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  • 1.
    A. Hafiz, Ahmad
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Lagerstedt, Joakim
    Malmö University, Faculty of Education and Society (LS).
    Specialdidaktiska verktyg och strategier för inkluderande religionskunskapsundervisning: Lärares tillämpning av specialdidaktiska verktyg och strategier i planeringen av inkluderande religionskunskapsundervisning2023Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work by Hafiz, A. A & Lagerstedt, J. (2023). Specialdidactic instruments and strategies for inclusive religious education - High school teachers' and upper secondary school teachers' way of working with all students as well as students with extra support and special needs. Instutionen för Samhälle, kultur och identitet, Fakulteten för Lärande och samhälle, Malmö universitet, is part of a master's degree in subject didactics. The concept of special didactics used here in this essay has its background in the continental German tradition. The purpose of this master's thesis is to investigate the special didactic instruments and strategies that teachers of religious studies use in their work for increased inclusion. The aim is to gather valuable knowledge about how experienced teachers of religious education work when they plan their materials and teach in matters relating to students' life issues and identity, as well as how they work with extra adaptations and special support. 

    The research questions are as follows: What special didactic instruments and strategies do teachers in primary and secondary schools, teaching religious education, use in their subject planning for increased inclusion? What problems and opportunities do teachers experience when planning and working towards increased inclusion? 

    The theoretical perspective of this thesis is based on a phenomenological theory of knowledge. There are four special education perspectives, all of which were used in the analysis to highlight different definitions of inclusion. Students' identities are explained and theorized as the foundation for inclusion. A religious didactic model is exemplified to illustrate where in the planning process students can be included. Since there is not enough research on special didactics, the various theoretical special education perspectives were used together with subject didactic perspectives to create special didactic analysis methods. 

    The study's methodology is based on both exploratory researches to gather extensive knowledge and a case study approach to investigate more detailed information on how teachers work with inclusion in their planning. To obtain empirical material and collect the right data, five teachers working in different primary and secondary schools in Sweden were interviewed. 

    The results show that the teachers agree that it is difficult to include students both physically and socially. Teachers have different opinions about the concept of inclusion and work with inclusion in didactic contexts in different ways, adapted to the situation. Instruments and strategies are adapted to students in different ways, with some teachers placing more emphasis on language and others placing more emphasis on questions about the student's identity. Collaboration between teachers, student health services, and school management for the student's best interest occurs, but a quick assessment of the student's situation is always better than a late assessment discovered later. Regarding the subject of religious studies, teachers work to get closer to students' own life questions, worldviews, and identities, adapted to the classroom environment and the students.

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  • 2.
    A. Hafiz, Ahmad
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Wennberth, Johan
    Malmö University, Faculty of Education and Society (LS).
    Interkulturell undervisning i ett mångkulturellt klassrum2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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    Ahmad A. Hafiz Johan Wennberth
  • 3.
    A. Lindberg, Sara
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).
    Varför bild?: Grundskoleelevers uppfattningar om bildämnets relevans2021Independent thesis Advanced level (degree of Master (Two Years)), 80 credits / 120 HE creditsStudent thesis
    Abstract [en]

    This is a study of qualitative method that aims to investigate how compulsory school students perceive the content of Visual Art Education and the relevance of art education. The study is based on empirical methods that consists of semi-structured interviews with a total of 12 students in grades 6 and 9. The theoretical framework of the study is based on a sociocultural perspective which describes that it is through communication and interaction with others that the individual acquires knowledge and skills.

    The theoretical starting points for the study are supported by the concepts of visual culture, visual literacy and Vygotskijs concepts of creativity and imagination with the assistance of contemporary research that describes the concepts from the perspective of a modern-day society. Furthermore, the study uses the cultural circuit from Hall and photo elicitation from Rose as analytical tool to analyze the participants perceptions about Visual Art Education.

    The results of my study show that Visual Art Education still represents something that is more similar to a traditional view of artist work, with a focus on techniques and materials. The results also show that the participants perceive Visual Art Education as less important compared to other school subjects and some of the participants don’t think they will benefit from the subject’s knowledge and abilities either in future education, future profession or their private life. This shows the participants narrow view of how abilities linked to visual literacy are relevant in a modern society.

    The knowledge contribution added to the problem area and previous research is a deeper understanding of how the participants perceive the relevance of Visual Art Education. The study is important and relevant for the teaching profession, as students need to be made more aware of the breadth and relevance of Visual Art Education. From this content it can be deduced that the abilities that students must acquire through visual arts education are about so much more than just drawing. It is also important that teachers gain insight and understanding of how students perceive the relevance of Visual Art Education for them to be able to move forward.

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  • 4.
    A. Malinsdotter, Elin
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Nilsson, Caroline
    Malmö University, Faculty of Education and Society (LS).
    Bortom läroböckerna: Förstärkning av historieundervisningen genom film: En översikt av forskning om film i historieundervisningen2024Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This project is about commercial history use with educational purpose, focused on film and whether it contributes to students' knowledge or can only be seen as an entertaining break in the regular education. This project focused on two types of films, featured films and documentaries. The work process started with an idea of the theme film and got more focused by searching on different keywords to find academic texts. The purpose of this academic text is mainly to investigate the different sides of film as a pedagogical tool, with focus on history education. What does the research say about what challenges exist in using feature films and documentaries in the classroom, as well as what solutions exist to the challenges? And What does the research say about the areas in which feature films and documentaries can be used to strengthen history teaching? are the two questions this overview answers. The method used for this project was a systematic search of different keywords and the project is based on previous research.

    The results shows that there are challenging aspects that need to be considered when using film in the classroom, for example watching a film can be time consuming. However there are solutions to the majority of the challenges. Other than that there are advantages with using film as a pedagogical tool in the history classroom since films can be used to develop source criticism, historical consciousness and historical empathy. Even the motivation and engagement increases when the students watch films. This text concludes that films can be beneficial if used in the best possible way.

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    Caroline Nilsson Elin A. Malinsdotter
  • 5.
    A. Manneh, Ilana
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Supporting Learning and Teaching of Chemistry in the Undergraduate Classroom2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    There is agreement in research about the need to find better ways of teaching chemistry to enhance students’ understanding. This thesis aims to contribute to the understanding of how we better support teaching and learning of undergraduate chemistry to make it meaningful and intelligible for students from the outset. The thesis is concerned with examining the interactions between student, specific content and teacher in the undergraduate chemistry classroom; that is, the processes making up the three relations of the didactic triangle. The data consists of observations of students and tutors during problem-solving activities in an introductory chemistry course and interviews with graduate students.

    Systematic analyses of the different interactions between the student, the chemistry content, and the tutor are made using the analytical tool of practical epistemology analysis. The main findings of the thesis include detailed insights into how undergraduate chemistry students deal with newly encountered content together with didactic models and concrete suggestions for improved teaching and for supporting continuity and progression in the undergraduate chemistry classroom. Specifically, I show how students deal with the chemistry content through a complex interaction of knowledge, experiences, and purposes on different levels invoked by both students and tutors as they interact with each other. Whether these interactions have a positive or negative effect on students’ learning depends on the nature of knowledge, experiences and purposes that were invoked. Moreover, the tutor sometimes invoked other purposes than the ones related to the task at hand for connecting the activity to the subject matter in general. These purposes were not always made continuous with the activity which resulting in confusion among students. The results from these analyses were used for producing hypotheses and models that could support continuity and progression during the activity. The suggested models aim to make the content more manageable and meaningful to students, enabling connections to other experiences and purposes, and helping teachers and tutors to analyze and reflect on their teaching. Moreover, a purpose- and activity-based progression is suggested that gives attention to purposes in chemistry education other than providing explanations of chemical phenomena. The aim of this ‘progression in action’ is to engage students in activities were they can see the meaning of chemical concepts and ideas through their use to accomplish different chemical tasks. A general conclusion is that detailed knowledge about the processes of teaching and learning is important for providing adequate support to both undergraduate students and university teachers in the chemistry classroom.

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    Supporting Learning and Teaching of Chemistry in the Undergraduate Classroom
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    Omslagsframsida
  • 6.
    A. Manneh, Ilana
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim M.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Eriksson, Lars
    Stockholm University, Faculty of Science, Department of Materials and Environmental Chemistry (MMK).
    Progression in action for developing chemical knowledgeManuscript (preprint) (Other academic)
    Abstract [en]

    In this paper, we discuss the well-known teaching challenge of how to provide undergraduate students with basic chemistry knowledge without making them experience these basics as meaningless and unintelligible. First, we situate the challenge in a classic dilemma: should we teach the necessary basic facts before the chemical explanations or should the explanations be taught before or in parallel to these facts? Here we draw on examples from interviews with graduate students reflecting on their experiences regarding their studies at the undergraduate level. Second, we suggest a way out of the dilemma, through a shift in perspective from the typical progression of facts and explanations towards a purpose and activity-based progression. We conclude with a discussion of implications of such a shift for university chemistry education together with suggestions for future research.

  • 7.
    A. Manneh, Ilana
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Eriksson, Lars
    Stockholm University, Faculty of Science, Department of Materials and Environmental Chemistry (MMK).
    The role of anthropomorphisms in students’ reasoning about chemical structure and bonding2018In: Asia-Pacific Forum on Science Learning and Teaching, E-ISSN 1609-4913, Vol. 19, no 2, article id 4Article in journal (Refereed)
    Abstract [en]

    Anthropomorphisms are widespread at all levels of the educational system even among science experts. This has led to a shift in how anthropomorphisms are viewed in science education, from a discussion of whether they should be allowed or avoided towards an interest in their role in supporting students’ understanding of science. In this study we examine the role of anthropomorphisms in supporting students’ understanding of chemistry. We analyze examples from undergraduate students’ discussions during problem-solving classes through the use of practical epistemology analysis (PEA). Findings suggest that students invoked anthropomorphisms alongside technical relations which together produced more or less chemically appropriate explanations. Also, anthropomorphisms constitute potentially productive points of departure for rendering students’ explanations more chemically appropriate. The implications of this study refer to the need to deal with anthropomorphisms explicitly and repeatedly as well as to encourage explicit connections between different parts of the explanation - teleological as well as causal.

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  • 8.
    A. Manneh, Ilana
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Rundgren, Carl-Johan
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Hamza, Karim M.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Eriksson, Lars
    Stockholm University, Faculty of Science, Department of Materials and Environmental Chemistry (MMK).
    Tutor-student interaction in undergraduate chemistry: a case of learning to make relevant distinctions of molecular structures for determining oxidation states of atoms2018In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 16, p. 2023-2043Article in journal (Refereed)
    Abstract [en]

    In this study, we explore the issues and challenges involved in supporting students’ learning to discern relevant and critical aspects of determining oxidation states of atoms in complex molecules. We present a detailed case of an interaction between three students and a tutor during a problem-solving class, using the analytical tool of practical epistemology analysis (PEA). The results show that the ability to make relevant distinctions between the different parts of a molecule for solving the problem, even with the guidance of the tutor, seemed to be challenging for students. These shifts were connected to both purposes that were specific for solving the problem at hand, and additional purposes for general learning of the subject matter, in this case how to assign oxidation states in molecules. The students sometimes could not follow the additional purposes introduced by the tutor, which made the related distinctions more confusing. Our results indicate that in order to provide adequate support and guidance for students the tutor needs to consider how to sequence, move between, and productively connect the different purposes introduced in a tutor-student interaction. One way of doing that is by first pursuing the purposes for solving the problem and then successively introduce additional, more general purposes for developing students’ learning of the subject matter studied. Further recommendations drawn from this study are discussed as well.

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  • 9.
    Aaby, Jacqueline
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Olsson, Andreas
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Ett deltagande, för vem?: En kvalitativ intervjustudie om gymnasieelevers deltagande i Idrott och hälsa 12016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to investigate, at first, why students in upper secondary school in Sweden participate or not in Physical education and health (PEH) and also find out what changes the subject need that can affect their participation. To get answers out of the in-vestigation, we formulated questions about what preconceptions the students of an specific group have about participation and non-participation in PEH and what changes the subject need, according to the students, to become a subject for all students. The study was based on a qualitative method, by using interviews of ten students from Swedish upper secondary school. The students were from two schools in a mediumsized region and from different programmes.

    The results of the study shows clearly that the content and the grades in PEH affects the student’s participation, which was crucial to whether they felt they wanted to participate actively in the lessons or not. The grades were considered as important and affected the participation even though some of the students were not interested in the content, but they still did the things that the teacher demanded. Despite this, the attitudes towards the subject were positive among the interviewed students. The factors the students think can change the participation to more actively is implement more activities as dance, individual training but also, delimit ballsports. It seems like the interviewed students are searching for meaningfulness in the lessons of the subject with a link between the curriculum and grading criteria.

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  • 10.
    Aadalen, Daniel
    et al.
    Malmö University, Faculty of Education and Society (LS).
    Qadan, Nasim
    Kooperativt lärande för utvecklande av elevers resonemangsförmåga.2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Kooperativt lärande (KL) som en undervisningsmetod har blivit allt vanligare både på nationell och internationell nivå. KL beskrivs som en undervisningsmetod för att strukturera samarbetet mellan elever i små grupper och på så sätt kan de dra nytta av varandra för att uppnå gemensamma mål (Umans & Lidén, 2018).  Metoden KL introducerades för oss i samband med de teoretiska och verksamhetsförlagda kurserna. KL lyftes upp som en idealisk metod av många lärare. Gillies (2003) menar att KL är en metod som använts länge då flera skolor kunde se fördelar med att låta eleverna arbeta kooperativt i mindre grupper.

    KL som en inlärningsmetod har i flera internationella studier visat sig gynna elevernas kunskapsutveckling och uppmuntrar till lärande i matematikämnet och andra ämnen (Vega et al., 2015 och Johnson et al., 2014). KL benämns som samarbetsinlärning och grundar sig i den sociokulturella kunskapssyn på lärande som kan kopplas till Vygotskij (Wiktorson, 2008). KL som en undervisningsmetod ställs oftast mot den traditionella undervisningen som innebär envägskommunikation (Slavin, 2015). Läroplanen för matematik lyfter upp fem matematiska förmågor som undervisningen ska utveckla: förmågorna är problemlösningsförmåga, begreppsförmåga, metodförmåga, kommunikationsförmåga och resonemangsförmåga (Skolverket, 2018). Det finns tecken på att resonemangsförmågan är den som lärare upplever som mest problematisk att förhålla sig till (Balan & Jönsson, 2021). Idag finns många lärare som jobbar med resonemang, men som inte riktigt kan definiera resonemang på korrekt sätt eller använda rätt metoder för att utveckla resonemang (Lithner, 2008).  Detta förstärks av Herman (2018) som menar att det finns flera studier som visar en låg nivå på resonemangsförmåga bland elever i grundskolor. Resonemang involveras i princip i alla matematiska aktiviteter (Herman, 2018). Lithner (2008) delar upp resonemang i två delar, imitativa och kreativa resonemang. Imitativa är memorerande strategier som inte leder till en djupare förståelse. Kreativa resonemang anses grunda sig i djupare förståelse och gynnar elevers utveckling i längden. När det gäller kreativa resonemang så finns få studier som undersöker vilka undervisningsformer som behövs för att arbeta med den typen av resonemang. KL skulle kunna vara den undervisningsform som behövs för att arbeta med kreativa resonemang, därmed har vi valt att undersöka det (Karmarski & Mevarech, 2003).

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  • 11.
    Aadalen, Sandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Arbetslagsledarens uppdrag - distribuerat ledarskap i gymnasieskolan2019Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study explores the formation of the teacher team leaders´ role, using interviews and job descriptions at comprehensive upper secondary schools in a Swedish metropolitan municipality. The theoretical framework includes a social constructionist and critical perspective, through Foucault, based on analysis of power. Analysis of power illuminates contemporary practices and techniques through a historical lens, using questions that are related to the basis and logics of power.

    The job descriptions proclaim a diverse, extensive and somewhat scattered mission consisting of administrative duties as well as managing development and evaluation of processes. According to the job description, the teacher team leader is responsible for initiating learning processes as well as implementing decisions by principals, each advocating a different theory. Teacher team leaders describe a complex mission where a substantial amount of time is spent on tasks less prevalent or unmentioned in the job description. Acting as a messenger, yet a constant search for information and administrative duties are tasks that teacher team leaders emphasize.

    In conclusion, it appears as if a comprehensive view of the mission at hand is deficient and that actual practice appears relatively different from the job description. The teacher team leaders operate as a link between school leaders, the Student Health Team and teachers where they contribute to continuity and stability in a school where school leaders more frequently are exchanged. A new and complex organization involving several distributed leadership roles requires thorough work in terms of co-ordination. Future studies may address how interplay and collaboration can work in a complex organization, where preconditions are continuously altered.

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  • 12.
    Aadland, Torgeir
    et al.
    Department of Industrial Economics and Technology Management, Norwegian University of Science and Technology, Trondheim, Norway.
    Hägg, Gustav
    Malmö University, Faculty of Culture and Society (KS), Department of Urban Studies (US).
    Lundqvist, Mats A.
    Department of Technology Management and Economics, Chalmers University of Technology, Gothenburg, Sweden.
    Stockhaus, Martin
    Department of Technology Management and Economics, Chalmers University of Technology, Gothenburg, Sweden.
    Williams Middleton, Karen
    Department of Technology Management and Economics, Chalmers University of Technology, Gothenburg, Sweden.
    Mitigating the lack of prior entrepreneurial experience and exposure through entrepreneurship education programs2023In: International Journal of Entrepreneurial Behaviour & Research, ISSN 1355-2554, E-ISSN 1758-6534, Vol. 30, no 11, p. 19-44Article in journal (Refereed)
    Abstract [en]

    Purpose

    To increase the understanding of how entrepreneurship education impacts entrepreneurial careers, the purpose of the paper is to investigate the role that a venture creation program (VCP) might have in mitigating or surpassing a lack of other antecedents of entrepreneurial careers. In particular, the authors focus on entrepreneurial pedigree and prior entrepreneurial experience.

    Design/methodology/approach

    Data from graduates of VCPs at three universities in Northern Europe were collected through an online survey. Questions addressed graduate background prior to education, yearly occupational employment subsequent to graduation and graduates' own perceptions of entrepreneurial activity in employment positions. The survey was sent to 1,326 graduates and received 692 responses (52.2% response rate).

    Findings

    The type of VCP, either independent (Ind-VCP) or corporate venture creation (Corp-VCP), influenced the mitigation of prior entrepreneurial experience. Prior entrepreneurial experience, together with Ind-VCP, made a career as self-employed more likely. However, this was not the case for Corp-VCP in subsequently choosing intrapreneurial careers. Entrepreneurial pedigree had no significant effect on career choice other than for hybrid careers.

    Research limitations/implications

    Entrepreneurial experience gained from VCPs seems to influence graduates toward future entrepreneurial careers. Evidence supports the conclusion that many VCP graduates who lack prior entrepreneurial experience or entrepreneurial pedigree can develop sufficient entrepreneurial competencies through the program.

    Originality/value

    This study offers novel evidence that entrepreneurship education can compensate for a lack of prior entrepreneurial experience and exposure for students preparing for entrepreneurial careers.

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    Aadland et al (2023) Mitigating the lack of prior entrepreneurial experience and exposure through entrepreneurship education programs
  • 13.
    Aagaard, Kirsten
    et al.
    VIA University College, Denmark.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Halttunen, Timo
    University of Turku, Finland.
    Hansen, Brian Benjamin
    VIA University College, Denmark.
    Nistrup, Ulla
    VIA University College, Denmark.
    Quality in Validation of Prior Learning: Experiences in researching the practice of the Nordic Model for Quality in Validation of Prior Learning2017In: The Learner at the Centre: Validation of Prior Learning strengthens lifelong learning for all / [ed] Ruud Duvekot, Dermot Coughlan and Kirsten Aagaard, Houten/Aarhus: European Centre Valuation of Prior Learning/ VIA University College , 2017, p. 89-102Chapter in book (Other academic)
    Abstract [en]

    This chapter presents findings from a study of quality work in validation (recognition of prior learning) in three cases in Denmark, Finland, and Sweden. The quality work is based on a Nordic model for quality in validation and the study has an interactive approach.

  • 14.
    Aagerup, Ulf
    Halmstad University.
    The gendered effect of social presssure on exam results2019Conference paper (Refereed)
  • 15.
    Aalto, Glenn
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Edman, Hanna
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
    Pedagogers syn på ekosystemtjänster och hållbar utveckling2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    fulltext
  • 16.
    Aalto, Sanni
    et al.
    Tampere Univ, Fac Social Sci Psychol, Tampere 33014, Finland.;Univ Turku, INVEST Res Flagship Ctr, Turku, Finland..
    Kankaanpaa, Reeta
    Tampere Univ, Fac Social Sci Psychol, Tampere 33014, Finland.;Univ Turku, INVEST Res Flagship Ctr, Turku, Finland..
    Peltonen, Kirsi
    Univ Turku, INVEST Res Flagship Ctr, Turku, Finland..
    Derluyn, Ilse
    Univ Ghent, Ctr Social Study Migrat & Refugees, Dept Social Work & Social Pedag, Ghent, Belgium..
    Szelei, Nikolett
    Katholieke Univ Leuven, Fac Psychol & Educ Sci, Res Unit Educ Culture & Soc, Leuven, Belgium..
    Verelst, An
    Univ Ghent, Ctr Social Study Migrat & Refugees, Dept Social Work & Social Pedag, Ghent, Belgium..
    De Haene, Lucia
    Univ Leuven, Fac Psychol & Educ Sci, Parenting & Special Educ Res Unit, Leuven, Belgium..
    de Smet, Sofie
    Univ Leuven, Fac Psychol & Educ Sci, Parenting & Special Educ Res Unit, Leuven, Belgium.;Univ Ghent, Fac Arts & Philosophy, Studies Performing Arts & Media, Ghent, Belgium..
    Spaas, Caroline
    Univ Leuven, Fac Psychol & Educ Sci, Parenting & Special Educ Res Unit, Leuven, Belgium..
    Jervelund, Signe Smith
    Univ Copenhagen, Danish Res Ctr Migrat Ethn & Hlth, Dept Publ Hlth, Copenhagen, Denmark..
    Skovdal, Morten
    Univ Copenhagen, Danish Res Ctr Migrat Ethn & Hlth, Dept Publ Hlth, Copenhagen, Denmark..
    Andersen, Arnfinn J.
    Norwegian Ctr Violence & Traumat Stress Studies, Oslo, Norway..
    Hilden, Per Kristian
    Norwegian Ctr Violence & Traumat Stress Studies, Oslo, Norway..
    Opaas, Marianne
    Norwegian Ctr Violence & Traumat Stress Studies, Oslo, Norway..
    Durbeej, Natalie
    Uppsala Univ, Dept Publ Hlth & Caring Sci, Child Hlth & Parenting, Uppsala, Sweden..
    Osman, Fatumo
    Dalarna University, School of Health and Welfare, Caring Science/Nursing. Uppsala Univ, Dept Publ Hlth & Caring Sci, Child Hlth & Parenting, Uppsala, Sweden.
    Sarkadi, Anna
    Uppsala Univ, Dept Publ Hlth & Caring Sci, Child Hlth & Parenting, Uppsala, Sweden..
    Soye, Emma
    Univ Sussex, Sch Educ & Social Work, Brighton, England..
    Vanska, Mervi
    Tampere Univ, Fac Social Sci Psychol, Tampere 33014, Finland..
    The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work2024In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928Article in journal (Refereed)
    Abstract [en]

    Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers' multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers' multicultural attitudes and work-related wellbeing (work dedication and exhaustion), and whether self-efficacy mediates these paths. We further investigated how these associations differ between teachers of reception classes for migrant and refugee students versus teachers of multi-ethnic mainstream classes. The results show that positive multicultural attitudes were directly associated with high level of work dedication, but not with work exhaustion. Self-efficacy mediated the association between multicultural attitudes and work-related wellbeing, indicated by both higher work dedication and lower work exhaustion. Concerning the role of teacher's class type, self-efficacy mediated the association between positive multicultural attitudes and work dedication for both types of teachers, whereas the mediation to low work exhaustion was only evident in mainstream class teachers. To conclude, teachers' multicultural attitudes and work-related wellbeing are mediated by self-efficacy and this important link should be acknowledged when designing professional development programs in order to create supportive and competent learning environments for all students.

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  • 17.
    Aaltonen, Lisa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Holmberg, Moa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att undervisa alla elever: En studie om grundskollärares upplevelser av att undervisa elever med svenska som andraspråk.2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 18.
    Aaltonen, Lisa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Holmberg, Moa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ord för ord, kapitel för kapitel: En studie om hur lärare arbetar med högläsning av skönlitteratur i sin undervisning.2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 19.
    Aamaas, Åsmund
    et al.
    University of South-Eastern Norway.
    Nodeland, Tuva Skjelbred
    University of South-Eastern Norway.
    Duesund, Knut
    University of South-Eastern Norway.
    Outcomes from international teaching placements – what’s in it for the receiving side? A case of Norwegian preservice teachers in Indian schools.2019In: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945, Vol. 48, no 5, p. 463-476Article in journal (Refereed)
    Abstract [en]

    International teaching placements are offered to students in many Initial Teacher Education institutions. The outcomes for preservice teachers in these international settings are widely researched and debated, but few studies focus on the experience of the receiving side. This article investigates outcomes for Indian cooperating teachers in eight schools after receiving cohorts of Norwegian preservice teachers on placement over a period of twenty years. Through an analysis of qualitative research interviews with twenty-one Indian teachers, the article explores how a host community perceives and assesses its outcomes from the placements. The article finds that the teachers view their outcomes mainly in terms of exposure to new and different pedagogical methods, and as personal enrichment through encountering a foreign culture. The impact on pedagogical practices or school culture however, seems to be minimal due to systemic differences and barriers.

  • 20.
    Aarnikoivu, Melina
    et al.
    University of Jyväskylä, Finland.
    Mahon, Kathleen
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Agnafors, Marcus
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Hoffman, David
    Finnish Institute for Educational Research, University of Jyväskylä, Finland.
    Angervall, Petra
    University of Borås, Faculty of Librarianship, Information, Education and IT.
    Another higher education journal - Really?2019In: Journal of Praxis in Higher Education, E-ISSN 2003-3605, Vol. 1, no 1, p. 1-9Article in journal (Other academic)
  • 21.
    Aarnio, Laura
    Luleå University of Technology, Department of Health, Learning and Technology.
    Att utveckla digital kompetens hos de yngsta barnen: Ett förskollärarperspektiv på arbetet med 1- och 2-åringar2023Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie tar sin grund i det sociokulturella perspektivet och fokuserar på digital kompetens hos de yngsta barnen utifrån ett förskollärarperspektiv. Det ansågs som intressant att ta reda på hur förskolan arbetar med digitalisering med 1- och 2-åringar på ett sätt som lägger grunden för det livslånga lärandet och ger förutsättningar för individen som en aktiv deltagare i det digitala samhället. För att kunna svara på studiens syfte och frågeställningar föll valet på att intervjua verksamma förskollärare som arbetar på avdelningar för yngre barn. 

    Tillgång till digitala verktyg och utforskande både självständigt och tillsammans med andra framhävs i denna studie som centralt. Förskollärare har lite olika perspektiv på arbetssätt och på vad som är viktigt för de yngsta barnen att lära sig när det gäller digital teknik och kompetens. Förskollärarens eget engagemang och kompetens påverkar hur undervisningen ser ut. Det är viktigt att kunna balansera mellan att ge barnen möjligheter att utforska tillsammans och självständigt samtidigt som läraren finns tillgänglig och närvarande för att vid behov kunna erbjuda stöd samt ta vara på lärandetillfällen. En närvarande och kompetent pedagog har möjligheten att få mycket information kring barnens digitala kompetens samt dem intressen de har. De flesta verksamheterna hade ingen tydlig planering eller strategi för digitalisering utan digital teknik blev ett ständigt närvarande redskap som används kontinuerligt och kompletterar andra områden inom undervisning och lek. Digitala verktyg utvidgar lärmiljön och skapar nya rumsliga dimensioner.

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  • 22.
    Aarnio-Linnanvuori, Essi
    University of Helsinki.
    Environmental issues in Finnish school textbooks on religious education and ethics2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:1, p. 131-157Article in journal (Refereed)
    Abstract [en]

    Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.

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  • 23.
    Aaro, Anna-Carin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Övergång, en stadig bro eller en tunn röd tråd?: En intervjustudie om barns övergång mellan förskola och förskoleklass sett ur ett organisatoriskt perspektiv2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien tar sin utgångspunkt i barns övergångar från förskolan till förskoleklassen med fokus på det organisatoriska perspektivet. De två skolformerna ska samverka och utbyta information om barnens utveckling och lärande i syfte att främja progression i ett långsiktigt perspektiv. Det är sparsamt med nationell forskning som inriktat sig på skolformernas organisatoriska förutsättningar att gestalta likvärdiga övergångar utifrån de uppdrag styrdokumenten förespråkar. Studiens syfte har varit att bilda kunskap om hur förskollärare i förskolan och lärare i förskoleklassen beskriver övergångsprocesser och hur ansvarsfördelningen mellan förskolan, förskoleklassen och huvudmannen kan förstås. För att undersöka ovan nämnda syfte föll valet på kvalitativ metod där semistrukturerade intervjuer genomförts med tre förskollärare i förskolan och tre förskollärare/lärare i förskoleklass.Den insamlade empirin har bearbetats genom kvalitativ analys som visar att brist på tid för samverkan och otydlig styrning är centrala utmaningar för både förskolan och förskoleklassen. Behov av tydligare styrning av övergångsprocesser diskuteras samt behov av framtida forskning kring förskollärares och lärares förutsättningar att gestalta övergångar. Vad som ska göras finns tydligt beskrivet i styrdokument men hur är frågan som behöver rätas ut för att främja jämlika övergångar för barn.

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  • 24.
    Aaron Johansson, Elias
    Royal College of Music in Stockholm, Department of Music Education. 199211162053.
    Fångarnas kör: Musikgymnasiets obligatoriska körsång och dess påverkan på de köroerfarna eleverna2022Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta examensarbete har, inspirerat av diskursteori, syftat till att fördjupa kunskaper om körmetodik för erfarenhetsmässigt blandade körgrupper. Utgångspunkterna har varit ämnena motivation, frivillig kontra obligatorisk musikundervisning, enskilt och kollektivt musicerande, Self Determination Theory, nivågruppering, gamifiering, skolans roll i samhället, körmetodik, genrer, relationellt arbete och musikens potential till emotionella uttrycksformer, om hur stor vikt det har för unga och vuxna musikutövare. Sex musikgymnasieelever med skilda genreinriktningar och huvudinstrument har intervjuats i två halvstrukturerade gruppintervjuer. Några av samtalsämnena var vad som var mest respektive minst stimulerande i sin obligatoriska körundervisning, och hur eleverna har påverkats som musiker av kören. Resultatet visar på att eleverna har blivit bättre notläsning och gehör, och att de har upplevt undervisningen som musikaliskt givande och lärorik när repertoaren varit stimulerande, repetitionstempot väl avvägt och när repetitioner och konserter har varit roliga att vara med om, på grund av en hög musikalisk nivå. Eleverna har upplevt väntan på andra stämmor som repeterar, ostimulerande repertoar, lektionstid på sena fredagar och för snabbt repetitionstempo i större icke nivågrupperade körgrupper som några av de största problemen. I diskussionen och slutsatserna fastställs, utefter detta examensarbetes omfattning, att ämnesdidaktiskt kompetenta körpedagoger, gott relationellt arbete, nivågruppering, välanpassade repertoarval, inslag av fysisk aktivitet, samt improvisation och komposition är några av verktygen som kan bidra till stärkt motivation och lärande i körsångsundervisning.

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    Fångarnas kör
  • 25.
    Aaron Johansson, Elias
    Royal College of Music in Stockholm, Department of Music Education.
    Körledarens arbetsglädje2020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag har som sångare fått arbeta med en mängd olika dirigenter. Det har väckt funderingar kring vad det är som gör att en viss musikalisk ledare lyckas med att entusiasmera, kommunicera med och nå fram till en grupp körsångare, och vad det är som brister när detta uteblir. Sommaren 2017 väcktes tankarna kring detta ämne till liv med extra kraft, till följd av egna observationer av de två personer som det året hade valts ut till att vara dirigenter för 2017 års World Youth Choir. Dirigent X lyckades i högre grad än dirigent Y med uppdraget att vinna körens hjärta. Att det blev så tycktes ha att göra med allt från deras egna förberedelser, attityd, engagemang för repertoaren och gestik till repetitionstempo. Det som väckte särskilt intresse hos mig var hur de båda dirigenterna hanterade det sociala samspelet med kören under repetitionerna. En av de saker de hade gemensamt var att de gärna använde humor. Det var dock tydligt att det för dirigent Y innebar att denne tappade kontroll och pondus, och att det för dirigent X snarare blev en metod för att höja motivationen och färglägga musikaliska instruktioner. Dirigent Y verkade anstränga sig för att bli omtyckt av sångarna och bli vän med alla, medan dirigent X utan tvivel satte musiken i första rummet. Båda dirigenterna tycktes ägna sig åt glädjeskapande och socialt betingad inspiration som verktyg i sitt dirigentskap, men de olika formerna av glädje som dirigent X respektive Y fokuserade på gjorde att deras respektive relationer till kören blev av olika slag vad gäller både musikalisk kommunikation och tillitsnivån mellan kör och dirigent. Detta är kärnan i denna uppsats: fenomenet som kommer att definieras, problematiseras och diskuteras – arbetsglädje. Detta ord är en kombination av två ord som inte alltid samexisterar, arbete och glädje, sammansmälta till ett enda ord – arbetsglädje. Innebörden är tvådelad, en är att arbetet genererar glädje och en annan att glädjen i sig influerar arbetet (Bredmar, 2014, s. 17). Ämnet är av intresse för mig till följd av funderingarna som väckts till liv av upplevelserna under World Youth Choir 2017, utöver många andra episoder under mitt än så länge korta men innehållsrika körliv. Kan glädjebringande egenskaper såsom humor, lyhördhet, omsorg, socialt ledarskap och ”gruppbyggnings-kompetens” hos dirigenten vara missförstådda som amatörmässiga - framför allt inom den körvärld som präglas av en hög ambitionsnivå?

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    Körledarens arbetsglädje
  • 26.
    Aaron Johansson, Gabrielle
    Royal College of Music in Stockholm, Department of Music Education.
    Röstproblem hos den unga sångerskan: Biologiska och rösttekniska faktorer som påverkar rösthälsan negativt2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Efter min praktik år 2021 på det gymnasium jag själv studerade vid väcktes det intresse för rösthälsa jag alltid haft, men inte fördjupat mig i. Under praktikperioden träffade jag på ett flertal tjejer med mer eller mindre allvarliga röstproblem och det berörde mig att det fortfarande såg ut så, då jag under gymnasietiden också hade klasskompisar med röstproblem som förhindrade dem att delta i undervisningen. Studiens forskningsfråga formulerades på följande sätt för att söka förståelse angående vad som orsakar unga kvinnors röstproblem: Vilka biologiska och rösttekniska faktorer till röstproblem hos en ung kvinnlig sångerska framträder i forskning som väsentliga att beakta i sång- och musikundervisning? För att besvara forskningsfrågan utförde jag en systematisk litteraturstudie med kvalitativ ansats. Datainsamlingen gjordes från två databaser, JSTOR och EBSCO, vilket slutligen genererade totalt 12 vetenskapliga artiklar. Dokumenten analyserades och kodades först inom två huvudsakliga kategorier och sedan inom tio underkategorier. Resultatet visade att faktorerna är av komplex karaktär och att det oftast är en ansamling av faktorer som orsakar att en ung kvinnlig sångerska får röstproblem, men att konsekvenser av målbrottet och överansträngning var de, i litteraturen, oftast förekommande. Studien är utformad att ge en generell överblick över de biologiska och rösttekniska faktorer som tas upp i den utvalda litteraturen då tidigare forskning ofta är fördjupad i en eller några av faktorerna. En sammanställning, som jag försökt göra här, kan vara mer lättillgänglig och användbar i en musikpedagogs yrkesliv när denne möter en elev med röstproblem och inte har tid eller möjlighet att ge sig in i litteraturen för att börja hjälpa till.

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  • 27.
    Aarrepalo, Tytti
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Delwér, Ghazal
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Estetik som metod och innehåll i förskolan2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Estetiska uttrycksformer används i förskolan som bild, form, drama, rörelse, sång, musik och dans. Hur ser förskolans verksamhet ut när barnen får möjlighet att utrycka sig genom olika estetiska uttrycksformer? Studien undersöker på vilket sätt estetiska uttrycksformer används i förskolans verksamhet samt på vilket sätt pedagoger själva uttrycker att de arbetar estetiskt inom förskolans verksamhet.

    Syfte: Det här examensarbetet undersöker pedagogernas uppfattningar om estetik som metod och som innehåll i deras arbete med att utveckla barns kommunikation och skapande genom olika estetiska uttrycksformer.

    Metod: Studien är kvalitativ med utgångspunkt i fenomenografin. Det fenomenografiska perspektivet valdes utifrån studiens syfte, vilket var att undersöka hur pedagoger uttrycker sig kring fenomenet estetik och vilka faktorer de själva uttrycker kan påverka val av estetiska aktiviteter och uttrycksformer i förskolan. Genom inspelade intervjuer med pedagoger har studiens empiri samlats. Materialet har därefter transkriberats, analyserats och presenteras i form av studiens resultat.

    Resultat: Resultatet visar att estetik används i förskolans verksamhet både som metod och innehåll i varierande omfattning men även som en kombination av båda. Pedagoger beskriver egna kunskaper, erfarenheter, sitt intresse och förhållningssätt som avgörande faktorer när det gäller användning av estetik i förskolan. Pedagoger använder estetiska aktiviteter som olika metoder för att uppnå annat men saknar oftast syfte och mål med själva estetiken. Avsaknad av syfte och mål gör att omfattningen av dokumentationen och utvärderingen varierar vilket i sin tur kan påverka barns möjligheter att vidareutveckla och fördjupa sina kommunikativa förmågor och färdigheter genom estetiska uttrycksformer i förskolan.

  • 28.
    Aarsand, Liselott
    et al.
    NTNU.
    Aarsand, Pål
    Familjeliv och lärande2012Collection (editor) (Refereed)
  • 29. Aarsand, Pål
    Family members as ‘fieldworkers’: Researching children’s everyday lives2012In: Nordic Journal of Digital Literacy, Vol. 6, no 3Article in journal (Refereed)
  • 30.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University.
    Players animation in computer gaming: Real/virtual and subject/object in interaction2010In: M3 Interaction: From a conference / [ed] Hernwall, Patrik, Södertörn: Södertörn högskola , 2010Chapter in book (Other academic)
  • 31.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The Ordinary Player: Teenagers talk about digital games2012In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 15, no 8, p. 961-977Article in journal (Refereed)
  • 32.
    Aarsand, Pål
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Young Boys Playing Digital Games: From console to the playground2010In: Nordic Journal of Digital Literacy, E-ISSN 1891-943X, Vol. 4, no 1, p. 38-55Article in journal (Refereed)
    Abstract [en]

    This article studies how digital games are part of the everyday lives of Swedish 6 to 7-year-old boys. The data consist of video recordings from two schools, two after-school centres and four homes. The focus is on how children engage in, organize and use digital games in face-to-face interaction. It is argued that digital game competence matters not only in front of the screen, but also in the playground. In addition, it is argued that what counts as game competence is negotiated in the peer group.

  • 33.
    Aarsand, Pål Andre
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Aronsson, Karin
    Barn och ungdomsvetenskap, Stockholms universitet.
    Response cries and other gaming moves-Building intersubjectivity in gaming2009In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, no 8, p. 1557-1575Article in journal (Refereed)
    Abstract [en]

    The present study focuses on the ways in which response cries (Goffman, 1981) are deployed as interactional resources in computer gaming in everyday life. It draws on a large-scale data set of video recordings of the everyday lives of middleclass families. The recordings of gaming between children and between children and parents show that response cries were not arbitrarily located within different phases of gaming (planning, gaming or commenting on gaming). Response cries were primarily used as interactional resources for securing and sustaining joint attention (cf. Goodwin, 1996) during the gaming as such, that is, during periods when the gaming activity was characterized by a relatively high tempo. In gaming between children, response cries co-occurred with their animations of game characters and with sound making, singing along, and code switching in ways that formed something of an action aesthetic, a type of aesthetic that was most clearly seen in gaming between game equals (here: between children). In contrast, response cries were rare during the planning phases and during phases in which the participants primarily engaged in setting up or adjusting the game.

  • 34.
    Aarsand, Pål Andre
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Forsberg, Lucas
    Producing children’s corporeal privacy: ethnographic video recording as material-discursive practice2010In: Qualitative Research, ISSN 1468-7941, E-ISSN 1741-3109, Vol. 10, no 2, p. 249-268Article in journal (Refereed)
    Abstract [en]

    This article discusses the use of video cameras in participant observation drawing on approximately 300 hours of video data from an ethnographic study of Swedish family life. Departing from Karen Barad's post-humanistic perspective on scientific practices, the aim is to critically analyse how researchers, research participants and technology produce and negotiate children's corporeal privacy. Ethnographic videotaping is understood as a material-discursive practice that creates and sustains boundaries between private and public, where videotaping is ideologically connected to a public sphere that may at times 'intrude' on children's corporeal privacy. The limits of corporeal privacy are never fixed, but open for negotiation; ethnographers may therefore unintentionally transgress the boundary and thus be faced with ethical dilemmas. The fluidity of privacy calls for ethical reflexivity before, during and after fieldwork, and researchers must be sensitive to when ethical issues are at hand and how to deal with them.

  • 35.
    Aarsand, Pål
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Assarsson, Liselott
    VILL, NTNU.
    Intergenerational encounters: Digital literacy in family settings.2009In: Learning in the network society and the digitized school / [ed] Krumsvik Rune, New York: Nova Science Publishers , 2009Chapter in book (Other academic)
  • 36.
    Aarsand, Pål
    et al.
    Department of Education and Lifelong Learning, NTNU, Norway.
    Melander Bowden, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Digital literacy practices in children's everyday life.: Participating in on-screen and off-screen activities.2019In: The Routledge Handbook of Digital Literacies in Early Childhood / [ed] Erstad, Ola; Flewitt, Rosie; Kümmerling-Meibauer, Bettina; Peres Pereira, Iris Susana, London: Routledge, 2019, p. 377-390Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on young children’s use of digital technologies and on participation in situated digital literacy practices within and across activities and institutional settings. First, we present a review of research focusing on digital literacy as embedded in children’s everyday lives and on multimodal engagements with and around digital technologies together with peers, siblings and adults. Second, we explore three mundane activities involving different participant constellations, technologies and settings, using an ethnomethodological and conversation analytic approach in order to discuss theoretical challenges related to the idea that digital literacies are situated.

  • 37.
    Aarsand, Pål
    et al.
    Norwegian University of Science and Technology, Norway.
    Melander Bowden, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Mobile phones and moral order: Children's appropriation of and accounting for digital media rules in schools2024In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 31, no 2, p. 230-246Article in journal (Refereed)
    Abstract [en]

    This study explores children’s appropriation of media rules in a group of boys (10 years) in Sweden. The analysis is based on focus-group interviews where rules regulating children’s use of mobile phones in school was discussed. Drawing on ethnomethodology and conversation analysis, the focus is on how rules are made sense of and appropriated, and how this contributes to establishing, negotiating, and sustaining a moral order for digital media use. The findings show that the children justify rules by discussing them in relation to their school context, through criticism of the enforcement of rules, and through navigating different rule systems.

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  • 38.
    Aarsand, Pål
    et al.
    Department of Education and Life Long Learning, Norwegian University of Technology and Science.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Appropriation through guided participation: Media literacy activities in children's everyday lives2016In: Discourse, Context & Media, ISSN 2211-6958, E-ISSN 2211-6966, Vol. 12, p. 20-31Article in journal (Refereed)
    Abstract [en]

    This article explores media literacy practices in children’s everyday lives and some of the ways in which young children appropriate basic media literacy skills through guided participation in situated activities. Building on an ethnomethodological perspective, the analyses are based on video recordings documenting the activities in which four target children, aged 6-7 years old, participated at home and in school. Through the detailed analysis of two mundane media literacy activities – online calling and word processing – similarities and differences in media usage within and out-of-school are examined. It is shown how children’s media literacy activities encompass verbal, embodied and social competencies that are made relevant, and thus accessible for learning, in interaction between the adults and children in the form of norms and guidelines for what constitutes knowledgeable participation in media literacy activities, and that are appropriated and reactualized by the children in interaction with their peers. The findings show how the participants coordinate their actions on and in front of the screen and where spatiality and temporality are oriented to as crucial aspects of the organization of the activities. Moreover, it is demonstrated how old and new technologies are linked together in culturally and historically embedded conceptualizations of literacy. 

  • 39.
    Aarsand, Pål
    et al.
    Pedagogisk institutt, Norges Teknisk-Naturvitenskaplige Universitet.
    Melander, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Om media literacy-praktiker i barns vardagsliv2013In: Literacy-praktiker i och utanför skolan / [ed] Sangeeta Bagga-Gupta, Ann-Carita Evaldsson, Caroline Liberg & Roger Säljö, Stockholm: Gleerups Utbildning AB, 2013, p. 41-63Chapter in book (Other academic)
  • 40.
    Aarseth, Elin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Nyckeln till jämlik studie- och yrkesvägledning av hög kvalitet?: En policystudie av det dokumenterade systematiska kvalitetsarbetet med inriktning studie- och yrkesvägledning2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Som ett komplement till de undersökningar som visar att det systematiska kvalitetsarbetet med inriktning studie- och yrkesvägledning inte genomförs av alla skolenheter och huvudmän syftar denna policystudie till att, genom dokumentanalys av tre gymnasium med respektive huvudmans dokumenterade kvalitetsarbete, ge en inblick i hur det görs. Studiens tre specifika frågeställningar är:

    • Hur kan det systematiska kvalitetsarbetet, med inriktning studie- och yrkesvägledning beskrivas utifrån dokumentationen?
    • I vilken utsträckning är det studerade dokumenterade arbetet förenligt med de riktlinjer som finns?
    • Vilka skillnader återfinns i det dokumenterade arbetet huvudmän och enheter emellan?

    Resultatet, som baseras på data från tre gymnasieskolor med huvudmän, visar att det finns variationer i innehåll och genomförande av det dokumenterade systematiska kvalitetsarbetet med inriktning studie-och yrkesvägledning mellan enheter och mellan kommuner. Innehållet, eller i vissa fall bristen på innehåll pekar på att reglering av systematiskt kvalitetsarbete och studie- och yrkesvägledning inte har resulterat i det systematiska kvalitetsarbete och den studie- och yrkesvägledning som var tänkt.

    I den studerade dokumentationen kan okunskap om både studie- och yrkesvägledning och systematiskt kvalitetsarbete samt brist på kontinuitet och mätbara relevanta mål skönjas som förklaringar till glappet mellan intention och praktik. Det finns dock anledning att, med hjälp av den teoretiska referensramen policyenactment, beakta och diskutera mer komplicerade underliggande processer i fråga om tolkning, relationer, motstånd och performativitet som hinder för utveckling av jämlik studie- och yrkesvägledning, av hög kvalitet, enligt de riktlinjer som finns i dagsläget.

  • 41.
    Aarskog, Eirik
    et al.
    Department of Physical Education, Norwegian School of Sport Sciences, Oslo, Norway.
    Barker, Dean
    Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden.
    Spord Borgen, Jorunn
    Department of Physical Education, Norwegian School of Sport Sciences, Oslo, Norway.
    What were you thinking? A methodological approach for exploring decision-making and learning in physical education2019In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 24, no 8, p. 828-840Article in journal (Refereed)
    Abstract [en]

    The broad purpose of this paper is to consider the relationship betweendecision-making and learning. Specifically, our aim is to propose amethodology that provides a theoretical framing along with proceduresfor investigating this relationship in Physical Education (PE). By utilizingselected parts of John Dewey’s educational theories, the paper presentsa theoretical exposition of decision-making as an individual processcontaining both ‘practical’ and ‘cognitive’ aspects. By combining thistheoretical conceptualization with a description of concrete researchmethods, the paper proposes a methodological approach enablingresearchers to get empirically closer to the phenomenon of individualdecision-making within PE learning. We argue that by doing so,researchers in the field of PE can study certain aspects of learning notexplicitly emphasized within existing methodological approaches.

  • 42.
    Aarskog, Eirik
    et al.
    Department of Teacher Education and Outdoor Life Studies, Norwegian School of Sport Sciences, Oslo, Norway.
    Barker, Dean
    Örebro University, School of Health Sciences.
    Spord Borgen, Jorunn
    Department of Sports, Physical Education and Outdoor Studies, University of South-Eastern Norway, Notodden, Norway.
    'When it's something that you want to do.': Exploring curriculum negotiation in Norwegian PE2022In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 27, no 6, p. 640-653Article in journal (Refereed)
    Abstract [en]

    Background: Student participation in curriculum negotiation has been widely regarded as beneficial for student engagement, motivation, and learning. Within the physical education (PE) context however, several scholars claim that these benefits are seldom realized. Interestingly, most investigations into curriculum negotiation in PE focus on teacher actions and behavior. Investigations of students' actions in curriculum negotiation are rare. Further, while much of the literature claims curriculum negotiation is potentially beneficial for student learning, few of the conceptual and analytical frameworks utilized within previous PE literature are based on explicit learning theories.

    Purpose: The purpose of this paper is to explore student participation in curriculum negotiation in Norwegian PE through the lens of an explicit learning theoretical perspective.

    Method: A 10th grade class with 23 students (age 15-16) and an 8th grade class with 30 students (age 13-14) from 2 different schools, and their respective teachers were recruited for the project. Within these classes, participatory observation, video observations, and stimulated recall interviews were conducted to produce empirical material related to curriculum negotiation. The material then underwent qualitative thematic analysis where select parts of John Dewey's educational philosophy were used as the analytical framework.

    Results and discussion: With a basis in the analytical framework developed from Deweyan educational philosophy, the results show that students within the two contexts participate in both explicit and implicit forms of curriculum negotiation. Explicit curriculum negotiations to a large degree appear to be governed by the teachers and are deemed by teachers to be part of strategies for upholding Norwegian legislations and recommendations for including students in curricular decision-making. While not as easily noticeable, implicit forms of negotiations were more prominent within the explored contexts. The analysis also suggests that from a Deweyan perspective, possibilities to increase learning through curriculum negotiations occur when teachers notice, help, and guide students in their own reflective processes surrounding how to act in PE. Such pedagogical action makes implicit negotiations occurring more explicit, and explicit negotiations more intelligent.

  • 43.
    Aarts, Karolina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Andersson, Isabella
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Konstruktion av sjukdomsidentiteter: En diskursanalytisk studie om identitetskonstruktion på ett internetbaserat stödforum för utmattningssyndrom2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie har ett internetbaserat stödforum för utmattningssyndrom analyserats i syfte att bidra med ny kunskap om identitetsskapande i interaktion, mellan individer med egen erfarenhet av utmatningssyndrom. Studien har utgått från en diskurspsykologisk inramning och sökt svar på frågeställningarna; I) vilka föreställningar om sjukdomsidentiteter förhandlas fram på ett internetbaserat stödforum för utmattningssyndrom? och II) hur konstrueras normalitet inom ramen för de sjukdomsidentiteter som produceras? Analys av medlemskategoriseringar har använts som huvudsakligt analytiskt verktyg vilket syftat till att synliggöra vilka kategorier som gjorts relevanta av forumdeltagarna. Analysen visar fem identitetspositioner vilka uttryckts som att vara: sjuk, utmattad, kunnig, inte ensam och snart bättre. På forumet görs försäkringskassan till en utanför- grupp vilket stärker gemenskapen av sjukdom bland forumdeltagarna. Denna gemenskap legitimerar att dela med sig av egna erfarenheter av utmattningssyndrom och att positionera sig som kunniga gentemot vårdapparaten. Samtidigt synliggör analysen hur forumdeltagarna konstruerar samsyn kring normalitet i utmattningen och vad som anses som normal sjukskrivningsperiod med anledning av utmattningssyndrom. I sin tur möjliggörs också identitetspositionen av att vara på bättringsvägen.

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  • 44.
    Aas, Frida
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kronblad, Albin
    Umeå University, Faculty of Social Sciences, Department of Education.
    "Så länge ni sköter er bra och det verkar ni göra så är jag nöjd, så behöver jag inte lägga mig i": En kvalitativ studie om första linjens chefers psykosociala arbetsmiljö inom regional hälso- och sjukvård2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Anställda spenderar en stor del av sin tillvaro på arbetsplatsen och den psykosociala arbetsmiljön blir då en viktig faktor för att främja ett längre och mer hållbart arbetsliv. Rollen som första linjens chef kräver idag stor kunskap och förmåga för att hantera de krav som finns från organisation, medarbetare, chefer samt lagar och förordningar. Det är därför av stor vikt att arbetsgivare och organisationer har väl fungerande strukturer och processer för att följa upp sina chefer och medarbetares psykosociala arbetsmiljö. Syftet med studien var att bidra med en ökad förståelse för hur första linjens chefer inom regional hälso- och sjukvård upplevde sin psykosociala arbetsmiljö, hur de ansåg att den borde kartläggas och följas upp samt påvisa vilka behov cheferna har för uppföljning av den. Studien syftade till att få fram chefernas egna tankar och upplevelser kring deras psykosociala arbetsmiljö. För att undersöka detta användes en kvalitativ ansats med semistrukturerade intervjuer. Resultatet visade att chefernas relation till sin närmsta chef var avgörande för hur de upplever sin psykosociala arbetsmiljö och i sin tur vilka behov de hade för uppföljning och stöd. De chefer som beskrev en god relation till sin verksamhetschef upplevde i större utsträckning att deras behov av uppföljning tillgodosågs till skillnad mot de chefer som upplevde en sämre relation till sin verksamhetschef. De chefer som beskrev en sämre relation till sin verksamhetschef beskrev att behoven i mångt och mycket skulle tillgodoses om relationen till verksamhetschefen vore bättre. De slutsatser som kunde dras var således att relationen och kommunikationen med närmsta chef var avgörande för hur man upplevde sin psykosociala arbetsmiljö. Cheferna beskrev även att det fanns ett stort behov av fler informella möten med chefskollegor och att deras psykosociala arbetsmiljö skulle gynnas av att ha en mindre arbetsgrupp. 

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  • 45.
    Aas, Marit
    et al.
    Oslo universitet.
    Blom, Thomas
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Benchlearning as professional development of school leaders in Norway and Sweden2018In: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, Vol. 44, no 1, p. 62-75Article in journal (Refereed)
    Abstract [en]

    In this paper, we investigate a new national collaborative Benchlearning program for principals in Norway and Sweden. Four process leaders have been running the program. The aim is to give the participants the knowledge to develop a leadership practice and school environment that are more innovative. The program includes theoretical inputs, sharing experiences, school visits, training, and trialing of new leadership practices. Drawing on data from surveys, participants’ reflections, and the leaders’ descriptions of new leadership practice, we examine and identify successful and critical aspects of the learning process. The findings show that principals’ motivation and willingness to start change processes can be created in a synergy between structured school visits, work in learning groups, and a theoretical foundation. Working in groups across schools in two countries seems to enhance principals’ sense of efficacy, which in turn is shown to have a positive effect on their willingness to trial new practices. Two implications of the study are suggested. First, in the design of principal programs, systematic and critical reflection about authentic practice should be the basis. Second, educators should be trained to be process leaders who can support principals’ learning during a critical and social construction of a new practice.

  • 46.
    Aas, Marit
    et al.
    Oslo universitet.
    Törnsen, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Norske og svenske skolelederprogram: en sammenligning2016In: Bedre Skole, ISSN 0802-183X, no 2, p. 56-61Article in journal (Other academic)
    Abstract [no]

    De nasjonale lederprogrammene i Sverige og Norge blir sammenlignet ved hjelp av et forskningsbasert internasjonalt rammeverk for hva som kjennetegner god ledelse. Målet er å undersøke om og i hvilken grad de nordiske programmene er influert av internasjonal forskning om profesjonsutvikling av skoleledere. Noen områder for videreutvikling av de nordiske lederprogrammene blir foreslått.

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  • 47.
    Aas, Marit
    et al.
    Oslo universitet.
    Törnsén, Monika
    Umeå University, Faculty of Social Sciences, Centre for Principal Development.
    Examining Norwegian and Swedish Leadership training programs in light of international research2016In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 36, no 2, p. 173-187Article in journal (Refereed)
    Abstract [en]

    This article examines and compares principal training programs in Sweden and Norway, the two Nordic countries with national leadership programs for already active school leaders. To investigate the knowledge base and design of the programs we draw on two research-derived tools about successful professional learning programs for school leaders. Based on the examinations, we suggest that the programs reflect international research both in terms of content and process factors. In addition, we identify topics and issues, such as balancing democratic participation with managerial decision-making, which can be characterized as making up a Nordic profile.

  • 48.
    Aasa, Matilda
    Malmö University, Faculty of Education and Society (LS).
    Från åtgärdande till främjande och förebyggande arbete: En fallstudie med fokus på specialpedagogens arbete genom EHM2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Förväntat kunskapsbidrag: Enligt tidigare forskning kan EHM ha en positiv inverkan på skolans främjande och förebyggande arbete. Det förväntande kunskapsbidraget med denna studie är därför att lyfta fram det specialpedagogiska bidraget i EHM samt vilka aspekter som är viktiga för ett framgångsrikt främjande och förebyggande arbete genom EHM. Syfte: Syftet med denna studie är att bidra med kunskap om det specialpedagogiska bidraget i elevhälsomöten (EHM) samt lyfta fram viktiga aspekter som genom EHM leder fram till framgångsrikt främjande och förebyggande arbete. Frågeställningar: På vilket sätt anser specialpedagogerna och rektorerna att specialpedagogernas kompetens tas till vara genom arbetet med EHM? Vilka aspekter gör att EHM bidrar till ett framgångsrikt främjande och förebyggande arbete? Teori: Studien använder systemteorin som betraktar skolan som en helhet med olika komponenter och dynamiska relationer. Specialpedagogernas insatser genom EHM integreras som en del av det övergripande skolsystemet, vilket möjliggör strategisk planering för att stödja elevernas lärande och utveckling Genom systemteorin analyseras förändringar inom skolan, särskilt förändringar av första och andra ordningen. Utmaningen ligger i att förstå komplexiteten och samverkan mellan komponenter för att fullt ut förstå hur specialpedagogernas kompetenser påverkar skolsystemet som helhet. Metod: I denna studie utgörs av en fallstudiedesign med semistrukturerade intervjuer som metod. En fallstudiedesign har valts att göra en fallstudie för att mer ingående kunna studera hur specialpedagogernas kompetens tas tillvara vid EHM på den aktuella skolan samt ta reda på vilka aspekter som gör arbetet med EHM främjande och förebyggande. Resultatet analyseras utifrån tematisk analys för att möjliggöra en djupgående och strukturerad undersökning av den data som samlas in genom semistrukturerade intervjuer med tre specialpedagoger och två rektorer. Resultat: Resultaten visar att specialpedagogernas kompetenser spelar en central roll i arbetet med EHM. Deras deltagande och nyckelroll inom EHM påverkar skolsystemet som helhet och bidrar till skolans främjande och förebyggande uppdrag. Vidare visar resultaten att specialpedagogerna har en aktiv roll i att upprätthålla ett salutogent förhållningssätt och ett brett fokus på elevernas lärande, vilket stöds av systemteoretiska tankar om hur delar av systemet påverkar helheten. EHM betraktas som en integrerad del av skolsystemet och har bidragit till att skolan genomgått en kulturell förändring med ett ökat fokus på gruppnivå med ett salutogent förhållningssätt som grund. De olika professionerna i EHM-teamet har olika fokusområden utifrån det förebyggande och det främjande där de kan bidra med sin specifika kompetens. Genom EHM kan specialpedagogers och andra yrkesgruppers kompetenser gemensamt användas på ett effektivt sätt. Inkludering av elevernas röster under EHM främjar långsiktiga förändringar inom skolsystemet. Skolan har en framtida utmaning med att balansera gruppnivå och individnivå samt att tydligare förstå skillnaden mellan begreppen främjande och förebyggande. Specialpedagogiska implikationer: Resultaten visar att specialpedagogens tillämpning av ett salutogent förhållningssätt främjar fokus på elevernas behov vilken kan bidra till en positiv skolkultur. Studien betonar specialpedagogens nyckelroll inom Elevhälsomöten (EHM) och framhäver vikten av att ta vara på specialpedagogens kompetens samt vikten av att ledningen ser till att detta görs inom skolverksamheten. En implikation är även att elevhälsan och lärarna behöver en tydlig struktur, EHM kan vara en sådan, för att uppnå ett framgångsrikt främjande och förebyggande arbete. En än gång är det skolledarnas ansvar att se till att en sådan struktur finns. 

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  • 49.
    Aase, Laila
    Universitetet i Bergen.
    Fagdidaktikk og skoleutvikling i Norge2007In: Eskilsson, Olle, Redfors, Andreas (red.), Ämnesdidaktik ur ett nationellt och internationellt perspektiv: rapport från Rikskonferensen i ämnesdidaktik 2006, Kristianstad: Kristianstad University Press , 2007, p. 9-17Conference paper (Other academic)
  • 50.
    Aasland, Erik
    et al.
    Department of Sport Science and Physical Education, University of Agder, Kristiansand, Norway.
    Nyberg, Gunn
    Department of Sport Science and Physical Education, University of Agder, Kristiansand, Norway; Department of Teacher Education, University of Dalarna, Falun, Sweden.
    Barker, Dean
    Örebro University, School of Health Sciences. Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Oslo, Norway.
    Enacting a new physical education curriculum: a collaborative investigation2024In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed)
    Abstract [en]

    Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers' teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers' Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers' experiences of the enactment were influenced by perceived gender biases. We argue that teachers' beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers' experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change.

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