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Cecilia Thorsen

Universitetslektor

Universitetslektor i pedagogik

Anställd på Avdelningen för utbildningsvetenskap och språk.

Forskar inom området samhällsvetenskap, utbildningsvetenskap, pedagogik.


Forskningsintresse/forskningsområde

Mina forskningsintressen ligger framförallt inom bedömning och betygsättning och i samband med dessa begrepp också frågor kring prognos och urval. Frågor kring bedömningar och betygsättning för också med sig ett intresse för frågor kring validitet. Jag är också intresserad av kognitiva förmågor och dess inflytande på kunskaper och färdigheter, med fokus på Investmentteorin och Inkapslingsteorin. Metodmässigt finns mitt intresse framförallt kring de kvantitativa metoderna och jag har under mina doktorandstudier använt mig av strukturell ekvationsmodellering.

Jag ingår också i ett projekt som fokuserar på flerspråkiga migranters användning av engelska och svenska i samhälleliga kontexter, vilket innebär att mitt nuvarande fokus växlat något från bedömningar till frågor kring flerspråkighet.

Undervisning/handledning

Jag undervisar på lärarutbildningen både för grund- och ämneslärare kring frågor om betyg och bedömning.

Jag undervisar också i vetenskapsteori och metodkurser, då framförallt kring kvantitativa metoder.

Nyckelord

Betyg, bedömning, formativ bedömning, kognitiv förmåga, Inkapslingsteori, Investmentteori.

Publikationer


Critical Perspectives

Publicerat

Critical Perspectives

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

Publicerat

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...

Motivation and funds of knowledge

Publicerat

Motivation and funds of knowledge

Motivation and the importance of teacher–student relationships

Publicerat

Motivation and the importance of teacher–student relationships

The MoTiSSE project

Publicerat

The MoTiSSE project

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

Publicerat

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...

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

Publicerat

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...

Motivational Practice : Insights from the Classroom

Publicerat

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

Publicerat

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

Publicerat

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

Publicerat

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

Publicerat

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 case of a missing person? The current L2 self and the L2Motivational Self System

Publicerat

The case of a missing person? The current L2 self and the L2Motivational Self System

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

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

Publicerat

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...

Betygens prognosförmåga och effekter på lärande

Publicerat

Betygens prognosförmåga och effekter på lärande

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

Publicerat

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

Publicerat

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...

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

Publicerat

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...

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

Publicerat

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)...

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

Publicerat

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

Publicerat

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

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

Publicerat

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

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

Publicerat

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...

Forskningsprojekt