Unpacking pre-service teachers’ beliefs and reasoning about student ability, sources of teaching knowledge, and teacher-efficacy: A scenario-based approach

The beliefs teachers hold may provide information about their more or less evidence-informed reasoning about educational issues. However, gaining a clear picture of teachers’ beliefs has proven difficult. A promising line of inquiry uses scenario-based approaches to assess teachers’ enacted beliefs. Accordingly, we assessed 75 Norwegian pre-service teachers’ beliefs about student ability, sources of teaching knowledge, and teacher efficacy by analyzing their written responses to authentic classroom scenarios, with these responses also providing information about participants’ reasoning about the scenarios. While participants’ responses seemed to be evidence-informed in many ways, there were also indications of the opposite, such as limited consideration of educational research in pedagogical decision-making. The results contribute uniquely to an understanding of pre-service teachers’ beliefs and reasoning about educational issues. As such, they may help researchers and teacher educators to better understand the beliefs pre-service teachers hold, as well as to facilitate further development of these beliefs. Implications for future research and teacher education are discussed.publishedVersio

Prising av opsjoner på OBX-indeksen : evaluering av ulike volatilitetsmodeller

Denne utredningen evaluerer empirisk prestasjonen til ulike volatilitetsmodeller til å predikere volatiliteten tilknyttet avkastningsserien på OBX-indeksen. Her finner vi at EWMA-modell modellert på bakgrunn av et begrenset antall observasjoner, er den modellen som predikerer indeksens volatilitet best. Deretter følger den konstant modellen og til slutt GARCH-modellene. I tillegg til en volatilitetsevaluering, benytter vi vinnerne av undersøkelsen til å vurdere prisingsmodellen til Black-Scholes med konstant volatilitet mot Black-Scholes med volatilitet beregnet fra EWMA-modellen og Duan’s GARCH opsjonsprisingsmodell med stokastiske volatilitet. Analysen er gjennomført med hjelp av OBX-indeksens kjøpsopsjoner. I vår utredning finner vi at Black-Scholes prisingsmodell basert på 125-dagers EWMA-rullering klarer å predikere prisene best både ved å nytte in-samplet og out-samplet til estimering av prisene. Som for prediksjon av volatiliteten så egner Duans GARCH-modell seg dårlig siden disse prisingsestimatene avviker stort fra de opsjonsprisene vi finner i markedet

Epistemic Justification in Multiple Document Literacy: A Refutation Text Intervention

This study investigated the effects of a refutation text intervention on Norwegian teacher education students’ (n = 150) beliefs about justification for knowing and their subsequent performance on a multiple document literacy task. Participants were randomly assigned to one of three conditions in which they read a refutation text that promoted the conception that an appropriate way to judge the trustworthiness of information about educational topics is to rely on personal understanding and practical experience, the expertise of the author, or comparison of multiple sources. Results showed that participants’ beliefs about epistemic justification were strongly influenced by the intervention. Beyond effects on self-reported justification beliefs, effects on participants’ selection of documents varying in terms of the expertise of the author and the stance toward the issue discussed across the documents were observed, as well as effects on how participants justified their document selections, processed the selected documents, and finally used them in their written task products. As such, the effects of the intervention targeting beliefs about epistemic justification transferred to various stages of the multiple document task.publishedVersio

A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice

We set out to investigate preservice teachers’ beliefs about sources of teaching knowledge and their motivation to learn from practice and theory in teacher education in a longitudinal study (n = 96, at the beginning of the study). Participants placed more trust in experiential knowledge sources compared with formalized sources and participants’ beliefs about sources of teaching knowledge generally predicted their motivation to learn from different sources. Quantitative results were further supported and elaborated by qualitative interview data that suggested development of preservice teachers’ beliefs about sources of teaching knowledge and their understanding of the relation between theoretical and practical knowledge over time. The findings extend existing literature by providing a window on how (preservice) teachers may articulate their views about sources of teaching knowledge and relations between theory and practice, with expected consequences for teaching practice. Implications for teacher educators’ practice are also discussed.publishedVersio

Self-Regulated learning and the use of Information and communications technology in Norwegian Teacher education : the project ICT as a factor of change in teacher education

I denne rapporten drøfter forfatterne norsk allmennlærerutdanning med spesiell vekt på de oppfatningene om læring og undervisning som kommer til uttrykk i rammeplanen for utdanningen. Spesielt tar de opp den sterke satsingen på å fremme selvregulert læring gjennom økt bruk av informasjons- og kommunikasjonsteknologi (IKT) i lærerutdanningen. Forfatterne redegjør for forskning som kan tyde på at norsk lærerutdanning preges av tradisjonelle lærings- og undervisningsformer til tross for en slik satsing, og de drøfter i hvilken grad økt bruk av IKT i seg selv egentlig kan bidra til nye former for læring og undervisning. De beskriver og analyserer så innovasjonsprosjektet "IKT som endringsfaktor i allmennlærerutdanningen", hvor bruken av IKT og studentansvar for kunnskapskonstruksjon var tenkt å gjennomsyre alle deler av studiet. Basert på en ekstern evaluering av dette prosjektet, som forfatterne foretok under det først studieåret, argumenterer de for at tilgang til ny teknologi må kobles sammen med direkte støtte til studentenes selvregulering og samarbeidsferdigheter, dersom teknologien virkelig skal bidra til å endre det som foregår i studentenes klasserom

Cost–utility analysis of antibiotic treatment in patients with chronic low back pain and Modic changes: results from a randomised, placebo-controlled trial in Norway (the AIM study)

Objective To evaluate the cost–utility of 100 days of antibiotics in patients with chronic low back pain (LBP) and type I or II Modic changes included in the Antibiotic treatment In patients with chronic low back pain and Modic changes (AIM) study. Design A cost–utility analysis from a societal and healthcare perspective alongside a double-blinded, parallel group, placebo, multicentre trial. Setting Hospital outpatient clinics at six hospitals in Norway. The main results from the AIM study showed a small effect in back-related disability in favour of the antibiotics group, and slightly larger in those with type I Modic changes, but this effect was below the pre-defined threshold for clinically relevant effect. Participants 180 patients with chronic LBP, previous disc herniation and Modic changes type I (n=118) or type II (n=62) were randomised to antibiotic treatment (n=89) or placebo-control (n=91). Interventions Oral treatment with either 750 mg amoxicillin or placebo three times daily for 100 days. Main outcome measures Quality-adjusted life years (QALYs) by EuroQoL-5D over 12 months and costs for healthcare and productivity loss measured in Euro (€1=NOK 10), in the intention-to-treat population. Cost–utility was expressed in incremental cost-effectiveness ratio (ICER). Results Mean (SD) total cost was €21 046 (20 105) in the amoxicillin group and €19 076 (19 356) in the placebo group, mean difference €1970 (95% CI; −3835 to 7774). Cost per QALY gained was €24 625. In those with type I Modic changes, the amoxicillin group had higher healthcare consumption than the placebo group, resulting in €39 425 per QALY gained. Given these ICERs and a willingness-to-pay threshold of €27 500 (NOK 275 000), the probability of amoxicillin being cost-effective was 51%. Even when the willingness-to-pay threshold increased to €55 000, the probability of amoxicillin being cost-effective was never higher than 53%. Conclusions Amoxicillin treatment showed no evidence of being cost-effective for people with chronic LBP and Modic changes during 1-year follow-up.publishedVersio

Amoxicillin did not Reduce Modic Change Oedema in Patients with Chronic Low Back pain - subgroup Analyses of a Randomised Trial (the AIM study)

Study Design. Exploratory subgroup analyses of a randomised trial [Antibiotics in Modic changes (AIM) study]. Objective. The aim was to assess the effect of amoxicillin versus placebo in reducing Modic change (MC) edema in patients with chronic low back pain. Summary of Background Data. The AIM study showed a small, clinically insignificant effect of amoxicillin on pain-related disability in patients with chronic low back pain and MC type 1 (edema type) on magnetic resonance imaging (MRI). Materials and Methods. A total of 180 patients were randomised to receive 100 days of amoxicillin or placebo. MC edema was assessed on MRI at baseline and one-year follow-up. Per-protocol analyses were conducted in subgroups with MC edema on short tau inversion recovery (STIR) or T1/T2-weighted MRI at baseline. MC edema reductions (yes/no) in STIR and T1/T2 series were analyzed separately. The effect of amoxicillin in reducing MC edema was analyzed using logistic regression adjusted for prior disk surgery. To assess the effect of amoxicillin versus placebo within the group with the most abundant MC edema on STIR at baseline (“STIR3” group), we added age, STIR3 (yes/no), and STIR3×treatment group (interaction term) as independent variables and compared the marginal means (probabilities of edema reduction). Results. Compared to placebo, amoxicillin did not reduce MC edema on STIR (volume/intensity) in the total sample with edema on STIR at baseline (odds ratio 1.0, 95% CI: 0.5, 2.0; n=141) or within the STIR3 group (probability of edema reduction 0.69, 95% CI: 0.47, 0.92 with amoxicillin and 0.61, 95% CI: 0.43, 0.80 with placebo; n=41). Compared with placebo, amoxicillin did not reduce MC edema in T1/T2 series (volume of the type 1 part of MCs) (odds ratio: 1.0, 95% CI: 0.5, 2.3, n=104). Edema declined in >50% of patients in both treatment groups. Conclusions. From baseline to one-year follow-up, amoxicillin did not reduce MC edema compared with placebo.publishedVersio

Amoxicillin did not Reduce Modic Change Oedema in Patients with Chronic Low Back pain - subgroup Analyses of a Randomised Trial (the AIM study)

Study Design. Exploratory subgroup analyses of a randomised trial (Antibiotics In Modic changes (AIM) study). Objective. To assess the effect of amoxicillin versus placebo in reducing Modic change (MC) oedema in patients with chronic low back pain (LBP). Summary of Background Data. The AIM study showed a small, clinically insignificant effect of amoxicillin on pain-related disability in patients with chronic LBP and MC type 1 (oedema type) on magnetic resonance imaging (MRI). Methods. A total of 180 patients were randomised to receive 100 days of amoxicillin or placebo. MC oedema was assessed on MRI at baseline and one-year follow-up. Per-protocol analyses were conducted in subgroups with MC oedema on short tau inversion recovery (STIR) or T1/T2-weighted MRI at baseline. MC oedema reductions (yes/no) in STIR and T1/T2-series were analysed separately. The effect of amoxicillin in reducing MC oedema was analysed using logistic regression adjusted for prior disc surgery. To assess the effect of amoxicillin versus placebo within the group with the most abundant MC oedema on STIR at baseline (‘STIR3’ group), we added age, STIR3 (yes/no), and STIR3×treatment group (interaction term) as independent variables and compared the marginal means (probabilities of oedema reduction). Results. Compared to placebo, amoxicillin did not reduce MC oedema on STIR (volume/intensity) in the total sample with oedema on STIR at baseline (odds ratio 1.0, 95% confidence interval (95%CI) [0.5, 2.0]; n=141) or within the STIR3 group (probability of oedema reduction 0.69, 95%CI [0.47, 0.92] with amoxicillin and 0.61, 95%CI [0.43, 0.80] with placebo; n=41). Compared with placebo, amoxicillin did not reduce MC oedema in T1/T2-series (volume of the type 1 part of MCs) (odds ratio 1.0, 95%CI [0.5, 2.3], n=104). Oedema declined in >50% of patients in both treatment groups. Conclusions. From baseline to one-year follow-up, amoxicillin did not reduce MC oedema compared with placebo. Level of Evidence. Level 2

Multiple-Documents Literacy: Understanding, Assessing, and Improving Students' Learning from Conflicting Information Sources, 2010

The data set "Multiple-Documents Literacy: Understanding, Assessing, and Improving Students' Learning from Conflicting Information Sources, 2010" is based on a study conducted in 2010 by Ivar Bråten at the Faculty of Educational Sciences, University of Oslo. Multiple-documents literacy refers to the ability to locate, evaluate, and use diverse sources of information for the purpose of constructing and communicating an integrated, meaningful representation of a subject, issue, or situation. In Norway and many other countries, researchers, educators, and policy-makers are concerned that this crucial competency is not adequately developed through schooling. Based on existing theory and research pertaining to multiple-documents literacy, three questions were addressed. First, which learning processes and competencies are involved in the comprehension and integration of multiple documents and how are those processes and competencies interrelated? Second, how can the learning outcomes of multiple-documents literacy be reliably and validly assessed? Third, how can multiple-documents literacy be effectively promoted

Students’ trust in research-based results about potential health risks presented in popular media

Socioscientific issues receive considerable public attention and there are concerns that people in general are not able or willing to deal with information at odds with what they believe to be true. In this study, we focused on students’ beliefs about two controversial issues: whether consumption of the artificial sweetener aspartame and use of cell phones, respectively, represent any serious health risks. Our aim was to investigate whether students’ trust in the information was related to prior beliefs, the nature of the message, and students’ critical reading strategies. Results showed interactions between prior beliefs about the issues and text condition (risk vs. no risk) on trust in conclusions that indicated a confirmation bias assumption. Additionally, students trusted conclusions ascertaining that there were risks more than conclusions ascertaining that there were no risks. Finally, students’ self-reported use of critical reading strategies implied less trust in both types of conclusions