Brage Nord Open Research Archive
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How can external HRM assist a leadership team in developing and strengthening collaboration processes?
No full textMaster i Human Resource Management (HRM) - Nord universitet 202
Development of world class ski performance: Similarities and differences in pathways to expertise for freeskiers and cross-country skiers
Get PDFThe overall purpose of the present study was to investigate similarities and differences in pathways to expertise for freeskiers and cross-country skiers. Specifically, 1) Entrance to the main sport, 2) Amount of training hours and organization of training, and 3) Variability in activities and content in training. Sampling athletes had to be on the highest level in their sport by competing in, e.g., the World Cup, World Championship, Olympic games, freeride World Tour. In total, 18 world-class skiers participated in the study. Eight freeskiers (age range 19-37) and ten cross-country skiers (age range 22-32 years). They answered a digital questionnaire designed to collect retrospective data describing their pathways to expertise. The first section elicits biographical information, age for entering sport and practice. The second section focused on sport-specific training, accumulated hours of training, and the distribution of organized versus self-organized training. The third section recalled the variability of activities they participated in and how they perceived the relevance of the content of different types of training for their sport-specific development. The results showed similarities in athletes’ entrance to the main sport, specialization age and total amount of training. At the same time, differences were observed in their training history regarding the organization of training. In contrast to cross-country skiers, freeskiers seem to be more self-organized and more involved in additional activities besides their main sport. Interestingly, the two groups of world-class athletes representing sports with distinctive demands share several common variables in their paths to expertise, amplified by perceived specificity. Practitioners and academics should substantiate patience in expertise development, driven by a multi-disciplinary understanding of distinct and individual characteristics or conditions that may be beneficial in fulfilling varied future demands. Hence, research should explore the rationale behind and potential learning effects between sports and training content.publishedVersio
Norske kunnskapsmedarbeideres opplevelse av motivasjon : En kvalitativ studie av betydning av positive avvik
Get PDFMaster i kunnskapsledelse (MKL) - Nord universitet 202
Musikk er ikke magi, men for noen kan ungdomskor være magisk! En studie om betydningen av å synge i ungdomskor
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Addressing complexity and planning for the uncertain: local finances in wartime Ukraine
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Application of the brown macroalga Saccharina latissima (Laminariales, Phaeophyceae) as a feed ingredient for livestock: A review
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Effects of observation mode on ratings of teaching quality in secondary mathematics classrooms: Authors and their affiliations
No full textIn educational research, teaching quality is extensively studied because of its role of a mediator between teacher characteristics and student learning. However, empirical evidence on differences between video and live scoring of teaching quality is rare. In the present study, thirty lessons from 15 secondary mathematics classrooms in a German metropolitan area were observed. Lessons were scored both live in the classroom and using video recordings. Live and video scoring was conducted by (different) trained observers. Ratings were obtained with a “hybrid” observational instrument that covers generic and subject-specific characteristics of teaching quality in mathematics classrooms. Generalizability analysis and paired t tests were performed to investigate mode effects. The findings showed that in live scoring, classroom management was rated lower, and cognitive activation was rated higher. Rankings of lessons or classrooms were very similar across modes, and reliabilities did not differ to a meaningful extent either, except for classroom management reaching better results for live ratings. This suggests that based on the present findings, classroom observation performed with our hybrid framework of teaching quality generalizes across observation mode only under certain circumstances. Further research is necessary to better understand the relation between observation mode and teaching quality ratings, as well as the impact of the scoring procedures. We discuss the implications of our findings for educational research and practice.publishedVersio
