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Träfflista för sökning "WFRF:(Salokangas Maija) srt2:(2019)"

Sökning: WFRF:(Salokangas Maija) > (2019)

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1.
  • Fountoulakis, Konstantinos N., et al. (författare)
  • Staging of Schizophrenia With the Use of PANSS : An International Multi-Center Study
  • 2019
  • Ingår i: International Journal of Neuropsychopharmacology. - : Oxford University Press. - 1461-1457 .- 1469-5111. ; 22:11, s. 681-697
  • Tidskriftsartikel (refereegranskat)abstract
    • IntroductionA specific clinically relevant staging model for schizophrenia has not yet been developed. The aim of the current study was to evaluate the factor structure of the PANSS and develop such a staging method.MethodsTwenty-nine centers from 25 countries contributed 2358 patients aged 37.21 ± 11.87 years with schizophrenia. Analysis of covariance, Exploratory Factor Analysis, Discriminant Function Analysis, and inspection of resultant plots were performed.ResultsExploratory Factor Analysis returned 5 factors explaining 59% of the variance (positive, negative, excitement/hostility, depression/anxiety, and neurocognition). The staging model included 4 main stages with substages that were predominantly characterized by a single domain of symptoms (stage 1: positive; stages 2a and 2b: excitement/hostility; stage 3a and 3b: depression/anxiety; stage 4a and 4b: neurocognition). There were no differences between sexes. The Discriminant Function Analysis developed an algorithm that correctly classified >85% of patients.DiscussionThis study elaborates a 5-factor solution and a clinical staging method for patients with schizophrenia. It is the largest study to address these issues among patients who are more likely to remain affiliated with mental health services for prolonged periods of time.
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2.
  • Wermke, Wieland, 1979-, et al. (författare)
  • Decision-making and control : perceived autonomy of teachers in Germany and Sweden
  • 2019
  • Ingår i: Journal of Curriculum Studies. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0022-0272 .- 1366-5839. ; 51:3, s. 306-325
  • Tidskriftsartikel (refereegranskat)abstract
    • Teacher autonomy has become an increasingly popular research topic over the past decade, reflecting wider national and global education trends. In this light, this article investigates and compares the perceptions of German and Swedish teachers concerning their professional autonomy. We analyse teachers' perceptions using a grid, and view teacher autonomy as a multidimensional phenomenon taking place in different domains (educational, social, developmental and administrative) and at different levels (classroom, school, profession). The findings show that the teachers interviewed in Germany and Sweden value autonomy in various domains and dimensions differently, even if there also are many similarities. In instruction, that is, the educational autonomy domain, they perceive themselves to be very autonomous, in particular in relation to choices of content and method. Autonomous work in the classroom arena is also seen as the very core of the teaching profession. Overall, German teachers perceive themselves to be significantly involved in more areas of their work, and they refer much more to decisions which are to be made, whereas their Swedish colleagues are more concerned about control. Finally, we discuss the findings in relation to different nation-specific forms of extended or restricted autonomy teacher autonomy.
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