learning and achievement settings. Thus, it is a construct of high interest for researchers and its... 相似文献
10.
Marsh Herbert W. Xu Kate M Parker Philip D Hau Kit-Tai Pekrun Reinhard Elliot Andrew Guo Jiesi Dicke Theresa Basarkod Geetanjali 《Educational Psychology Review》2021,33(4):1353-1378
Educational Psychology Review - The big-fish-little-pond effect (BFLPE), the negative effect of school-/class-average achievement on academic self-concept, is one of educational psychology’s... 相似文献