2024-03-29T08:47:19Z
https://www.duo.uio.no/oai/request
oai:www.duo.uio.no:10852/64004
2018-08-31T22:06:10Z
com_10852_234
com_10852_34688
com_10852_254
com_10852_55850
col_10852_253
col_10852_34689
col_10852_55851
Information Sharing between Teachers and Early Education Programs during School Entry in Norway: Associations with Children's School Adjustment and Success in the First Year
When children first enter school, they face simultaneous changes in their physical settings, social relationships, and learning expectations. The present study adds to the limited literature on children’s transitions from early education and care into school by examining whether schools can support this transition through information sharing between elementary school teachers and early education programs. We examined information sharing as a predictor of social and academic adjustment during the first year of school for a sample of young children (N = 932) in Norway, where preschool is nearly universal. We find that half of first grade teachers in the sample (64%) reported no contact with preschools; about one quarter (23%) contacted preschools and received both general information about the preschool and specific information about the child, and smaller percentages contacted the preschools and received either general information about the program/curriculum only (8%) or specific information about the child only (5%). When teachers received both types of information, children were one and half times more likely to be rated as having positive social adjustment at school entry (OR = 1.51, p > 0.05) compared with other children. Mediation analyses revealed significant indirect links between this form of information sharing, children’s initial social and academic adjustment, and five academic and social outcomes mid-year in first grade. When initial adjustment was accounted for, we also found a slight negative effect of contact, suggesting that not all contact may be equally positive for children.
2018-08-31T08:04:29Z
2018-08-31T08:04:29Z
2018-01-17T14:17:46Z
2017
Journal article
Cook, Kyle DeMeo Dearing, Eric Zachrisson, Henrik Daae . Information Sharing between Teachers and Early Education Programs during School Entry in Norway: Associations with Children's School Adjustment and Success in the First Year. International Journal of Child Care and Education Policy. 2017, 11(14)
http://hdl.handle.net/10852/64004
1545412
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=International Journal of Child Care and Education Policy&rft.volume=11&rft.spage=&rft.date=2017
International Journal of Child Care and Education Policy
11
14
20
http://dx.doi.org/10.1186/s40723-017-0039-5
URN:NBN:no-66548
Fulltext https://www.duo.uio.no/bitstream/handle/10852/64004/2/Cook_et_al-2017-International_Journal_of_Child_Care_and_Education_Policy.pdf
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
1976-5681
oai:www.duo.uio.no:10852/64005
2018-08-31T22:05:51Z
com_10852_234
com_10852_34688
com_10852_254
com_10852_55850
col_10852_253
col_10852_34689
col_10852_55851
Concern Over Internal, External, and Incidence Validity in Studies of Child-Care Quantity and Externalizing Behavior Problems
Literature reviews have concluded that extensive time in early child care is associated with frequent externalizing behavior problems in children. In this article, we address three domains of validity in the work underlying these conclusions: internal, external, and incidence validity. Regarding internal validity, most studies rely on covariate‐adjusted correlations, an approach that is especially vulnerable to selection bias. In studies using more rigorous approaches to reduce selection bias, results are mixed and often inconsistent with the hypothesis that a high quantity of child care causes externalizing problems. Regarding external validity, the field has relied too heavily on U.S. samples. We call for more international replications to allow for sociopolitical variations. Regarding incidence validity, study designs have the widest relevance when structured to address the opportunities and constraints families face today. We suggest researchers ask questions about child‐care quantity that maximize validity in these three domains.
2018-08-31T08:10:53Z
2018-08-31T08:10:53Z
2017-08-25T13:58:52Z
2017
Journal article
Dearing, Eric Zachrisson, Henrik Daae . Concern Over Internal, External, and Incidence Validity in Studies of Child-Care Quantity and Externalizing Behavior Problems. Child Development Perspectives. 2017, 11(2), 133-138
http://hdl.handle.net/10852/64005
1488691
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Child Development Perspectives&rft.volume=11&rft.spage=133&rft.date=2017
Child Development Perspectives
11
2
133
138
http://dx.doi.org/10.1111/cdep.12224
URN:NBN:no-66543
Fulltext https://www.duo.uio.no/bitstream/handle/10852/64005/1/CDP_2nd%2Bresubm.pdf
1750-8592
oai:www.duo.uio.no:10852/71305
2019-12-06T23:32:23Z
com_10852_235
com_10852_234
com_10852_34688
com_10852_254
col_10852_236
col_10852_253
col_10852_34689
Problem-based learning: the emergence of new scripts and roles for teachers to render epistemic practices transparent
A lack of alignment between professional practice and education has triggered the move to alternative educational models, often with detailed scripts and templates to be followed. Among these are variants of problem/case-based models, where learners are challenged to achieve professionally desired learning outcomes and acquire knowledge and skills in their respective disciplines by encountering real-life situations as the stimulus and focus of their learning activities. A characteristic of these diverse models is that their scripts have been based on theories and understandings of what constitutes good learning and teaching in general. This article reports on a study conducted among law students that uses a script which focuses on the core ‘know-how’ of the legal profession. To examine the merits of this approach with respect to actionable knowledge, we employ perspectives from Knorr Cetina’s practice-theoretical lens. Particular attention is paid to how students are introduced to and learn the three archetypes of epistemic practices that Knorr Cetina identifies as central for members of expert cultures. The results from the study not only show that these practices were developed but also detail what is important in this respect. Thus, the article addresses calls in this journal for more research on how connections between school and work for professionals can be enhanced.
2019-12-06T20:17:39Z
2019-12-06T20:17:39Z
2019-01-16T09:57:40Z
2018
Journal article
Jensen, Karen Strømsø, Helge Ivar . Problem-based learning: the emergence of new scripts and roles for teachers to render epistemic practices transparent. Vocations and Learning. 2018
http://hdl.handle.net/10852/71305
1657898
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Vocations and Learning&rft.volume=&rft.spage=&rft.date=2018
Vocations and Learning
https://doi.org/10.1007/s12186-018-09215-8
URN:NBN:no-74398
Fulltext https://www.duo.uio.no/bitstream/handle/10852/71305/4/Problem-based%2Blearning%252C%2Bthe%2Bemergence%2Bof%2Bnew%2Bscripts%2Band%2Broles%2Bfor%2Bteachers%2Bto%2Brender%2Bepistemic%2Bpractices%2Btransparent..pdf
Springer Netherlands
1874-785X
oai:www.duo.uio.no:10852/68368
2019-06-17T22:33:29Z
com_10852_234
com_10852_34688
com_10852_254
col_10852_253
col_10852_34689
Evidence-Informed Policy and Practice in the Field of Education: The Dilemmas Related to Organizational Design
Evidence-informed policy and practice has been a trend as part of an effort to increase the use of research to improve education at all levels. In many countries, knowledge-brokering initiatives were established to stimulate links between research, policy, and practice. Drawing on a mapping of initiatives in seven countries, this article describes different organizational designs, and discusses potential dilemmas these might imply for the realization of these organizations’ roles. Given different interests involved, the article shows that organizational design is crucial for enhancing legitimacy. Findings indicate a trend toward locating the knowledge-brokering function in a combined policy–science logic.
2019-06-17T08:45:50Z
2019-06-07T15:08:08Z
2019
Journal article
Wollscheid, Sabine Stensaker, Bjørn Bugge, Markus . Evidence-Informed Policy and Practice in the Field of Education: The Dilemmas Related to Organizational Design. European Education : Issues and Studies. 2019
http://hdl.handle.net/10852/68368
1703538
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=European Education : Issues and Studies&rft.volume=&rft.spage=&rft.date=2019
European Education : Issues and Studies
21
http://dx.doi.org/10.1080/10564934.2019.1619465
URN:NBN:no-71508
Fulltext https://www.duo.uio.no/bitstream/handle/10852/68368/2/WollscheidS_2019_Evidence-informed_policy.pdf
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
M. E. Sharpe
1056-4934
oai:www.duo.uio.no:10852/77543
2020-07-06T22:34:09Z
com_10852_243
com_10852_234
com_10852_34688
com_10852_254
col_10852_244
col_10852_253
col_10852_34689
An analytical unit of transformative agency: Dynamics and dialectics
2020-07-06T19:25:23Z
2020-07-06T19:25:23Z
2020-03-05T23:14:17Z
2020
Journal article
Lund, Andreas Vestøl, Jon Magne . An analytical unit of transformative agency: Dynamics and dialectics. Learning, Culture and Social Interaction. 2020, 25
http://hdl.handle.net/10852/77543
1800013
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Learning, Culture and Social Interaction&rft.volume=25&rft.spage=&rft.date=2020
Learning, Culture and Social Interaction
25
https://doi.org/10.1016/j.lcsi.2020.100390
URN:NBN:no-80668
Fulltext https://www.duo.uio.no/bitstream/handle/10852/77543/1/1-s2.0-S221065612030060X-main.pdf
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
2210-6561
oai:www.duo.uio.no:10852/81442
2021-10-13T22:45:40Z
com_10852_234
com_10852_34688
com_10852_254
col_10852_253
col_10852_34689
Developing shared communication practices: A study of BELF in multinational team meetings
Abstract A growing number of Multinational Corporations (MNCs) adopt English as their official corporate language. Research on English used as a business lingua franca (BELF) in such contexts shows how its use is negotiated, context dependent, and influenced by cultural and linguistic diversity. Multinational teams (MNTs) are legion within MNCs, and need to find efficient ways of communicating across their diversity, in particular in demanding and complex interactions such as meetings. This case study uses non-participant observation and interviews to study how one MNT has developed shared BELF communication practices for meetings. It examines the BELF communication practices in both the MNC context and at the team level. The analysis of the data shows that team members were highly aware of the challenges posed by cultural and linguistic diversity, and how they developed their local communication practices by processes of developing common ground, building trust, and good leadership.
2020-12-05T19:24:10Z
2021-10-13T22:45:40Z
2020-10-19T14:43:32Z
2020
Journal article
Nielsen, Tone Holt . Developing shared communication practices: A study of BELF in multinational team meetings. Journal of English as a Lingua Franca. 2020, 9(1), 131-153
http://hdl.handle.net/10852/81442
1840569
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of English as a Lingua Franca&rft.volume=9&rft.spage=131&rft.date=2020
Journal of English as a Lingua Franca
9
1
131
153
https://doi.org/10.1515/jelf-2020-2029
URN:NBN:no-84531
Fulltext https://www.duo.uio.no/bitstream/handle/10852/81442/1/Developing%2Bshared%2Bcommunication%2B.pdf
2191-9216
oai:www.duo.uio.no:10852/82692
2021-01-28T23:37:36Z
com_10852_235
com_10852_234
com_10852_243
com_10852_34688
com_10852_254
col_10852_244
col_10852_236
col_10852_253
col_10852_34689
Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater
I PISA 2015 undersøkes elevers ferdigheter i problemløsing ved samarbeid. Problemløsing ved samarbeid er en innovativ del av PISA-undersøkelsen og kommer i tillegg til lesing, matematikk og naturfag. Den innovative delen bygger på problemer og samarbeidssituasjoner som elever i 15-årsalderen møter i og utenfor skolen. I denne prøven løser elever oppgaver og samarbeider via en forhåndsprogrammert chat i en virtuell verden. Norske elever presterer på OECD-gjennomsnittet i problemløsing ved samarbeid, mens de presterer over gjennomsnittet i lesing, matematikk og naturfag. Denne artikkelen bidrar med en diskusjon av teorien som ligger til grunn for rammeverket, oppgavene og resultatene til norske elever i lys av annen forskning om problemløsing ved samarbeid.
2021-01-28T20:32:55Z
2021-01-28T20:32:55Z
2020-05-28T21:27:48Z
2020
Journal article
Rasmussen, Ingvill Kjærnsli, Marit Jensen, Fredrik Ludvigsen, Sten Runar . Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater. Acta Didactica Norden (ADNO). 2020
http://hdl.handle.net/10852/82692
1813115
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Acta Didactica Norden (ADNO)&rft.volume=&rft.spage=&rft.date=2020
Acta Didactica Norden (ADNO)
14
1
https://doi.org/10.5617/adno.7862
URN:NBN:no-85540
Fulltext https://www.duo.uio.no/bitstream/handle/10852/82692/1/7862-Artikkel-25098-2-10-20200519.pdf
NFR/254761
NFR/144214
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
Acta Didactica Norden
2535-8219
oai:www.duo.uio.no:10852/93466
2022-04-08T16:31:50Z
com_10852_235
com_10852_234
com_10852_34688
com_10852_254
col_10852_236
col_10852_253
col_10852_34689
Navigering i utrygge medielandskap – revurdering av de unges kritiske og produktive mediebruk.
In this article, we turn our attention to different understandings of two key aspects of media pedagogy - critical media awareness and creative production. Critical media literacy describes young people's ability to understand media messages and not be uncritical of content they encounter through various channels. Creative media production concerns how young people learn to create themselves through various social media. Drawing on qualitative and quantitative data we explore to what extent and in what ways young people are critical and productive in their approaches to today's media culture. The findings highlight how children and young people relate to media development as media actors in a complex digital media ecology.
2022-04-08T16:20:51Z
2022-04-08T16:20:51Z
2022-01-09T15:36:52Z
2021
Journal article
Erstad, Ola Andres Gilje, Øystein . Navigering i utrygge medielandskap – revurdering av de unges kritiske og produktive mediebruk.. Aktualitet. Litteratur, kultur og medier. 2021, 15(3), 11-18
http://hdl.handle.net/10852/93466
1977071
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Aktualitet. Litteratur, kultur og medier&rft.volume=15&rft.spage=11&rft.date=2021
Aktualitet. Litteratur, kultur og medier
15
3
11
18
URN:NBN:no-96036
Fulltext https://www.duo.uio.no/bitstream/handle/10852/93466/1/129444-Artikeltekst-275165-1-10-20211130.pdf
2446-1296
oai:www.duo.uio.no:10852/92138
2022-03-08T23:31:48Z
com_10852_50
com_10852_49
com_10852_234
com_10852_34688
com_10852_254
col_10852_51
col_10852_253
col_10852_34689
Strategic advisory boards – the emergence of shadow governance in universities?
Numerous universities throughout the world have established top-level advisory boards – informal bodies and councils that the institutional leadership may consult on issues perceived as important. Through a series of qualitative interviews with members of such entities as well as representatives of the institutions appointing them, the article sheds light on how strategic advisory bodies function, and how these entities frame and interact with the institutional leadership. We observe that strategic advisory boards represent a hybrid form of governance installing mutual dependencies between representatives of the boards and the institutional leadership – what we label as a kind of controlled collegiality. While university leadership acts as a gatekeeper controlling access to these boards, once members are nominated the power relations between the actors, become more equal. The study highlights the importance of strategic advisory boards as new elements in higher education governance – working in the shadow of more formal governance arrangements. Here, we argue that the establishment of these boards can be interpreted as a re-introduction of a collegial element in universities exposed to a number of reforms resulting in more streamlined and managerial governance structures.
2022-03-08T18:30:16Z
2022-03-08T18:30:16Z
2021-04-19T11:40:19Z
2021
Journal article
Stensaker, Bjørn Jungblut, Jens Patrick Wilhelm Mihut, Georgiana . Strategic advisory boards – the emergence of shadow governance in universities?. International Journal of Leadership in Education. 2021
http://hdl.handle.net/10852/92138
1905044
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=International Journal of Leadership in Education&rft.volume=&rft.spage=&rft.date=2021
International Journal of Leadership in Education
1
17
https://doi.org/10.1080/13603124.2021.1913237
URN:NBN:no-94692
Fulltext https://www.duo.uio.no/bitstream/handle/10852/92138/1/Stensaker%2Bet%2Bal-2021.pdf
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
1360-3124
oai:www.duo.uio.no:10852/93685
2022-04-21T22:39:32Z
com_10852_13
com_10852_1
com_10852_234
com_10852_34688
com_10852_254
com_10852_37314
col_10852_14
col_10852_48
col_10852_253
col_10852_37315
col_10852_34689
Motivasjon for beregningsorientert biologi og sammenhengen med matematikk R2 fra videregående opplæring

Programmering og modellering har i de senere år blitt innført i høyere utdanning og ble innført i skolen med fagfornyelsen fra høsten 2020. Det har skapt behov for mer kunnskap om motivasjon og læring i emner som integrerer programmering som et nytt element i ellers veletablerte fagdisipliner. Denne studien undersøkte motivasjon for beregningsorientering (programmering og modellering) ved studieprogrammet biovitenskap ved Universitetet i Oslo. Spørreundersøkelser basert på Eccles’ forventning-verdi-modell ble gjennomført ved semesterstart og -slutt i to påfølgende år, før og etter innføring av krav om matematikk R2 (R2-kravet). Motivasjonsvariabler ble validert ved faktoranalyse og undersøkelse av indre konsistens. Resultatene viste at studentene hadde lavere mestringsforventning og interesse for et emne som integrerer programmering i biologi enn for studieprogrammet generelt. Nytteverdien var den sterkeste motiverende faktoren for emnet. Studenter med matematikk R2 hadde større mestringsforventning til emnet enn de som ikke hadde denne fordypningen, og opplevde mindre utfordring med matematikk og programmering i emnet. Samtidig opplevde disse studentene større utfordring med biologien i emnet, og det viste seg at studenter med full fordypning i matematikk R2 i mindre grad enn studenter uten R2 hadde full fordypning i biologi fra videregående opplæring. Resultatene drøftes i lys av motivasjonsteori med tanke på implikasjoner for undervisning, inntakskrav og videre forskning.
2022-04-21T16:38:41Z
2022-04-21T16:38:41Z
2022-01-23T15:49:55Z
2021
Journal article
Eliassen, June Edvarda Bøe, Maria Vetleseter Nederbragt, Lex Berg, Marthe Mjøen Gregers, Tone Fredsvik . Motivasjon for beregningsorientert biologi og sammenhengen med matematikk R2 fra videregående opplæring. Nordic Journal of STEM Education. 2021, 4(2), 58-70
http://hdl.handle.net/10852/93685
1988071
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Nordic Journal of STEM Education&rft.volume=4&rft.spage=58&rft.date=2021
Nordic Journal of STEM Education
4
2
58
70
https://doi.org/10.5324/njsteme.v4i2.4026
URN:NBN:no-96254
Fulltext https://www.duo.uio.no/bitstream/handle/10852/93685/4/4026-Article+Text-18527-3-10-20220214.pdf
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
NTNU Norwegian University of Science and Technology
2535-4574
oai:www.duo.uio.no:10852/94717
2022-08-03T16:32:34Z
com_10852_243
com_10852_234
com_10852_34688
com_10852_254
col_10852_244
col_10852_253
col_10852_34689
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality
Abstract Capturing and measuring instructional patterns by using standardized observation manuals has become increasingly popular in classroom research. While researchers argue that a common vocabulary of teaching is necessary for the field of classroom research to move forward, instructional features vary across classrooms and contexts, which poses serious measuring challenges. In this article, we argue that potential biases embedded in observation systems have to be identified and addressed in order for interpretations of results across different classrooms and contexts to be valid and relevant. We identify three aspects of possible systematic biases (related to the grain size of conceptualization, operationalization, and sequencing of lessons) and how these may influence ratings of instructional quality when an established observation system (the Protocol for Language Arts Teaching Observations [PLATO]) is applied in the contexts of Nordic mathematics classrooms. We discuss implications of such possible biases and make suggestions for how they may be addressed.
2022-08-03T15:07:05Z
2022-08-03T15:07:05Z
2022-07-02T07:49:30Z
2022
Journal article
Luoto, Jennifer Maria Klette, Kirsti Blikstad-Balas, Marte . Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality. Educational Assessment, Evaluation and Accountability. 2022
http://hdl.handle.net/10852/94717
2036814
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Educational Assessment, Evaluation and Accountability&rft.volume=&rft.spage=&rft.date=2022
Educational Assessment, Evaluation and Accountability
https://doi.org/10.1007/s11092-022-09394-y
URN:NBN:no-97252
Fulltext https://www.duo.uio.no/bitstream/handle/10852/94717/1/Published_PossibleBiasesInObservationSys.pdf
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
1874-8597
oai:www.duo.uio.no:10852/102558
2023-06-29T15:04:10Z
com_10852_235
com_10852_234
com_10852_238
com_10852_243
com_10852_34688
com_10852_254
col_10852_244
col_10852_236
col_10852_239
col_10852_253
col_10852_34689
Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema
2023-06-29T15:04:10Z
2023-06-29T15:04:10Z
2023-06-23T13:24:11Z
2023
Research report
http://hdl.handle.net/10852/102558
2157502
162
Universitetet i Oslo
978-82-93847-11-3
oai:www.duo.uio.no:10852/102684
2023-07-07T11:33:31Z
com_10852_234
com_10852_34688
com_10852_254
com_10852_55850
col_10852_253
col_10852_34689
col_10852_55851
Untangling the Great online transition: A network model of teachers' experiences with online practices
The Covid-19 pandemic provided a critical opportunity to understand how teachers experienced and perceived online practices, as they transitioned to emergency remote teaching. However, how these experiences relate, and how they should be addressed together to support teachers and schools, remains unclear. Therefore, the main aim of the current study is to examine associations among teachers’ experiences and perceptions of online teaching and learning. The data were captured at the beginning of the COVID pandemic in 2020 through an online questionnaire, when teachers were transitioning to emergency remote teaching. Data included in the analysis comprises 222 secondary school teachers' responses to open-ended questions, analysed through a combined method of thematic and network analysis. The results indicate that perceptions and experiences must be studied from a system of variables that interact in determining the success or failure of online teaching and learning. Findings can contribute to decision making about how these variables assemble and relate in different ways to design more targeted support for teachers' future online and blended teaching practices.
2023-07-07T11:33:31Z
2023-07-06T17:39:53Z
2023
2026-07-06
Journal article
Tondeur, Jo Howard, Sarah K. Scherer, Ronny Siddiq, Fazilat . Untangling the Great online transition: A network model of teachers' experiences with online practices. Computers & Education. 2023
http://hdl.handle.net/10852/102684
2161283
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Computers & Education&rft.volume=&rft.spage=&rft.date=2023
Computers & Education
203
https://doi.org/10.1016/j.compedu.2023.104866
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
0360-1315
oai:www.duo.uio.no:10852/105773
2023-11-09T16:45:00Z
com_10852_234
com_10852_34688
com_10852_254
col_10852_253
col_10852_34689
Uncovering Student Strategies for Solving Scientific Inquiry Tasks: Insights from Student Process Data in PISA
Abstract The advancement of technology has led to a growing interest in assessing scientific inquiry within digital platforms. This shift towards dynamic and interactive inquiry assessments enables researchers to investigate not only the accuracy of student responses ( product data ) but also their steps and actions leading to those responses ( process data ). This is done by analyzing computer-generated log files that capture student activity during the assessment. The present study leverages this opportunity by drawing insights from student log files of the Programme for International Student Assessment (PISA). It demonstrates the potential of process data in uncovering typically unobserved students’ problem-solving processes by focusing on two critical scientific inquiry skills: coordinating the effects of multiple variables and coordinating a theory with evidence . This study presents two examples for analyzing process data. The first example examined data from the PISA field trial study and showcased the advantage of using a process mining approach to visualize the sequence of students’ steps and actions in conducting investigations. The second example linked student log files and questionnaire data from the PISA 2015. It applied latent profile analysis to identify unique patterns of students’ inquiry performance and examined their relationships to their school-based inquiry experiences. Findings from both examples indicate that students often encounter considerable challenges in solving complex inquiry tasks, especially in applying multivariable reasoning and constructing scientific explanations. This study highlights the profound potential of process data in facilitating a deeper understanding of how students interact with scientific inquiry tasks in a digital-based environment.
2023-11-09T16:45:00Z
2023-11-09T16:45:00Z
2023-10-14T10:19:28Z
2023
Journal article
Teig, Nani . Uncovering Student Strategies for Solving Scientific Inquiry Tasks: Insights from Student Process Data in PISA. Research in Science Education. 2023
http://hdl.handle.net/10852/105773
2184682
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Research in Science Education&rft.volume=&rft.spage=&rft.date=2023
Research in Science Education
20
https://doi.org/10.1007/s11165-023-10134-5
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
0157-244X
oai:www.duo.uio.no:10852/108170
2024-02-16T18:25:58Z
com_10852_234
com_10852_34688
com_10852_254
col_10852_253
col_10852_34689
The effect of the association between food budget and food quality on adherence to national guidelines in kindergartens, and the impact of budget limit on the food quality
In Norway, almost 97% of children attend kindergartens. Most of the daily food intake happens during the day in kindergartens, and the quality of food and meals being served is essential to promote healthy food habits. There is variation in the food that kindergartens provide, and kindergartens can ask for additional payment from parents to cover the food. There are no rules neither across kindergartens for the food offering nor how much additional payment kindergarten can request. Objective: Our main objective is to investigate possible associations between the food budget and the quality of food offered in kindergartens. We specifically aimed to identify budget levels that were associated with better adherence to national guidelines, thereby the quality of the food provided, as recommended by the Norwegian Directorate of Health. Design: A cross-sectional study design, based on kindergarten pedagogical leaders’ answers to a web-based questionnaire. Settings: Private and public kindergartens across Norway are included in this present study. Participants: A total of 324 kindergarten staff attending on behalf of kindergartens participated. Results: The food budget thresholds over NOK 199 are associated with higher quality of served food, in adherence to national guidelines of food and meals (odds ratio 5.2, CI = [1.5, 16.5]), compared to thresholds under 199 NOK. However, increasing the monthly food budget per child to low (200–299 NOK), medium (300–399 NOK), high (400–499 NOK), or very high (>500 NOK) levels did not lead to an improvement in food quality. Conclusion: The main results reveal that budget plays a limited role in the quality of food and meals served as long as it is above ‘very low’ (199 NOK) food budget threshold. We assume that other contextual factors can influence the quality of food and meals in a more prominent role.
The effect of the association between food budget and food quality on adherence to national guidelines in kindergartens, and the impact of budget limit on the food quality
2024-02-16T18:25:58Z
2024-02-16T18:25:58Z
2024-01-17T11:10:42Z
2024
Journal article
Fjæra, Kristin Lekhal, Ratib Helseth, Sølvi Småstuen, Milada Cvancarova Lekhal, Samira . The effect of the association between food budget and food quality on adherence to national guidelines in kindergartens, and the impact of budget limit on the food quality. Food & Nutrition Research (FNR). 2024, 68
http://hdl.handle.net/10852/108170
2228510
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Food & Nutrition Research (FNR)&rft.volume=68&rft.spage=&rft.date=2024
Food & Nutrition Research (FNR)
68
https://doi.org/10.29219/fnr.v68.9524
NFR/311168
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
Swedish Nutrition Foundation
1654-6628
oai:www.duo.uio.no:10852/108351
2024-02-20T18:02:56Z
com_10852_53
com_10852_49
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
col_10852_54
col_10852_239
col_10852_253
col_10852_34689
Socioeconomic differences in the long-term effects of teacher absence on student outcomes
School teachers’ sickness absence has been shown to affect student achievement in the short run. However, we know little about whether socioeconomic backgrounds may compensate for reductions in instructional quality and to what extent teacher absence effects persist over time. This paper examines the socioeconomic differences in the short- and long-term effects of teacher absence. We use population-wide Norwegian register data to study the effects of certified teacher absence during lower secondary school (grades 8–10) on non-completion of upper secondary education by age 21 (i.e. school dropout) as well as academic achievement in 10th grade. In a school fixed effects model, we find that an increase in teacher absence of 5 percentage points reduces students’ examination grades by 2.3% of a standard deviation and increases the dropout probability by 0.6 percentage points. However, the teacher absence effects vary considerably by family background, with large effects for low-SES students driving the overall effects. Overall, our findings indicate that reductions in instructional quality increase social inequality in long-term educational outcomes. This result highlights that studying heterogeneous impacts of contextual exposures is needed to understand the role of schools in shaping inequality.
2024-02-20T18:02:56Z
2024-02-20T18:02:56Z
2023-06-02T18:03:43Z
2023
Journal article
Borgen, Nicolai T. Markussen, Simen Raaum, Oddbjørn . Socioeconomic differences in the long-term effects of teacher absence on student outcomes. European Societies. 2023
http://hdl.handle.net/10852/108351
2151418
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=European Societies&rft.volume=&rft.spage=&rft.date=2023
European Societies
1
29
0
https://doi.org/10.1080/14616696.2023.2212744
ERC/818425
NFR/331640
NFR/238050
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
1461-6696
oai:www.duo.uio.no:10852/108359
2024-02-20T18:10:26Z
com_10852_235
com_10852_234
com_10852_34688
com_10852_254
col_10852_236
col_10852_253
col_10852_34689
Mergers, distance, and leadership: Perceptions of different forms of distance to leadership in merger processes
Mergers in higher education are large-scale, complex organisational change processes seeking to integrate former independent institutions into a new organisational entity. Mergers are often justified by reference to broad overarching goals such as quality, relevance, and efficiency. In practice, mergers entail attempts at organisational integration which can be inhibited by several obstacles, increasing and large internal distances can be such a hindrance to integration. In this paper, we explore how different forms of distance to leadership in the context of higher education can be conceptualised, and how experiences of different forms of distance interrelate. This paper shows that geographical distance can also mask other conceptualisations of distances and that geographical distance can also interact with other forms of distances. The empirical basis consists of data from a large-scale research project addressing the organisational transformations taking place in Norwegian higher education due to mergers between 2016 and 2017.
2024-02-20T18:10:26Z
2024-02-20T18:10:26Z
2023-11-10T10:26:43Z
2023
Journal article
Frølich, Nicoline Elken, Mari Eide, Thea . Mergers, distance, and leadership: Perceptions of different forms of distance to leadership in merger processes. Higher Education Quarterly. 2023, 1-13
http://hdl.handle.net/10852/108359
2194954
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Higher Education Quarterly&rft.volume=&rft.spage=1&rft.date=2023
Higher Education Quarterly
1
13
https://doi.org/10.1111/hequ.12477
NFR/298969
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
0951-5224
oai:www.duo.uio.no:10852/108702
2024-02-27T18:14:46Z
com_10852_235
com_10852_234
com_10852_238
com_10852_34688
com_10852_254
col_10852_236
col_10852_239
col_10852_253
col_10852_34689
Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis
Abstract Background Young people who fail to develop language as expected face significant challenges in all aspects of life. Unfortunately, language disorders are common, either as a distinct condition (e.g., Developmental Language Disorder) or as a part of another neurodevelopmental condition (e.g., autism). Finding ways to attenuate language problems through intervention has the potential to yield great benefits not only for the individual but also for society as a whole. Objectives This meta‐analytic review examined the effect of oral language interventions for children with neurodevelopmental disorders. Search Methods The last electronic search was conducted in April 2022. Selection Criteria Intervention studies had to target language skills for children from 2 to 18 years of age with Developmental Language Disorder, autism, intellectual disability, Down syndrome, Fragile X syndrome, and Williams syndrome in randomised controlled trials or quasi‐experimental designs. Control groups had to include business‐as‐usual, waiting list, passive or active conditions. However, we excluded studies in which the active control group received a different type, delivery, or dosage of another language intervention. Eligible interventions implemented explicit and structured activities (i.e., explicit instruction of vocabulary, narrative structure or grammatical rules) and/or implicit and broad activities (i.e., shared book reading, general language stimulation). The intervention studies had to assess language skills in receptive and/or expressive modalities. Data Collection and Analysis The search provided 8195 records after deduplication. Records were screened by title and abstract, leading to full‐text examinations of 448 records. We performed Correlated and Hierarchical Effects models and ran a retrospective power analysis via simulation. Publication bias was assessed via p ‐curve and precision‐effect estimate. Main Results We examined 38 studies, with 46 group comparisons and 108 effects comparing pre‐/post‐tests and eight studies, with 12 group comparisons and 21 effects at follow‐up. The results showed a mean effect size of d = 0.27 at the post‐test and d = 0.18 at follow‐up. However, there was evidence of publication bias and overestimation of the mean effects. Effects from the meta‐analysis were significantly related to these elements: (1) receptive vocabulary and omnibus receptive measures showed smaller effect sizes relative to expressive vocabulary, grammar, expressive and receptive discourse, and omnibus expressive tests; and (2) the length of the intervention, where longer sessions conducted over a longer period of time were more beneficial than brief sessions and short‐term interventions. Neither moderators concerning participants’ characteristics (children's diagnosis, diagnostic status, age, sex, and non‐verbal cognitive ability and severity of language impairment), nor those regarding of the treatment components and implementation of the language interventions (intervention content, setting, delivery agent, session structure of the intervention or total number of sessions) reached significance. The same occurred to indicators of study quality. The risk of bias assessment showed that reporting quality for the studies examined in the review was poor. Authors’ Conclusions In sum, the current evidence base is promising but inconclusive. Pre‐registration and replication of more robust and adequately powered trials, which include a wider range of diagnostic conditions, together with more long‐term follow‐up comparisons, are needed to drive evidence‐based practice and policy.
2024-02-27T18:14:46Z
2024-02-27T18:14:46Z
2023-12-01T12:48:34Z
2023
Journal article
Donolato, Enrica Toffalini, Enrico Rogde, Kristin Nordahl-Hansen, Anders Lervåg, Arne Norbury, Courtenay Frazier Melby-Lervåg, Monica . Oral language interventions can improve language outcomes in children with neurodevelopmental disorders: A systematic review and meta-analysis. Campbell systematic reviews. 2023, 19(4), 1-48
http://hdl.handle.net/10852/108702
2207367
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Campbell systematic reviews&rft.volume=19&rft.spage=1&rft.date=2023
Campbell systematic reviews
19
4
1
48
https://doi.org/10.1002/cl2.1368
NFR/283586
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
Campbell Collaboration
1891-1803
oai:www.duo.uio.no:10852/109266
2024-03-08T14:41:34Z
com_10852_235
com_10852_234
com_10852_34688
com_10852_254
com_10852_55850
col_10852_236
col_10852_253
col_10852_34689
col_10852_55851
Fast estimation of generalized linear latent variable models for performance and process data with ordinal, continuous, and count observed variables
Different data types often occur in psychological and educational measurement such as computer‐based assessments that record performance and process data (e.g., response times and the number of actions). Modelling such data requires specific models for each data type and accommodating complex dependencies between multiple variables. Generalized linear latent variable models are suitable for modelling mixed data simultaneously, but estimation can be computationally demanding. A fast solution is to use Laplace approximations, but existing implementations of joint modelling of mixed data types are limited to ordinal and continuous data. To address this limitation, we derive an efficient estimation method that uses first‐ or second‐order Laplace approximations to simultaneously model ordinal data, continuous data, and count data. We illustrate the approach with an example and conduct simulations to evaluate the performance of the method in terms of estimation efficiency, convergence, and parameter recovery. The results suggest that the second‐order Laplace approximation achieves a higher convergence rate and produces accurate yet fast parameter estimates compared to the first‐order Laplace approximation, while the time cost increases with higher model complexity. Additionally, models that consider the dependence of variables from the same stimulus fit the empirical data substantially better than models that disregarded the dependence.
2024-03-08T14:41:34Z
2024-03-08T14:41:34Z
2024-02-12T17:05:53Z
2024
Journal article
Zhang, Maoxin Andersson, Björn Jin, Shaobo . Fast estimation of generalized linear latent variable models for performance and process data with ordinal, continuous, and count observed variables. British Journal of Mathematical & Statistical Psychology. 2024
http://hdl.handle.net/10852/109266
2245259
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=British Journal of Mathematical & Statistical Psychology&rft.volume=&rft.spage=&rft.date=2024
British Journal of Mathematical & Statistical Psychology
https://doi.org/10.1111/bmsp.12337
NFR/331640
https://creativecommons.org/licenses/by-nc/4.0/
Attribution-NonCommercial 4.0 International
0007-1102
oai:www.duo.uio.no:10852/109466
2024-03-11T17:37:13Z
com_10852_238
com_10852_234
com_10852_34688
com_10852_254
col_10852_239
col_10852_253
col_10852_34689
Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood
We estimated the effects of Norway’s universal ECEC program—expanding access to 1- and 2-year-olds starting in the early 2000s—on standardized math and achievement tests in 5th grade (age 10) using a population-based survey sample (Norwegian Mother, Father, and Child Cohort Study, MoBa, n = 102,352), linked with national administrative records of child achievement test scores. We used two methods to test the effects of attending ECEC: fixed-effects and instrumental variable regressions. Although both approaches found small and mostly insignificant main effects, the effect of ECEC is consistently stronger for children from families with low parental education. The fixed-effects analyses showed that ECEC reduced inequalities in achievement across levels of parental education by about 10% while the instrumental variable analyses, using variation in ECEC induced by the expansion, showed reduction of about 50%. These results suggest that expanding access to ECEC for toddlers has the potential to reduce achievement inequality.
Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood
2024-03-11T17:37:13Z
2024-03-11T17:37:13Z
2023-04-28T10:19:27Z
2023
Journal article
Zachrisson, Henrik Daae Dearing, Eric Curtis Borgen, Nicolai Topstad Sandsør, Astrid Marie Jorde Karoly, Lynn . Universal Early Childhood Education and Care for Toddlers and Achievement Outcomes in Middle Childhood. Journal of Research on Educational Effectiveness. 2023
http://hdl.handle.net/10852/109466
2144083
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Journal of Research on Educational Effectiveness&rft.volume=&rft.spage=&rft.date=2023
Journal of Research on Educational Effectiveness
1
29
https://doi.org/10.1080/19345747.2023.2187325
ERC/81842
NFR/331640
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
1934-5747
oai:www.duo.uio.no:10852/109586
2024-03-14T17:54:44Z
com_10852_234
com_10852_34688
com_10852_254
com_10852_55850
col_10852_253
col_10852_34689
col_10852_55851
Who Responds Inconsistently to Mixed-Worded Scales? Differences by Achievement, Age Group, and Gender
We investigated two research questions: which students are more likely to respond inconsistently to mixed-worded questionnaire scales, and which country samples have larger shares of inconsistent respondents? We defined an inconsistent response as strongly agreeing or disagreeing with both positively and negatively worded items of the same scale. Since we assumed that inconsistent responding occurs due to a lack of carefulness, reading, or cognitive skills, we expected to find that inconsistent responding was associated with lower achievement, younger age, being a nonnative speaker, and being a boy. We used data from all 38 countries that participated in the fourth- and eighth-grade assessments of TIMSS (Trends in International Mathematics and Science Study) 2019. Using the mean absolute difference method, we identified shares of 1‒21% inconsistent respondents across samples. The results generally supported our hypotheses, especially the hypothesis that inconsistent responding is more common among students and countries with lower mathematics achievement levels.
2024-03-14T17:54:44Z
2024-03-14T17:54:44Z
2024-02-16T11:20:26Z
2024
Journal article
Steinmann, Isa Chen, Jianan Braeken, Johan . Who Responds Inconsistently to Mixed-Worded Scales? Differences by Achievement, Age Group, and Gender. Assessment in Education: Principles, Policy & Practice. 2024
http://hdl.handle.net/10852/109586
2246743
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Assessment in Education: Principles, Policy & Practice&rft.volume=&rft.spage=&rft.date=2024
Assessment in Education: Principles, Policy & Practice
1
28
https://doi.org/10.1080/0969594X.2024.2318554
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
0969-594X
oai:www.duo.uio.no:10852/109587
2024-03-14T17:58:48Z
com_10852_234
com_10852_34688
com_10852_254
com_10852_55850
col_10852_253
col_10852_34689
col_10852_55851
Competing explanations for inconsistent responding to a mixed-worded self-esteem scale: cognitive abilities or personality?
In survey scale design, a mixed-worded format intends to ensure attentiveness as respondents need to take into account the wording direction when answering an item. However, some respondents tend to deliver inconsistent responses (i.e., agreeing or disagreeing with both positively and negatively-worded items), posing a validity concern. Two potential directions driving inconsistent responding have each individually been put forward: lack of cognitive abilities to effectively deal with the mixed-wording and sheer carelessness while responding. Using a factor mixture approach, we investigated inconsistent responding on Rosenberg's self-esteem scale as a function of both cognitive ability and personality. Among n = 4938 Grade 5 students from the German National Educational Panel Study (NEPS), 11 % were classified as inconsistent respondents and class memberships were further related to four cognitive abilities (cognitive reasoning, cognitive speed, reading comprehension, reading speed) and five personality traits (conscientiousness, neuroticism, extraversion, agreeableness, openness). Model comparison results indicated that both ability and personality predictors matter with a more prominent role for ability (especially reading comprehension). We discuss the implications of these findings for mixed-wording's suitability for scale construction and different populations and how researchers can deal with suspected inconsistent respondents in their survey data.
2024-03-14T17:58:48Z
2024-03-14T17:58:48Z
2024-02-16T11:22:55Z
2024
Journal article
Chen, Jianan Steinmann, Isa Braeken, Johan . Competing explanations for inconsistent responding to a mixed-worded self-esteem scale: cognitive abilities or personality?. Personality and Individual Differences. 2024
http://hdl.handle.net/10852/109587
2246747
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Personality and Individual Differences&rft.volume=&rft.spage=&rft.date=2024
Personality and Individual Differences
222
https://doi.org/10.1016/j.paid.2024.112573
https://creativecommons.org/licenses/by/4.0/
Attribution 4.0 International
0191-8869
oai:www.duo.uio.no:10852/110189
2024-03-26T18:15:56Z
com_10852_234
com_10852_34688
com_10852_254
col_10852_253
col_10852_34689
‘Seeing Whiteness’ in Norwegian education challenging a discourse of silence
Employing a systematic literature review, this study explores research into whiteness studies in Norwegian education. Whiteness is broached as a sociogenic rather than a phylogenic phenomenon homologous with constructed social categories such as class. The review shows a preponderance of a tiny number of academics studying whiteness, reticence and discomfort in grappling with white privilege and a hierarchy of whiteness where the indigenous Sami and East Europeans are relegated to a lower tier of whiteness – what we refer to as ‘shades of whiteness’. Teacher education courses need to furnish student teachers with analytical tools developed by scholars in the field of whiteness studies. We also drawn attention to the attendant challenge of exploring ways of identifying and redressing the deleterious effects of an internalized discourse of white supremacy on the part of non-white students. This would go some way in grappling with the imbricated and matrix-like nature of whiteness.
‘Seeing Whiteness’ in Norwegian education challenging a discourse of silence
2024-03-26T18:15:56Z
2024-03-26T18:15:56Z
2023-06-29T13:40:19Z
2023
Journal article
Thomas, Paul Alhassan, Abdul-Razak Kuyini Ali, Ahmed Omar . ‘Seeing Whiteness’ in Norwegian education challenging a discourse of silence. Whiteness and Education. 2023
http://hdl.handle.net/10852/110189
2159479
info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Whiteness and Education&rft.volume=&rft.spage=&rft.date=2023
Whiteness and Education
1
26
26
https://doi.org/10.1080/23793406.2023.2222126
https://creativecommons.org/licenses/by-nc-nd/4.0/
Attribution-NonCommercial-NoDerivatives 4.0 International
2379-3406