1,720,959 research outputs found
The Loud Silence - a qualitative study of Reticence in Norwegian lower secondary schools
Full text linkThis thesis explores EFL students’ reticence in lower secondary schools in Norway. According to previous research, there can be multiple reasons why students are hesitant to participate orally in the EFL classroom, as well as issues this may cause both teachers and students. There are different ways to explore this field of research. However, due to the scope of the thesis, this study focuses on the teachers’ thoughts on the topic. The purpose of this study is to compare previous research with Norwegian lower secondary school teachers’ perceptions of reasons for students’ speaking reticence and what methods and strategies they use to prevent this reticence. Since most students’ everyday school life is back to normal after the pandemic, this study also explores the impact Covid-19 has had on the students’ oral participation. The teachers in this study emphasized that the pandemic may have affected their students to a great extent and how they are actively working on that issue. The issues regarding student reticence and Covid-19 are explored through qualitative interviews with five secondary school teachers from different schools in Norway. The results of this study show that there can be both similarities and differences in the reasons for students’ reticence from Norway and previous studies from other countries. The different reasons for reticence found in this study require different areas of focus from what methods and strategies the teachers use to prevent this reticence.
Denne oppgaven utforsker elevers muntlige tilbakeholdenhet i engelskfaget på ungdomsskolen. Det nevnes i tidligere forskning flere grunner til hvorfor elever ikke vil delta muntlig i engelskfaget, samt problemene dette kan medføre for både lærere og elever. Det finnes flere måter å undersøke dette temaet på, men grunnet oppgavens omfang er det i dette tilfellet fokusert på lærernes syn på temaet. Målet med denne oppgaven er å sammenligne tidligere forskning med norske ungdomsskolelæreres tanker om årsaker til hvorfor elevene er muntlig tilbakeholdne i engelsk, og hvilke metoder de anvender for å forhindre denne tilbakeholdenheten. Ettersom skolehverdagen til de fleste elever er tilbake til normalen etter pandemien, tar denne oppgaven også for seg påvirkningen Covid-19 har hatt på elevenes muntlige deltakelse. Lærerne understrekte at pandemien kan ha påvirket elevene deres i stor grad, og at det er noe de jobber aktivt med for å bedre. Dette blir forsket på gjennom kvalitative intervju av fem ungdomsskolelærere fra forskjellige skoler i Norge. Resultatet fra studien viser at det kan være både likheter og forskjeller i årsaker til elevers muntlige tilbakeholdenhet fra Norge og tidligere studier fra andre land. Disse årsakene kan gi ulike fokusområder på metoder lærerne kan bruke for å forhindre denne tilbakeholdenheten.publishedVersio
Interrogating intersectionality in ESL textbooks: a critical analysis of representation, diversity, and inclusion in literature. A qualitative textbook analysis
Full text linkThe English subject educates students to inquire about intercultural competence and learn about other cultures, ways of living and thinking (Ministry of Education and Research, 2017). The students are also encouraged to explore their identity, and get to know others (Ministry of Education and Research, 2019). For the students to acquire this knowledge, they must learn how to facilitate critical literacy and be challenged to see the complexity of society. This current study aims to analyse how textbooks, in accordance with the new curricula, operationalise intersectionality, narrowed down to the three identity markers race, class and dis/ability. The fictional texts were the subject of analysis. Further, tasks of the fictional texts that did operationalise the identity markers race, class, and dis/ability were coded in order to examine how intersectional perspectives foster critical literacy. The textbooks Engelsk 9 (Haegi et al., 2020), Stages 9 (Pettersen & Røkaas, 2021), and Enter 9 (Diskin & Winsvold, 2020) were skimmed for fictional texts and later examined for critical literacy. The current study is divided into three phases. The preliminary phase provided the selection of fictional texts that offered intersectional perspectives. The first phase included coding the fictional texts from the preliminary phase in accordance with the chosen identity markers. The second phase investigated the tasks from the fictional texts in the first phase in order to evaluate how they foster critical literacy. The study found that all three textbooks operationalise intersectionality. However, when looking at the chosen identity markers, it appears that the identity markers race and class have a remarkably higher operationalisation than dis/ability. The identity marker dis/ability was represented in 4 out of 52 fictional texts. The result of the analysis is discussed in relation to the complex and nuanced term intersectionality, the criteria for critical literacy and also in accordance with the Norwegian curricula, LK20. Limitations of the current study have been pointed out. Lastly, suggestions for further research on the topic are included.
Engelskfaget skal utvikle elevenes interkulturelle kompetanse og lære dem om andre kulturer, levemåter og tankesett (Ministry of Education and Research, 2017). Elevene skal i tillegg utfordres til å utforske sin egen identitet, og lære om andre identiteter (Ministry of Education and Research, 2019). Denne kompetansen bygges opp gjennom at elevene lærer kritisk tekstkompetanse og ser utfordringene av vårt komplekse samfunn. Hensikten med denne studien er å analysere hvordan lærebøker etter LK20 operasjonaliserer interseksjonalitet, begrenset ned til de tre kategoriene etnisk opprinnelse, klasse og funksjonsvariasjon. De skjønnlitterære tekstene i bøkene danner materialet for analysen. Videre er oppgavene tilknyttet de skjønnlitterære tekstene som operasjonaliserer kategoriene etnisk opprinnelse, klasse og funksjonsvariasjon, kodet til å evaluere hvordan interseksjonelle perspektiver kan fostre kritisk tekstkompetanse. Lærerbøkene Engelsk 9 (Haegi et al., 2020), Stages 9 (Pettersen & Røkaas, 2021), og Enter 9 (Diskin & Winsvold, 2020) ble skumlest for skjønnlitterære tekster, og senere undersøkt i hvilken grad de bidrar til kritisk tekstkompetanse. Denne studien er delt inn i tre faser. Utvelgelsesfasen gir et overblikk over de skjønnlitterære tekstene som viste interseksjonelle perspektiver. Den første fasen kodet tekstene fra utvelgelsesfasen til de valgte kategoriene. Den andre fasen undersøker oppgavene tilknyttet de skjønnlitterære tekstene fra den første fasen, og evaluerer hvordan disse kan bidra til kritisk tekstkompetanse. Studien viser at alle tre lærerbøkene operasjonaliserer interseksjonalitet. Dersom man ser på de valgte kategoriene, ser man at etnisk opprinnelse og klasse har en bemerkelsesverdig høyere operasjonalisering enn funksjonsvariasjon. Kategorien funksjonsvariasjon var representert i 4 av de 52 skjønnlitterære tekstene. Resultatet av analysen er diskutert i samsvar med det komplekse og nyanserte teoretiske begrepet interseksjonalitet, kriterier for kritisk tekstkompetanse og ny læreplan, LK20. Studiens begrensninger er kommentert. Avslutningsvis er forslag for videre forskning på temaet poengtert.publishedVersio
Dybdelæring – På Dypt Vann? En studie av dybdelæring i den norske ungdomsskole
Full text linkThis thesis explores the term deep learning and its position in the Norwegian school. The term was introduced in the renewal of the curriculum in 2020 and is now a part of teachers’ classroom practice. The purpose of the study is to discover how teachers understand the term deep learning as well as how they view its status in the English subject. Considering the subject renewal was put in use in August of 2020, in the middle of a pandemic, the work may have been affected by the big changes caused by Covid-19. In addition to this, since the term is relatively new in the Norwegian school system, there is little research conducted on this topic so far. The term deep learning can be hard to define, and there are a range of approaches to understanding it. Teachers are provided with a definition from The Norwegian Directorate for Education and Training as a basis for understanding. The term is connected to several other elements in the curriculum and is central to the subject renewal. This thesis focuses on teachers’ understanding of the term, on the grounds that their understanding is crucial in order to ensure that students receive the most advantageous education and deep learning practice. This is researched through qualitative interviews of four middle school teachers. The study explores the connection between the curriculum and teachers understanding of the term deep learning. The results from this study reveal that there may be varying understandings and interpretations of the term, causing different practical approaches in classrooms throughout the country.Denne oppgaven utforsker dybdelæringsbegrepet og dets posisjon i det norske skolesystemet. Begrepet ble innført i forbindelse med fagfornyelsen i 2020 og er i dag en del av norske læreres klasseromspraksis. Målet i oppgaven er å utforske læreres forståelse av dybdelæring og begrepets posisjon i engelskfaget. Fordi fornyelsen ble innført i august 2020, midt i en pandemi, kan arbeidet med læreplanen ha blitt påvirket av de store forandringene påfulgt av Covid-19. I tillegg til dette er dybdelæringsbegrepet relativt nytt i det norske skolesystemet, og det er derfor lite forskning innen dette området. Dybdelæringsbegrepet kan være vanskelig å forstå og definere, og det finnes flere måter å tilnærme seg en forståelse på. Utdanningsdirektoratet har utformet en definisjon som lærere kan bruke for å danne seg en forståelse av begrepet. Begrepet har sammenheng med flere andre elementer i læreplanen og er sentralt i fagfornyelsen. Denne oppgaven fokuserer på lærerens forståelse av dybdelæringsbegrepet, på bakgrunn av at deres forståelse er avgjørende for at elever mottar fordelaktig utdanning og øvelse i dybdelæring. Dette blir forsket på gjennom kvalitative intervju av fire ungdomsskolelærere. Dette studiet utforsker sammenhengen mellom læreplanen og læreres forståelse av dybdelæringsbegrepet. Resultatet fra studiet viser at det kan være forskjeller i forståelsen og tolkningen av begrepet, som videre kan by på forskjellige praktiske tilnærminger i klasserom tvers over landet.publishedVersio
Deep Learning - Deep Waters? A Study of Deep Learning in the Norwegian Middle School
No full textThis thesis explores the term deep learning and its position in the Norwegian school. The term was introduced in the renewal of the curriculum in 2020 and is now a part of teachers’ classroom practice. The purpose of the study is to discover how teachers understand the term deep learning as well as how they view its status in the English subject. Considering the subject renewal was put in use in August of 2020, in the middle of a pandemic, the work may have been affected by the big changes caused by Covid-19. In addition to this, since the term is relatively new in the Norwegian school system, there is little research conducted on this topic so far. The term deep learning can be hard to define, and there are a range of approaches to understanding it. Teachers are provided with a definition from The Norwegian Directorate for Education and Training as a basis for understanding. The term is connected to several other elements in the curriculum and is central to the subject renewal. This thesis focuses on teachers’ understanding of the term, on the grounds that their understanding is crucial in order to ensure that students receive the most advantageous education and deep learning practice. This is researched through qualitative interviews of four middle school teachers. The study explores the connection between the curriculum and teachers understanding of the term deep learning. The results from this study reveal that there may be varying understandings and interpretations of the term, causing different practical approaches in classrooms throughout the country
She's not one of us : an analysis of Monica Ali's novel Brick lane and Sarah Gavron's film Brick lane
No full textThis thesis gives a close reading of Brick Lane in order to show how contemporary literature written by ethnic minorities can preserve stereotypical presentations of the Oriental. The thesis also discusses if the film adaptation of this novel contributes further to this stereotyping, or if the changes that necessarily have to be made when making such an adaptation leave another impression than the novel. The close reading of the novel reveals that Brick Lane's male characters are to a large extent built on well-established stereotypes. The female characters are more nuanced. The film, however, takes the liberty to both add and leave out different scenes, a change which actually makes the film less stereotyping and therefore more believable than the novel.
The theoretical basis for my discussion is Edward Said's Orientalism (1978) and the theories emerging in the aftermath of this seminal study. The writer of the novel Brick Lane, Monica Ali, was born in Bangladesh by a British mother and Bangladeshi father. Her background, and the fact that she was one of the first Bangladeshis to write about Bangladeshi women in London, led people to confusing her novel, that is fiction, with historical reality. I argue that due to the political climate of the last twenty years, our curiosity towards Muslim women has grown, and anyone willing to shed light on the topic, whether they have the insight into these cultures and communities or not, are welcomed to do so.
Throughout the thesis I aim to show not only that ethnic minority writers can and actually do enhance cultural and religious stereotypes in their writings, but also that being diasporic is precisely what makes it necessary to write in such a simplistic matter. Brick Lane is clearly aimed at a Western audience, since the novel is very explicit when it comes to religious and cultural practises - information that would be unnecessary to pass on to an ethnic Bangladeshi. The film makes interesting changes to the story, and ends up - perhaps unusually as far as adaptations are concerned - being much less stereotypical than the novel on which it is based
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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