Zobrazeno 1 - 10
of 23
pro vyhledávání: '"Gustaf Bernhard Uno Skar"'
Publikováno v:
Nordic Journal of Literacy Research, Vol 6, Iss 1, Pp 201-216 (2020)
This protocol article describes the project Functional Writing in the Primary Years, which received funding in late 2018 and was started in August 2019. The Functional Writing in Primary School (FUS) project aims to increase the quality of teaching a
Externí odkaz:
https://doaj.org/article/8c763f195a3e4d1e97fc7accbcb42017
Publikováno v:
Acta Didactica Norge, Vol 12, Iss 4 (2018)
Denne artikkelen undersøker utviklinga av skriveprøver i Norge (i 2005 og 2009–2017). Formålet er å drøfte utfordringer forbundet med det å måle elevers skriving som grunnleggende ferdighet gjennom skriveprøver. I undersøkelsen tar vi utga
Externí odkaz:
https://doaj.org/article/22d2ba673eed42df9e744b25d8977818
Publikováno v:
Journal of Educational Psychology. 114:1553-1566
The coronavirus disease 2019 (COVID-19) pandemic and the sudden cancellation of in-class instruction for many students around the world presented an unprecedented disruption in children's education. As the COVID-19 pandemic took form, multiple concer
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4d091e3463566e8e8c3e1c30d733b460
https://doi.org/10.1037/edu0000701
https://doi.org/10.1037/edu0000701
Autor:
Alan Huebner, Gustaf Bernhard Uno Skar
Publikováno v:
Assessment in education: Principles, Policy & Practice
This study aimed to investigate the predictability of writing development and if scores on a writing test in the first weeks of first grade accurately predict students’ placements into different proficiency groups. Participants were 832 first grade
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ec72da7025f03e95af9d0790527bc4a3
https://doi.org/10.1080/0969594x.2022.2057424
https://doi.org/10.1080/0969594x.2022.2057424
Autor:
Anne Holten Kvistad, Gustaf Bernhard Uno Skar, Steve Graham, Arne Johannes Aasen, Pui Wa Lei, Marita Byberg Johansen
Publikováno v:
Reading and writing
Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwri
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d7b91b88f67c517095525a4f2da73967
https://doi.org/10.1007/s11145-021-10185-y
https://doi.org/10.1007/s11145-021-10185-y
Publikováno v:
Writing & Pedagogy
In this study, we investigated audience awareness characteristics in elementary school students’ texts. To achieve this goal, we used a cross-sectional study design and sampled texts from 90 students in grades 1–3 (N = 270). These texts formed a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6fffe34880652c364686f1f737dc7aa2
https://doi.org/10.1558/wap.21541
https://doi.org/10.1558/wap.21541
Autor:
Gert Rijlaarsdam, Arne Johannes Aasen, Anne Holten Kvistad, Marita BybergJohansen, Gustaf Bernhard Uno Skar
Publikováno v:
Writing & Pedagogy, 13(1-3), 267-311. Equinox Publishing Ltd
Writing & Pedagogy
Writing & Pedagogy
This article addresses the basis for the development of the screening tool Norwegian Early Writers Signal (NEWS). The aim of the study was to develop a tool for teachers in grades 1–3 to identify student texts in ‘the Warning Zone’, i.e., texts
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e0cd9e71e4265ef0a1166ee19d6a8ed1
https://doi.org/10.1558/wap.22095
https://doi.org/10.1558/wap.22095
Publikováno v:
Reading and Writing. 34:529-563
A sample of 1049 Norwegian teachers in grades 1–3 were surveyed about how they taught writing as well as their preparation and efficacy to do so. Although there was moderate variability in their response to survey items, most teachers provided stud
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::066f0566641402d740790ca2958e98cc
https://doi.org/10.1007/s11145-020-10080-y
https://doi.org/10.1007/s11145-020-10080-y
Publikováno v:
International Perspectives on Writing Curricula and Development ISBN: 9781003051404
Some 15 years ago, all teachers in Norway became writing teachers—at least according to the new curriculum—overnight. Following a “PISA-shock” in the early 2000s, Norwegian legislators decided to reform the national curriculum by introducing
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b9b463ff5198224e0755d8d5d695d20d
https://hdl.handle.net/11250/2825508
https://hdl.handle.net/11250/2825508
Publikováno v:
Nordic Journal of Literacy Research
Nordic Journal of Literacy Research, Vol 6, Iss 1, Pp 201-216 (2020)
Nordic Journal of Literacy Research, Vol 6, Iss 1, Pp 201-216 (2020)
This protocol article describes the project Functional Writing in the Primary Years, which received funding in late 2018 and was started in August 2019. The Functional Writing in Primary School (FUS) project aims to increase the quality of teaching a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ebee9a3014fe26b08019e6d9f49f07a7
https://hdl.handle.net/11250/2995032
https://hdl.handle.net/11250/2995032