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  • 1.
    Jonsson, Kristina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Principals’ Perspectives on Pupils’ Social Learning in Swedish School-Age Educare2020In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 8, no 1, p. 5-21Article in journal (Refereed)
    Abstract [en]

    This article aims to investigate social learning in the Swedish school-age educare (SAEC) from a number of principals’ perspectives. An abductive approach has been adopted to analyse the data from individual interviews with seven principals in school-age educare. The results are understood through an interactionist perspective, with Bronfenbrenner’s (2005) bioecological system theory as a raster, which gives a didactic view on the principals’ governing of the SAEC. Three themes were identified in the principals’ perspectives, which are the core aim of the work in the SAEC, the staff’s approach and pupils’ democratic learning. The results suggest that the perspective of the principals is characterized by having the pupil in focus.

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  • 2.
    Jonsson, Kristina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Principals’ vision of social learning in School-Age EducareIn: Early years, ISSN 0957-5146, E-ISSN 1472-4421Article in journal (Refereed)
    Abstract [en]

    Work to support pupils’ social learning in Swedish school-age educare (SAEC) may be understood to depend on how the principal leads the staff and how the vision is set. Therefore, in this article the principals’ vision of social learning is investigated. Data are collected from group interviews with principals and analysed from an interactionist perspective, through Bronfenbrenner’s bioecological theory. The results show a vision of SAEC and compulsory school as one unit. Additionally, work on social learning is viewed as a topic to teach in SAEC. However, the general definition of a vision is not consistent among the participating principals, which gives rise to a need to clarify the construct of the vision, together with the staff.

  • 3.
    Jonsson, Kristina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Socialt lärande - arbetet i fritidshemmet2018Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to contribute with knowledge about the leisure time centre staff’s perspectives on their work, specifically focusing on pupils’ social learning. The interest is directed at the Swedish leisure time centre for the public school’s early years. Two research questions were used to reach the aim. The first question concerns the knowledge and abilities by staff considered important in pupils’ social learning. The second question concerns the staff’s work with promoting these knowledge and abilities. With a standpoint in the staff’s descriptions, focus was to highlight what they consider as important work, as well as how and why the activities are directed the way they are. The study has been conducted as an interview study, with leisure time centre staff participating in group interviews. The theoretical point of departure is Bronfenbrenners bioecological systems theory. Through that the leisure time centre activities can be understood as the interaction of different factors, influencing and controlling the staff’s decisions concerning, both direct and distant.

    This licentiate thesis consists of two publications. The first publication, the anthology chapter Social learning in the leisure time centre: staff perspectives (Jonsson, 2017), answers the question of what knowledge and abilities staff consider important in social learning. The second publication, Promoting social learning in the Swedish leisure time centre (Jonsson & Lillvist, re-submitted) answers the question of how social learning is promoted and why the activities are directed the way they are.

    The results show consistent descriptions of what is considered important in pupils’ social learning.  The pupils’ common and individual security is, by the staff, considered to be the basis of social learning and with that in focus, empathy, communication and responsibility are outpointed as important factors. Responsibility is particularly emphasised and the staff stress the pupils’ ability to take responsibility of their words and actions, which in turn is said to be facilitated by the pupils’ empathic ability. The various factors can thus be regarded as interacting in pupils’ social learning.

    Collaborative activities are stressed as beneficial and the staff see their own indicative role as important. In this the daily dialogue with the pupils is emphasised. However, the structural conditions appear to be partly obstructive. Further appearing is the staff’s perspective of social learning as a topic not needed to be talked about, based on the belief that the everyday practice is grounded on shared values.

    The implications of the study are that social learning needs to be discussed, both in the immediate working group with the support of the principal, as well as at municipal and national level.

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  • 4.
    Jonsson, Kristina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Socialt lärande i fritidshemmet: En intervjustudie med fritidshemspersonal och fritidshemsrektorer2021Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this thesis is to investigate social learning in the Swedish school-age educare (SAEC), based on the descriptions of the SAEC staff and SAEC principals. The results are based on two sub-studies. Sub-study 1 was conducted with SAEC staff, with a total of 21 persons divided into four groups. This sub-study sought answers to what knowledge and abilities the SAEC staff consider to be important for pupils in their work with social learning in the SAEC, and what appears to be significant in the work to promote pupils’ social learning. In the second sub-study, the focus is on the principals’ descriptions. Initially, seven principals in the SAEC for the early years were interviewed individually. Thereafter, six of them participated in a series of group interviews. This sub-study aimed to answer the questions of what characterises social learning in the SAEC in the principals’ descriptions, and what vision for social learning in the SAEC, is expressed by the principals.

    The data were analysed abductively, using Bronfenbrenner’s bioecological system theory. The analysis highlights the factors that impact the work in the SAEC and how they interact. The theory thereby contributes to an understanding of what affects the work of social learning in the SAEC. This enables a didactic understanding of the SAEC’s activities, and how social learning for pupils is enabled in the SAEC, based on what is expressed by the SAEC staff and the principals. 

    The results show that both the SAEC staff and the SAEC principals have a pupil-centred view of social learning. However, their views differ somewhat, since the SAEC staff mainly describe social learning from the point of view of daily SAEC activities, while the principals have a wider perspective. They describe the work of social learning as a part of a societal assignment. The SAEC activities are influenced by both close and distant factors concerning leading, planning for, and conducting the activities. Some of them have didactic consequences, which can affect how social learning is facilitated for the pupils. Furthermore, visions for social learning are shown in terms of the SAEC and the compulsory school as being one unit, with a teaching culture as the basis of the work. This shows that social learning should be considered as an area for education, which points out the importance of consciously reflected activities in the SAEC. Collegial discussions can be important for this, not just for the SAEC staff, but also for the principals leading the SAEC.

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  • 5.
    Jonsson, Kristina
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Socialt lärande i fritidshemmet: personalens perspektiv2017In: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalens University Sweden , 2017, p. 111-133Chapter in book (Refereed)
    Abstract [sv]

    År 2015 innefattade fritidshemmet 84 % av grundskolans elever i åldern 6-9 år. Verksamheten tar sin utgångspunkt i nationella styrdokument och inbegriper såväl kvalitetsarbete som pedagogiskt innehåll. Den ska komplettera skolans verksamhet och bidra till lärande och utveckling, såväl socialt och grupporienterat som ämnesmässigt. Syftet med undersök­ningen som ligger till grund för detta kapitel är att belysa vad fritidspersonal ser som viktigt i elevers sociala lärande. Studien är kvalitativ och baseras på intervjuer med totalt 21 del­tagare i fyra grupper. Den teoretiska utgångspunkten för studien är Bronfen­bren­ners bioeko­lo­gis­ka teori, genom vilken elevers sociala lärande förstås som en interaktion mellan olika faktorer i fritids­hemmets miljö. Resultatet visar en samstämmighet i fritidspersonalens perspektiv på elevers sociala lärande. De betonar bland annat den empatiska förmågan och förmågan att ta ansvar, liksom tryggheten som grund för det sociala lärandet i fritidshemmet.

  • 6.
    Jonsson, Kristina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. örebro universitet .
    Promoting social learning in the Swedish leisure time centre2019In: Education Inquiry, E-ISSN 2000-4508, Vol. 0, no 3, p. 243-257Article in journal (Refereed)
    Abstract [en]

    Swedish leisure time centres (LTCs) are included in the Swedish Education Act and are used by almost every pupil in the age range of 6–9 years. They are governed by national policy documents with a certain emphasis on social learning. This article aims to highlight the LTC staff’s perspectives on their work of promoting social learning in the Swedish LTC. The article is based on a qualitative study, with data from group interviews with 21 LTC staff. The data are analysed with an abductive approach, with Bronfenbrenner’s bioecological systems theory as a theoretical point of departure. Our results show that the work is directed both by the staff’s beliefs and by the structural conditions of the activities, which the staff seldom feel able to influence. This causes frustration among staff and, owing to a lack of didactic reflections, social learning among pupils is not optimised. We argue that the LTC needs to be further explored, at the municipal and local management levels, to enable optimised social learning for pupils in the LTC.

  • 7.
    Jonsson, Kristina
    et al.
    School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden.
    Lillvist, Anne
    School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden.
    Promoting social learning in the Swedish leisure time centre2019In: Education Inquiry, E-ISSN 2000-4508, Vol. 10, no 3, p. 243-257Article in journal (Refereed)
    Abstract [en]

    Swedish leisure time centres (LTCs) are included in the Swedish Education Act and are used by almost every pupil in the age range of 6–9 years. They are governed by national policy documents with a certain emphasis on social learning. This article aims to highlight the LTC staff’s perspectives on their work of promoting social learning in the Swedish LTC. The article is based on a qualitative study, with data from group interviews with 21 LTC staff. The data are analysed with an abductive approach, with Bronfenbrenner’s bioecological systems theory as a theoretical point of departure. Our results show that the work is directed both by the staff’s beliefs and by the structural conditions of the activities, which the staff seldom feel able to influence. This causes frustration among staff and, owing to a lack of didactic reflections, social learning among pupils is not optimised. We argue that the LTC needs to be further explored, at the municipal and local management levels, to enable optimised social learning for pupils in the LTC.

  • 8.
    Jonsson, Kristina
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lillvist, Anne
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Samtal om värdegrunden för att främja barns sociala lärande i fritidshemmet2020In: Förskollärares egen forskning: Praktiska exempel / [ed] Niklas Pramling, Ingrid Pramling Samuelsson, Lund: Studentlitteratur AB, 2020, p. 150-166Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    För fritidshemmet betonar policydokument att elever ska stöttas särskilt utifrån det sociala lärandet. Elevers sociala lärande kan tolkas utifrån det som i läroplanen beskrivs som arbetet med skolans värdegrund. Värdegrundsarbetet är en central del av uppdraget och i läroplanen betonas även vikten av att personal är aktiva och medvetna i sitt uppdrag. Detta kapitel baseras på en studie, vars syfte är att belysa fritidshemspersonals perspektiv på arbetet med socialt lärande i fritidshemmet. Sammanlagt gjordes fyra gruppintervjuer med totalt 21 fritidspersonal, på deras respektive arbetsplatser. Resultatet visar skilda perspektiv på hur personalen förhåller sig till att samtala om värdegrundsarbetet och hur de beskriver sin verksamhet utifrån det. Dels visar sig en uppfattning om värdegrunden som underförstådd och att den inte är nödvändig att samtala om. Dels framträder bilden av en verksamhet med en uttalad medvetenhet om betydelsen av de kollegiala samtalen som grund för arbetet med att kontinuerligt främja elevers sociala lärande. Utifrån dessa perspektiv diskuterar vi kollegiala samtal som en del av ett didaktiskt reflekterat värdegrundsarbete i fritidshemmet.

1 - 8 of 8
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