Zobrazeno 1 - 10
of 18
pro vyhledávání: '"Ernst Ottem"'
Publikováno v:
Scandinavian Journal of Educational Research. 60:709-722
In the present study, 81 Norwegian students were taught the meaning of words by the Word Generation (WG) method and 51 Norwegian students were taught by an approach inspired by the Thinking Schools (TS) concept. Two sets of words were used: a set of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bb1f7a2d4093ad1a96aefddef4999654
https://doi.org/10.1080/00313831.2015.1066435
https://doi.org/10.1080/00313831.2015.1066435
Autor:
Ernst Ottem, Jørgen Frost
The Myself-As-a-Learner scale (MALS) has been constructed to assess academic self-concept (Burden, R. L. [2000]. The Myself As a Learner Scale. Birmingham: Imaginative Minds; Burden, R. L. [2012]. The Myself As a Learner Scale [2nd ed.]. Cognitive Ed
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::03497a0f3459a498240fdc6e6a2e13dc
http://hdl.handle.net/10852/71045
http://hdl.handle.net/10852/71045
Autor:
Ernst Ottem, Claire White, Solveig Alma Helaas Lyster, Bente Eriksen Hagtvet, Jørgen Frost, Catherine E. Snow
Publikováno v:
Scandinavian Journal of Educational Research. 58:495-511
Two ways of measuring change are presented and compared: A conventional “change score”, defined as the difference between scores before and after an interim period, and a process-oriented approach focusing on detailed analysis of conceptually def
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f5a79ba110755a37d81e6ff270613dd9
https://doi.org/10.1080/00313831.2013.773560
https://doi.org/10.1080/00313831.2013.773560
Autor:
Unni Jakobsen, Ernst Ottem
Publikováno v:
Scandinavian Journal of Educational Research. 48:159-167
The current popular case against the use of standardised ability tests in bilingual assessment is not as unequivocal as may be commonly assumed. Evidence currently available indicates that such tests generally measure the same constructs, with equal
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1eed4901346a2bf3def11bcc8354b35a
https://doi.org/10.1080/0031383042000198549
https://doi.org/10.1080/0031383042000198549
Autor:
Ernst Ottem
Publikováno v:
Scandinavian Journal of Psychology. 44:433-439
The present study used a maximum-likelihood confirmatory factor analysis (CFA) to test the hypothesis that a four-factor model is the most parsimonious explanation of the structure of the WPPSI for language-impaired children. Four separate maximum-li
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cd60c1c4c5d41324790b5c31dbe732d0
https://doi.org/10.1046/j.1467-9450.2003.00364.x
https://doi.org/10.1046/j.1467-9450.2003.00364.x
Autor:
Ernst Ottem
Publikováno v:
Journal of Psychoeducational Assessment. 21:3-15
Previous factor analyses of the Wechsler scales have supported a two-factor (WPPSI and WPPSI-R) and three-factor solution (WISC-R). The present paper explores the validity of a four-factor model across these three instruments. The four-factor model m
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::70112693eb03b26770e8c4a976bb4b79
https://doi.org/10.1177/073428290302100101
https://doi.org/10.1177/073428290302100101
Publikováno v:
Nordisk tidsskrift for spesialpedagogikk. 80:114-124
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3a50fbd28f90acb9d5bfb28a585efd97
https://doi.org/10.18261/issn0048-0509-2002-02-03-07
https://doi.org/10.18261/issn0048-0509-2002-02-03-07
Autor:
Ernst Ottem
Publikováno v:
Scandinavian Journal of Psychology. 43:299-305
The major objective of the current investigation was to provide an evaluation of the validity of the ITPA for language-impaired children using confirmatory factor analysis. In addition to an examination of the validity of the traditional ITPA models,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::caf2478800830e35cccad8823ea1e509
https://doi.org/10.1111/1467-9450.00298
https://doi.org/10.1111/1467-9450.00298
Autor:
Ernst Ottem
Publikováno v:
Scandinavian Journal of Educational Research. 46:145-160
Both the ITPA and WISC-R are often used in assessment of language-impaired children. As a clinician one would like to know what precisely is the difference between the two tests. In the present paper the complementary nature of the two instruments is
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0e5aaea04c9cf4543eef5a7960d74652
https://doi.org/10.1080/00313830220142173
https://doi.org/10.1080/00313830220142173
Autor:
Ernst Ottem
Publikováno v:
Logopedics Phoniatrics Vocology. 22:87-91
Normal nonverbal IQ is a criterion that is part of virtually every definition of specific language impairment (SLI). The present paper examines difference between two measures of nonverbal IQ in a group of language impaired children (n = 25). The two
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5346852d9f40919056eda0b7732ea3b3
https://doi.org/10.3109/14015439709075319
https://doi.org/10.3109/14015439709075319