@article {947,
	title = {GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS{\textquoteright} MOTIVATIONAL ORIENTATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {17-28},
	abstract = {Pre-service teachers{\textquoteright} gender and its associations with motivational orientations are under-researched issues. This study, therefore, used a survey methodology to research gender variations in the motivational orientations of pre-service teachers in general. The research clearly shows that male pre-service teachers are less motivated than their female counterparts and have higher levels of disillusion motivation. Female pre-service teachers are more influenced by teacher role models and show higher levels of intrinsic motivation and self-efficacy in classroom management. Males seem to internalize external academic pressure to a lesser extent. Further research is needed to better understand these significant findings. The conclusion is that interactions between gender and pre-service teachers{\textquoteright} motivational orientations need to be further explored and explicitly addressed by teacher educators. },
	keywords = {motivational orientations, pre-service teachers, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.17},
	url = {http://oaji.net/articles/2015/457-1430294332.pdf},
	author = {Knut-Andreas   Christophersen and Eyvind   Elstad and Trond Solhaug and Are   Turmo}
}
@article {514,
	title = {ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {125-136},
	abstract = {The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model.},
	keywords = {adult education, informal learning, job autonomy, teacher responsibility},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.125},
	url = {http://oaji.net/articles/2014/457-1419413017.pdf},
	author = {Are   Turmo and Knut-Andreas   Christophersen and Eyvind   Elstad}
}
@article {671,
	title = {GENDER DIFFERENCES IN TEACHERS{\textquoteright} BELIEFS AND PRIMARY SCHOOL CHILDREN{\textquoteright}S ACHIEVEMENT IN MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {159-170},
	abstract = {The main purpose of this study was to examine differences in male and female teachers{\textquoteright} beliefs about their math instruction, and the relationship between boys and girls math achievement and teachers{\textquoteright} beliefs. The samples were primary mathematics teachers (N=521) and Year 2 and Year 3 students (N=9980) from 127 schools. A questionnaire was used to examine primary math teachers{\textquoteright} goal structure for students, approaches to instruction, and personal teaching efficacy. Students{\textquoteright} math achievement was assessed by national diagnostic math tests. The teachers were generally oriented towards mastery goals and mastery approaches to instruction, and reported high personal teaching efficacy. However, female teachers report somewhat higher levels of mastery goal structure for students and mastery approaches to instruction, while male teachers report a somewhat higher level of performance approaches to instruction. Positive relations between students{\textquoteright} math performance and teachers{\textquoteright} mastery orientation, mastery approaches to instruction, and teaching efficacy were also found. These relationships were somewhat stronger for girls than for boys. In conclusion, the relationship between teachers{\textquoteright} beliefs and students{\textquoteright} performance were different for male and female teachers, respectively. In future studies qualitative research methods should be included.},
	keywords = {mathematics achievement, primary school, teachers{\textquoteright} beliefs},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.162 },
	url = {https://oaji.net/articles/2014/457-1408437740.pdf},
	author = {Inger   Throndsen and Are   Turmo}
}
@article {660,
	title = {THE INFLUENCE OF TEACHER SKILLS ON PUPIL VOLITION IN SCIENCE LEARNING: A NORWEGIAN INVESTIGATION OF THE STUDYING BEHAVIOURS OF 16-YEAR-OLDS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {29-39},
	abstract = {In a school system in which young people receive an ever greater degree of self-determination, it is important to study how the teacher can influence young people{\textquoteright}s motivation to work towards long-term goals in schoolwork. The purpose of this study is to investigate which teaching skills influence the volition of 16-year-olds. Structural equation modelling of cross-sectional surveys from one survey was used to estimate the path coefficients. The influence of teachers{\textquoteright} skills on 16-year-olds{\textquoteright} volition was estimated. The analysis indicates that the teacher{\textquoteright}s perceived ability to influence pupil volition is present, but modest. Classroom management has a moderately-high effect on pupil volition, whilst the teacher{\textquoteright}s press has only a moderate effect on pupil motivation. The teacher{\textquoteright}s relationship-building efforts have little effect on either pupil motivation or volition. The indirect effect from pupil motivation to pupil volition is of moderately-high strength. However, a cross-sectional study does not allow us to test causal relationships amongst personal antecedents of pupil volition. Teachers may exercise some influence over 16-year-olds{\textquoteright} volition primarily by means of classroom management, but also in terms of pupil motivation via teacher press. Teachers may exploit this capacity to influence in order to improve pupil performance at school. For pupils lacking academic motivation, the teacher{\textquoteright}s efforts to motivate and to strengthen pupil volition are important, including in terms of social levelling. The study provides new knowledge about teacher influence on the volition of Norwegian 16-year-olds.},
	keywords = {classroom management, teacher press, teacher{\textquoteright}s relational building},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.30},
	url = {http://oaji.net/articles/2014/457-1408437163.pdf},
	author = {Eyvind   Elstad and Knut-Andreas   Christophersen and Are   Turmo}
}
@article {546,
	title = {PROBLEMS INDUCED BY AMALGAMATION OF PEDAGOGICAL PROGRESSIVISM AND EDUCATIONAL ACCOUNTABILITY: ORAL EXAMS WITH PRIOR PREPARATION TIME IN NORWEGIAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {22-34},
	abstract = {The progressive movement in Norwegian education has had the hegemony among civil servants, politicians and major groups of teachers. However, during recent years the assessment system has moved towards increased educational accountability based on performance measures (exams and national tests). At the same time, progressivistic inspired assessment has remained: oral exams with prior preparation time. The pupils are typically given the topics 48 hours in advance and have the opportunity to prepare at home or at school. They may take the exam individually or in groups. The teacher, who also asks the questions during the exam, defines the topics. The grades are assigned by an external evaluator, but the subject teacher should also take part in the assessment. This amalgamation of pedagogical progressivism and educational accountability induces major challenges in education. },
	keywords = {educational accountability, oral exam, progressive school philosophy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.22 },
	url = {https://oaji.net/articles/2014/457-1405179678.pdf},
	author = {Eyvind   Elstad and Are   Turmo and {\O}ystein  Guttersrud}
}
