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Cecilia Thorsen

Universitetslektor

Universitetslektor i pedagogik

Staff member at Division of Educational Science and Languages.

Conducts research in social sciences, educational sciences, pedagogy.


About

My name is Cecilia Thorsen and I am a senior lecturer in Education at University West. In 2014 I finished my PhD on a thesis titled Dimensionality and Predictive Validity of School Grades: The relative influence of cognitive and social-behavioral aspects. My research interest is primarily on prerequisites for and results of education. I have a special interest in questions on equity in education, i.e. why students’ background affects their results in school and on the schools compensatory abilities. I am currently involved in a project called Changes in the Compensatory Abilities in Supporting Academic Resilience in Swedish Schools over Time (COMPASS). The project focuses the group of students who despite their disadvantaged background manage to succeed in school, i.e. who are academically resilient. The goal of the project is to identify what factors that can explain these students’ academic success, both on and individual- and school level.

I also have an interest in what is happening within the classroom, particularly related to students’ motivation. I have previously been in a project where we investigated the practice of English teachers who were successful motivators and I am currently involved in a project investigating the development of mathematics motivation in primary school in six European countries.

Teaching

I am first and foremost teaching assessment in the teacher education program. The focus of my teaching is on equity in education, but I also teach teacher students on assessment practices in the classroom, such as formative assessment and grading practices. Apart from assessment I also teach quantitative research methods for undergraduate students as well as supervising undergraduate and doctoral students.

researchgate

https://www.researchgate.net/profile/Cecilia_Thorsen

Publications


Betygens prognosförmåga och effekter på lärande

Published

Betygens prognosförmåga och effekter på lärande

Critical Perspectives

Published

Critical Perspectives

Differences in English teachers’ approaches to pupils’ out-of-school English encounters in relation to school and pupil demographic factors

Published

Differences in English teachers’ approaches to pupils’ out-of-school English encounters in relation to school and pupil demographic factors

The purpose of this questionnaire-based study is to investigate whether differences in ways in which teachers of English view the challenge of...

Dimensionality and Predictive validity of school grades : the relative influence of cognitive and social-behavioral aspects

Published

Dimensionality and Predictive validity of school grades : the relative influence of cognitive and social-behavioral aspects

The purpose of the thesis is to investigate the relative influence of cognitive and social-behavioral aspects on compulsory school grades and the...

Dimensions of Norm-Referenced Compulsory School Grades and their Relative Importance for the Prediction of Upper Secondary School Grades

Published

Dimensions of Norm-Referenced Compulsory School Grades and their Relative Importance for the Prediction of Upper Secondary School Grades

Irrespective of the grading system, grades are the most valid instrument for predicting educational success. Previous studies have shown that...

Disaffection and agentic engagement : ‘Redesigning’ activities to enable authentic self-expression

Published

Disaffection and agentic engagement : ‘Redesigning’ activities to enable authentic self-expression

Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterise negative responses to classroom practice of a generally...

Effects of Gf and Gc on the development of knowledge and skills

Published

Effects of Gf and Gc on the development of knowledge and skills

The Investment theory (Cattell, 1987) states that learning in different fields is dependent on a general ability to reason in novel situations (Gf)...

Engagement with Technology : Gaming, Immersion and Sub-Optimal Experiences

Published

Engagement with Technology : Gaming, Immersion and Sub-Optimal Experiences

This conceptual article focuses on student engagement, and the use of digital games in language classrooms. In making a contribution to the mapping...

Individual Development Plans in the Swedish Comprehensive School : Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?

Published

Individual Development Plans in the Swedish Comprehensive School : Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?

In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and...

Lärobokens ordklasser : en kritisk diskursanalys av fem läroböcker i svenska för gymnasieskolan

Published

Lärobokens ordklasser : en kritisk diskursanalys av fem läroböcker i svenska för gymnasieskolan

Syftet med studien var att undersöka hur läroböcker i svenska för A-kursen på gymnasiet behandlar ordklasser ur ett didaktiskt perspektiv samt att...

Motivation and funds of knowledge

Published

Motivation and funds of knowledge

Motivation and the importance of teacher–student relationships

Published

Motivation and the importance of teacher–student relationships

Motivational Practice : Insights from the Classroom

Published

Motivational Practice : Insights from the Classroom

Motivational Strategies and the Reframing of English : Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters

Published

Motivational Strategies and the Reframing of English : Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters

Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively...

Teachers’ grade assignment and the predictive validity of criterion-referenced grades.

Published

Teachers’ grade assignment and the predictive validity of criterion-referenced grades.

Research has found that grades are the most valid instruments for predicting educational success. Why grades have better predictive validity than,...

Teachers' Grading Assignment and the Predictive Validity of Norm-Referenced Grades

Published

Teachers' Grading Assignment and the Predictive Validity of Norm-Referenced Grades

Teachers' self-disclosures and influences on students' motivation : A relational perspective

Published

Teachers' self-disclosures and influences on students' motivation : A relational perspective

While teacher–student relationships are of central importance for students' motivation, they remain under-investigated. Adopting an interdisciplina...

Teacher-Student Relationships and L2 Motivation

Published

Teacher-Student Relationships and L2 Motivation

Positive relationships with teachers are important for students’ second language motivation. However, little is known about how interpersonal...

The case of a missing person? The current L2 self and the L2 Motivational Self System

Published

The case of a missing person? The current L2 self and the L2 Motivational Self System

In Dörnyei's (2009a) theorizing, motivation is conceptualized to be generated by discomfort associated with the learner's experience of a discrepan...

The Ideal Multilingual Self : Validity, Influences on Motivation, and Role in a Multilingual Education

Published

The Ideal Multilingual Self : Validity, Influences on Motivation, and Role in a Multilingual Education

L2 motivation research has a longstanding monolingual bias. Recently, however, the motivational systems of a multilingual’s different languages hav...

The Importance of cognitive and non-cognitive factors for the predictive validity of grades.

Published

The Importance of cognitive and non-cognitive factors for the predictive validity of grades.

The influence of fluid and crystallized intelligence on the development of knowledge and skills

Published

The influence of fluid and crystallized intelligence on the development of knowledge and skills

Background Cattell’s Gf–Gc distinction is quite generally recognized. However, the developmental part of the Gf–Gc theory of intelligence has not...

The MoTiSSE project

Published

The MoTiSSE project

Weaving webs of connection : Empathy, perspective taking, and students' motivation

Published

Weaving webs of connection : Empathy, perspective taking, and students' motivation

L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practic...

Research projects