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- Aalto, Sanni, et al.
(författare)
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The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
- 2024
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Ingår i: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928.
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Tidskriftsartikel (refereegranskat)abstract
- Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers' multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers' multicultural attitudes and work-related wellbeing (work dedication and exhaustion), and whether self-efficacy mediates these paths. We further investigated how these associations differ between teachers of reception classes for migrant and refugee students versus teachers of multi-ethnic mainstream classes. The results show that positive multicultural attitudes were directly associated with high level of work dedication, but not with work exhaustion. Self-efficacy mediated the association between multicultural attitudes and work-related wellbeing, indicated by both higher work dedication and lower work exhaustion. Concerning the role of teacher's class type, self-efficacy mediated the association between positive multicultural attitudes and work dedication for both types of teachers, whereas the mediation to low work exhaustion was only evident in mainstream class teachers. To conclude, teachers' multicultural attitudes and work-related wellbeing are mediated by self-efficacy and this important link should be acknowledged when designing professional development programs in order to create supportive and competent learning environments for all students.
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- Aasheim, V, et al.
(författare)
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Associations between advanced maternal age and psychological distress in primiparous women, from early pregnancy to 18 months postpartum
- 2012
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Ingår i: British Journal of Obstetrics and Gynecology. - : Wiley. - 1470-0328 .- 1471-0528. ; 119:9, s. 1108-16
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Tidskriftsartikel (refereegranskat)abstract
- Please cite this paper as: Aasheim V, Waldenström U, Hjelmstedt A, Rasmussen S, Pettersson H, Schytt E. Associations between advanced maternal age and psychological distress in primiparous women, from early pregnancy to 18 months postpartum. BJOG 2012;119:1108-1116. Objective To investigate if advanced maternal age at first birth increases the risk of psychological distress during pregnancy at 17 and 30 weeks of gestation and at 6 and 18 months after birth. Design National cohort study. Setting Norway. Sample A total of 19 291 nulliparous women recruited between 1999 and 2008 from hospitals and maternity units. Methods Questionnaire data were obtained from the longitudinal Norwegian Mother and Child Cohort Study, and register data from the national Medical Birth Register. Advanced maternal age was defined as ≥32 years and a reference group of women aged 25-31 years was used for comparisons. The distribution of psychological distress from 20 to ≥40 years was investigated, and the prevalence of psychological distress at the four time-points was estimated. Logistic regression analyses based on generalised estimation equations were used to investigate associations between advanced maternal age and psychological distress. Main outcome measures Psychological distress measured by SCL-5. Results Women of advanced age had slightly higher scores of psychological distress over the period than the reference group, also after controlling for obstetric and infant variables. The youngest women had the highest scores. A history of depression increased the risk of distress in all women. With no history of depression, women of advanced age were not at higher risk. Changes over time were similar between groups and lowest at 6 months. Conclusion Women of 32 years and beyond had slightly increased risk of psychological distress during pregnancy and the first 18 months of motherhood compared with women aged 25-31 years.
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- Aasland, Erik, et al.
(författare)
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Enacting a new physical education curriculum : a collaborative investigation
- 2024
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243.
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers' teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers' Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers' experiences of the enactment were influenced by perceived gender biases. We argue that teachers' beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers' experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change.
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- Abbas, Asad, et al.
(författare)
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Framework of Collaboration in Knowledge Transfer of High Technology Industries
- 2018
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Ingår i: Quality - Access to Success. - 1582-2559 .- 2069-2242. ; 19:163
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The concept of Triple Helix relates to collaboration between universities, governments and industry. Such collaboration can take different forms in different countries. This paper examines collaboration between universities and industry in China, specifically in the city of Hefei in Anhui province, one of the most rapidly developing regions in the country. In so doing, it seeks to address the research question: How does industry collaborate with universities in order to acquire commercialized knowledge? Design/ Methodology/ Approach - The study is qualitative, based on interviews with experts in R & D, and Intellectual Property Rights from high-tech companies based in Hefei. We analyzed our findings using a conceptual framework that focuses on Knowledge Transfer and Innovation Diffusion (Liyanage et al, 2012). Our study describes and discusses the entire process, from an initial awareness of new knowledge to its eventual acquisition.Findings and implications - We conclude that Chinese high-tech companies design comprehensive strategies for the acquisition of knowledge generated from external sources. These strategies are based on local, provincial and state government industrial policies that aim to support collaboration with universities and implement external knowledge in existing systems.Originality - Commercialized knowledge put into practice by industries for their own innovation and commercial purposes.Limitation - We interviewed industrial experts from three high-tech companies in the city of Hefei, which is located in an industrial area of Anhui province.
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- Abbas, Asad, et al.
(författare)
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Process of knowledge transfer from universities to industry through the University of Technology Transfer Offices in China : The case of Anhui province
- 2018
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Ingår i: Science and Innovation. - : National Academy of Sciences of Ukraine (Co. LTD Ukrinformnauka) (Publications). - 2409-9066 .- 2413-4996. ; 14:2, s. 5-18
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Tidskriftsartikel (refereegranskat)abstract
- Introduction. This paper focuses on knowledge generation and the way in which it is transferred from universities to industry. Most well reputed universities have several departments and university-run enterprises that engage in research. The purpose of these research units is to help universities provide breakthrough innovation through the generation of new knowledge.Problem Statement. For this we chose to study China's University Technology Transfer Offices (UTTOs) to gather concrete evidence of university knowledge generation for commercial use in industry. The objective of this study is get indepth information about the role of UTTOs in the transfer of such knowledge.Purpose. The generation of new knowledge contributes to the field of science and technology; in turn, industry can use this knowledge to produce new innovative products or improve existing ones. This study aims to identify the process of knowledge transfer from universities to industry in China.Materials and Methods. Our study was carried out as a qualitative case study in the Anhui province of China. Data was mainly collected through semi-structured interviews with technology transfer experts working in technology transfer offices. Collected data were analyzed using a knowledge transfer model with six phases: 1) awareness, 2) acquisition, 3) transformation, 4) association, 5) application, and 6) feedback.Results. In China, universities and their research groups dominate in the generation and commercialization of research results, with UTTOs acting as technology bridges between the two parties, as well as providing legal and business services.Conclusions. This paper contributes by offering a detailed description of the knowledge transfer process and specifically the role and activities of UTTOs. This research also helps Chinese and international researchers currently carrying out research on the technology transfer process in China.
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