| 1. |
- Classon, Elisabet, et al.
(författare)
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A quick test of cognitive speed (AQT) : regression-based norms for cognitively healthy 80 to 94-year olds
- 2022
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Ingår i: Aging, Neuropsychology and Cognition. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1382-5585 .- 1744-4128. ; 29:5, s. 820-839
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Tidskriftsartikel (refereegranskat)abstract
- Slowed processing speed is part of normal aging but also a symptom of many diseases, including dementia. A Quick Test of Cognitive Speed (AQT) consists of three conditions: color naming (AQT1), form naming (AQT2) and dual color-form naming (AQT3) and offers a user-friendly assessment of processing speed that is used internationally to identify cognitive impairment in elderly patients. Appropriate age-norms have however been lacking. This study provides regression-based norms derived from a Swedish sample of 158 cognitively healthy 80 to 94-year olds. The results show age effects in all three conditions, a non-linear education effect in AQT1, and age by gender interactions in AQT2 and AQT3: men performed worse with increasing age, but women remained on a par. However, irrespective of age and gender, AQT2 and AQT3 mean raw and predicted scores were slower than the hitherto recommended cutoff criteria for suspected cognitive impairment.
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| 2. |
- Erixon Arreman, Inger, 1954-, et al.
(författare)
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Postcolonial teacher education reform in Namibia : travelling of policies and ideas
- 2016
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Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 15:2, s. 236-259
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Tidskriftsartikel (refereegranskat)abstract
- Long before Namibia's independence in 1990, Sweden initiated a policy dialogue with Namibia's future political leadership. This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People's Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants' private and professional lives; and (2) the ITTP’s impact on the participants' views on knowledge and education in relation to democracy. A combination of individual interviews and questionnaires was administered in situ in 2009 in Namibia to 17 former ITTP students who were living in various places across Namibia. This follow-up study indicates that the ITTP was crucial for the participants' professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims. However, it is concluded that, while the learner-centred education philosophy initially had a strong impact, its application in teacher education has functioned more than anything as a rhetorical device for nation-building.
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