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  • 1.
    Alzhanova-Ericsson, Alla T.
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Bergman, Christina
    Södertörn University, School of Culture and Education, Swedish Language.
    Dinnétz, Patrik
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Lecture attendance is a pivotal factor for improving prospective teachers’ academic performance in Teaching and Learning Mathematics2017In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 41, no 1, p. 1-15Article in journal (Refereed)
    Abstract [en]

    The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers.

  • 2.
    Björck, Ville
    et al.
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Problematising the theory€-practice terminology: a discourse analysis of students'€™ statements on Work-integrated Learning2018In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Article in journal (Refereed)
    Abstract [en]

    This study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek.

  • 3.
    Hultberg, J.
    et al.
    The Sahlgrenska Academy, Göteborg University, Sweden.
    Plos, K.
    The Sahlgrenska Academy, Göteborg University, Sweden.
    Hendry, G.
    University of Sydney, Australia .
    Kjellgren, Karin
    The Sahlgrenska Academy, Göteborg University, Sweden.
    Scaffolding students' transition to higher education: parallel introductory courses for students and teachers2008In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 32, no 1, p. 47-57Article in journal (Refereed)
    Abstract [en]

    The aim of this article was to outline the basis for an introductory course to higher education focusing on students' approaches to learning and the role of teaching in higher education. The framework is a discussion on contemporary literature on approaches to learning. In the article experiences are also reported of developing and implementing an introductory course at the Sahlgrenska Academy, Göteborg University, Sweden. This was made within the LearnAble project, which was a two‐tier approach in which students were given an introductory course to higher education parallel with a course in pedagogy in higher education for teachers. The courses were evaluated with different instruments, which is also to some extent accounted for. The transition from upper secondary school to studies in higher education is discussed, as is the importance of a scholarship of teaching in the context of the courses mentioned above. In this article the authors argue that a well‐planned and stimulating introduction to higher education could be a natural part of the transition process, which can help students develop better prerequisites to manage their studies in higher education.

  • 4.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Student independence in undergraduate projects: different understandings in different academic contexts2018In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Article in journal (Refereed)
    Abstract [en]

    Independence is a concept of scholarly interest in relation to higher education, especially when it comes to undergraduate projects. At the same time independence is characterised by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. Based on the existing research in the field, we see a need for more studies on how supervisors of undergraduate projects handle this conceptual ambiguity. The aim of this article is, thus, to examine how supervisors from two different education programmes, teacher education and journalism, in two different countries, Sweden and Russia, understand the concept of independence within higher education in connection with the supervision of undergraduate projects. The analysis is based on 12 focus-group interviews with supervisors at different universities in the two countries. In our results, we highlight and discuss seven different understandings of independence that were recurrent in our material and in which phases of the undergraduate project they were seen as most significant. Using Wittgenstein’s ideas on family resemblances, we conclude with a discussion of how the concept independence may be understood in relation to some associated concepts that are also significant within higher education.

  • 5.
    Nelson, Anders
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Looking into one's own practice: a Swedish study on gender in educational sciences2008In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 32, no 2, p. 139-149Article in journal (Refereed)
    Abstract [en]

    This article reports on a study of gender differences in course experiences and achievement of students taking the introductory educational sciences course at Halmstad University in Sweden. Male and female students' completion rates and grades were analysed in relation to the students' grade point averages (GPAs) from upper secondary school and their experiences of the conditions for learning provided by the teachers as well as their own actorship in the course. Based on the idea that the subject of educational sciences and the characteristics of the educational context and setting are more feminine than masculine, the male students were expected to have lower completion rates and grades. A gender difference in completion rates was confirmed, in that 65% of the male and 80% of the female students completed the whole course. Male students also rated the conditions for learning provided by the teacher as well as their own actorship in the course lower than did their female peers. In order to reduce the drop-out of male students, it is suggested that the department/teachers should pay more attention to any gendered aspects of the teaching/learning practices as well as to the educational context in general.

  • 6.
    Persson, Ingrid
    et al.
    Linköping University, Department of Medical and Health Sciences, Pharmacology. Linköping University, Faculty of Health Sciences.
    Persson, Karin
    Linköping University, Department of Medical and Health Sciences, Pharmacology. Linköping University, Faculty of Health Sciences.
    Fiction and film as teaching instruments in higher health care education2008In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 32, no 2, p. 111-118Article in journal (Refereed)
    Abstract [en]

    Teaching of the sciences of behaviour in higher health care education is sparse. The authors believe that students with increased knowledge and education of the human mind and soul would have a wider understanding of the human nature. Physiology describes the anatomy and function of the body, but in order to describe life/the living human, they were looking for a tool to describe the mind/soul as well as the body; to describe the connection between the two. Their intention was to teach the knowledge of the human being as an exciting experience and not just as a patient but as a larger concept; a human being in all its dimensions.

    To understand the multidimensional structure of behaviour, as many perspectives as possible are needed. In using film and fiction in education, the authors want the students to use their own sensory systems and emotions to learn about behaviour. As fiction and film expose the microcosmos, the audience will experience the microcosmos in the spotlight. The purpose of this article is to stimulate and inspire other teachers to use these means in higher health care education.

  • 7.
    R. Trostek, Jonas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Between the modelling and the engineering of learning: preservice teachers’ performance in course essays2019In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore Swedish preservice teachers’ performance in coursework essays about their observations and analyses of teaching situations. A total of 38 essays were analysed using practical inferences in which the students’ written utterances were interpreted as a means to an end. The results show that, in addition to the students who conducted their analyses in accordance with the normative way of understanding the task, there were students who engaged in ‘alternative performance’. This was done by negotiating the content of the course and explaining the observed actions of teachers in terms of the course’s theoretical perspectives. The results also indicate that, in addition to an analytical interest in understanding and explaining learning, the very engineering of learning becomes a prominent concern in students’ essays. It is argued that students who do not distinguish between these approaches face problems related to reductive and circular reasoning. To address these problems, it is suggested that educators mobilise students’ critical thinking and self-reflection, which may involve exceeding the administrative boundaries that frame single courses and unveiling the very foundations of teacher education.

  • 8.
    Witt, Ann-Katrin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Gender division in sociology degree programmes - causes and effects?2009In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 33, no 4, p. 449-461Article in journal (Refereed)
    Abstract [en]

    In spite of engagement and efforts to bring about gender equality in Swedish universities, gender division paradoxically appears in both old and new degree programs and academic disciplines. In recent years there has been a tendency for higher education students to enrol in degree programmes rather than in single subject courses. Due to the decreasing number of students taking subjects like sociology, Halmstad University College has constructed a degree programme, Sociologi och socialt utvecklingsarbete [Sociology and social development], focused on community development and social action; sociology is the main specific subject here. In the autumn of 2007, 95% of the 61 students were female, compared to the 75% of female students in sociology degree courses that Sweden has had in the past seven years. The problem of skewed gender representation in sociology is discussed here, and its consequences for educational practices in sociology as well as for the contents and status of the discipline in the future.

  • 9.
    Öhrstedt, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Work and organizational psychology.
    Lindfors, Petra
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Work and organizational psychology.
    First-semester students’ capacity to predict academic achievement as related to approaches to learning2018In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Article in journal (Other academic)
    Abstract [en]

    While expecting high grades is important for achieving high grades, previous research suggests that students’ ways of approaching their studies relate to academic outcomes. Focusing on first-semester students being new to a discipline, this study investigated how approaches to learning and expectations were related to expected and final academic outcomes within an educational setting. Before a written examination, psychology students (N = 189) completed the 52-item version of ASSIST and estimated course grades. Later, final grades were added. Results showed that 18 per cent of the students provided perfect ratings of their final grades while most underestimated their grades. A surface approach was associated with expecting lower grades while the strategic and deep approaches were associated with expecting better grades. Both surface and high strategic approaches were associated with better final grades while there was no statistically significant association for the deep approach. Taken together, students being new to a discipline have difficulties estimating their grades. Overall students reporting either a surface or strategic approach achieved the grades they expected. For the deep approach, there was no such association. To conclude, the variations between approaches probably relate to the discipline being new and to the examination favoring a strategic approach.

  • 10.
    Öhrstedt, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Work and organizational psychology.
    Lindfors, Petra
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Work and organizational psychology.
    Linkages between approaches to learning, perceived stress and expected and actual academic outcomes among first-semester psychology students2018In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 42, no 1, p. 116-129Article in journal (Refereed)
    Abstract [en]

    Previous research indicates that higher educational students’ perceptions of stress are in part related to the teaching and learning context, and influence academic outcomes. This study intends to deepen our understanding of these processes by examining the linkages between approaches to learning, perceived stress and expected and actual academic outcomes within a specific educational setting. First-semester psychology students (N = 191) completed a questionnaire, including short versions of ASSIST and PSS, and estimated their course grade before a written examination. Later, actual grades were added. The results suggest that surface approach to learning is positively associated with high levels of perceived stress, and reflected in lower levels of expected grades. The relationships between deep and strategic approaches to learning and perceived stress seem to be more ambivalent, despite positive associations with expected grades. Coping and motivational aspects of the concepts of surface and strategic approaches to learning seem to be crucial to understanding the linkages between the examined factors. Also, the significance of a strategic approach in relation to actual academic outcomes is highlighted.

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