Ändra sökning
Avgränsa sökresultatet
12345 1 - 50 av 208
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Neuman, Jannika
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Helenius, Ola
    University of Gothenburg, Sweden.
    Marie, Wiberg
    Umeå University, Sweden.
    Critical features of professional development programs: Comparing content focus and impact of two large-scale programs2018Ingår i: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 70, 121-131 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    By comparing two large-scale professional development programs' content and impact on student achievement, we contribute to research on critical features of high quality professional development, especially content focus. Even though the programs are conducted in the same context and are highly similar if characterized according to established research frameworks, our results suggest that they differ in their impact on student achievement. We therefore develop an analytical framework that allow us to characterize the programs’ content and delivery in detail. Through this approach, we identify important differences between the programs that provide explanatory value in discussing reasons for their differing impacts.

  • 2.
    Gustafsson, Peter
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Eriksson, Hans
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    A Tool to support lecturers’ Course Development at Introductory Undergraduate Level in Physics2017Ingår i: Journal of Baltic Science Education, ISSN 1648-3898, E-ISSN 2538-7138, Vol. 16, nr 1, 56-63 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With more diversified studentgroups entering the university, thedevelopment and planning of coursesbecome more pedagogically challenging.In earlier studies, a validated tool, contentrepresentation (CoRe), has been usedin teacher education to help pre-serviceteachers identify and promote pedagogicalcontent knowledge in limited teachingsequences. In the present research the aimis to explore whether CoRe, when applied toan introductory university course in physics, can (i) promote the pedagogical contentknowledge of the course as a whole and (ii)serve as an operative tool to identify problematicareas or areas that need furtherdevelopment in the course. The CoRe toolis based on given questions to be answeredin relation to the “big ideas” of the course.In the present research, the questions havebeen answered by a lecturer and by usinga content analysis of the answers severalcategories of development could be identified.For a specific category, the tool alsoprovided information about what kind ofdevelopment was necessary. The conclusionis that CoRe has a potential to be ofservice at higher education level, it can beapplied to parts of a course as well as toa course as a whole, and it may provide auseful tool to help a lecturer in the developmentand planning of a course.

  • 3.
    Andrejs, Matveevs
    et al.
    Riga Technical University, Latvia.
    Fjodorovs, Jegors
    Riga Technical University, Latvia.
    Malyarenko, Anatoliy
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Algorithms of the Copula Fit to the Nonlinear Processes in the Utility Industry2017Ingår i: Procedia Computer Science, ISSN 1877-0509, E-ISSN 1877-0509, Vol. 104, 572-577 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Our research studies the construction and estimation of copula-based semi parametric Markov model for the processes, which involved in water flows in the hydro plants. As a rule analyzing the dependence structure of stationary time series regressive models defined by invariant marginal distributions and copula functions that capture the temporal dependence of the processes is considered. This permits to separate out the temporal dependence (such as tail dependence) from the marginal behavior (such as fat tails) of a time series. Dealing with utility company data we have found the best copula describing data - Gumbel copula. As a result constructed algorithm was used for an imitation of low probability events (in a hydro power industry) and predictions.

  • 4.
    Sund, Per
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sund, Louise
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    ”Alla gör fel?!” – Hinder för lärares bedömning av elevers praktiska förmågor under ett nationellt prov2017Ingår i: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, nr 1, 3-16 s.Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Storskaliga och kostsamma nationella tester genomförs i hela västvärlden och tar stora lärarresurser i anspråk. Med stora satsningar som dessa är det viktigt att ställa frågan om betygsunderlaget som genereras är likvärdigt? Studiens titel, ”alla gör fel” anspelar på just detta och kommer från en elevs uttalande då eleven inser det sannolika i att samtliga elever i elevgruppen gör på samma sätt av sociala skäl istället för att använda sig av sina individuella naturvetenskapliga kunskaper. Denna fallstudie undersöker svenska lärares möjligheter att bedöma elevers individuella förmågor i tre undervisningsgrupper under genomförandet av ett praktiskt delmoment i det nationella provet i kemi i åk 9. Datainsamling genomfördes med två fasta videokameror och tre par spionglasögon. Trots att provinstruktioner till elever och lärare är väl utvecklade och bedömningsanvisningar till läraren är detaljerade visar resultaten i denna studie att det är svårt att bedöma elevers individuella praktiska förmågor. Det finns många olika slags faktorer som påverkar provresultatet. En sådan faktor är provet genomförs i en laborationssal där situationen skiljer sig väsentligt från miljön för ett teoretiskt prov i ett klassrum. En annan faktor är att det under den praktiska provdelen i en laborationssal närmast är omöjligt för eleverna att undvika att kommunicera. Studiens resultat visar att det finns påverkansfaktorer som sociala interaktioner och systematiska fysiska felkällor. I resultatet diskuteras hur lärares möjligheter att bedöma elevers individuella praktiska förmågor under nationella prov bättre kan säkerställas.

  • 5.
    Molander Danielsson, Karin
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    "And in that moment I leapt upon his shoulder.": Non-human Intradiegetic Narrators in The Wind on The Moon2017Ingår i: Humanities, E-ISSN 2076-0787, Vol. 6, nr (2) 13, 1-14 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Non-human narrators, by definition anthropomorphized, fill different functions in literature, and have different effects, not always positive for the species that is utilized, for example to voice a human political concern. However, many animal studies scholars agree that anthropomorphism, while inadequate, may be the best way we have to get to know another species. Animal characters who tell their own, autobiographical, stories are particularly interesting in this regard. Eric Linklater’s children’s novel The Wind on the Moon (1944), raises posthumanist questions about human–animal differences, similarities and language, especially through its engagement of several non-human intradiegetic narrators. In a novel with surprisingly few other forms of characterization of the non-human characters, their own detailed narratives become a highly significant means of access to their species characteristics, their consciousness, and their needs. In an analysis of these embedded narratives using Genette’s theory of narrative levels and functions, as well as intersections of speech act theory and cognitive narratology, this article exposes an otherwise inaccessible dimension of characterization in Linklater’s novel. It argues that the embedded narratives, in contrast to crude anthropomorphism, are in fact what enables both a verbalization of the character narrators’ otherness, and a connection and comprehension between species. In other words, these non-human narratives constitute what might be called (with Garrard) examples of critical anthropomorphism.

  • 6.
    Javor, Vesna
    et al.
    University of Nis, Faculty of Electronic Eng., Serbia.
    Lundengård, Karl
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Rancic, Milica
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Silvestrov, Sergei
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Application of Genetic Algorithm to Estimation of Function Parameters in Lightning Currents Approximations2017Ingår i: International Journal of Antennas and Propagation, ISSN 1687-5869, E-ISSN 1687-5877, Vol. 2017, 4937943Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Genetic algorithm (GA) is applied for the estimation of two-peaked analytically extended function (2P-AEF) parameters in this paper. 2P-AEF is used for approximation of measured and typical lightning discharge currents. Lightning discharge channel is often modeled as thin-wire vertical antenna at perfectly conducting ground. Engineering lightning stroke models assume that the current along that channel is related to the channel-base current which may be measured at the instrumented tall towers and in triggered lightning experiments. Mathematical modeling of lightning currents is important in verification of lightning strokes models based on simultaneously measured electromagnetic fields at various distances, so as in lightning protection studies, computation of lightning induced effects and simulation of overvoltages in power systems. Typical lightning discharge currents of the first positive, first negative, and subsequent negative strokes are defined by IEC 62305 Standard based on comprehensive measurements. Parameters of 2P-AEF’s approximation of the typical negative first stroke current are determined by GA and compared to approximations obtained by other functions. Measured currents at Monte San Salvatore in Switzerland, at Morro de Cachimbo Station in Brazil, and in rocket-triggered lightning experiments at Camp Blanding in Florida are approximated by 2P-AEFs, and good agreement with experimentally measured waveshapes is obtained.

  • 7.
    Garpelin, Anders
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, AnetteMälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Barn och Unga i Skola och Samhälle2017Samlingsverk (redaktörskap) (Refereegranskat)
  • 8.
    Insulander, Eva
    et al.
    Stockholms universitet, Sweden.
    Niklasson, Laila
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Border and Memory Studies and its Implications for Education: A Literature Review Concerning Sweden and the Nordic Countries2017Ingår i: Borders, Memory and Transculturality: An Annotated Bibliography on the European Discourse / [ed] Angela Vaupel, Zürich: LIT Verlag, 2017, 177-202 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 9.
    Sundqvist, Pernilla
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Challenges of teaching technology in the preschool2017Ingår i: Technology: An holistic approach to education / [ed] P John Williams, University of Waikato, New Zealand, 2017, 315-324 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    In many countries over the last decade early childhood education (ECE) has leaned towards a more learning-oriented pedagogy. This is also the case in the Swedish preschool. Preschool staff in Sweden are now commissioned to teach specific subjects, including technology. Previous research has shown that collectively, preschool staff have a broad and diverse view of what technology education is or should be. At the same time, other studies show that what is actually taught appears to be much less. Thus, something seems to be preventing educators from providing the technology education they regard as essential. The research question is: What challenges exist for the teaching and learning of technology in the Swedish preschool? The statements made by seven preschool staff are used to illustrate these challenges. The statements are analysed using a qualitative content analysis, which results in a set of categories. One of the challenges to the teaching of technology is educators’ lack competence in the subject. This obstacle includes a view of technology as a means for learning rather than the object of learning. Another obstacle is a traditional view of the preschool and learning, namely that children should explore things on their own and that it is more important to follow their interests than the pedagogical plan. In order for teaching to happen in preschool the commission of the preschool along with its inclusion of subject teaching must be clear to all preschool staff. In order for teaching to happen in accordance with the curriculum in-service and pre-service training that focus on how subject teaching that allows children’s participation and influence is performed need to be provided. And finally, in order for technology teaching to happen all preschool staff need adequate training in technology. In-service training for a few is not enough.

  • 10.
    Lindvall, Jannika
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Critical features and impacts of mathematics teacher professional development programs: Comparing and characterizing programs implemented at scale2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [sv]

    I denna avhandling har två storskaliga kompetensutvecklingsprogram (KUP) för lärare använts som fall för att bidra till kunskap om kritiska aspekter av sådana program samt deras inverkan på lärare, undervisning och elevresultat. Det första programmet, Räkna med Västerås (RäV), var obligatoriskt för alla kommunala grundskolelärare som undervisade i matematik i kommunen. Det andra programmet, Matematiklyftet, har genomförts av 76 % av alla grundskolelärare i Sverige som undervisar i matematik. Under den tidsperiod som studien genomfördes var det möjligt att göra en jämförelse mellan programmen, då det vid tillfället fanns lärare i kommunen som antingen deltagit i RäV, Matematiklyftet, eller inget program alls. Data gällande programmens inverkan på lärare, undervisning och elevresultat samlades in både direkt och ett år efter lärarnas deltagande. Med andra ord gjorde studiens kontext det möjligt att svara upp mot nyliga uppmaningar om att det behövs fler studier som studerar: (a) inverkan av KUP som genomförts i större skala, (b) KUPs inverkan på lärare, undervisning och elevresultat, (c) KUPs långsiktiga inverkan, och (d) variationen mellan olika KUPs inverkan. Resultaten visar att de studerade programmen är ytterst lika om de karaktäriseras enligt etablerade ramverk om vad som utgör kritiska faktorer av KUP för lärare, samtidigt som de visar på olika inverkan på lärare, undervisning och elevresultat. I ljuset av dessa resultat föreslås en utveckling av två kritiska aspekter gällande KUP för lärare: innehållsfokus och samstämmighet. Genom att utveckla ett mer finkänsligt verktyg för att karaktärisera programmens innehållsfokus upptäcktes också skillnader mellan dem. Tillsammans med en systematisk litteraturöversikt av forskningslitteraturen kring ”samstämmighet” utgjorde dessa resultat en bas för att diskutera möjliga förklaringar till skillnaderna i programmens inverkan, samt en utveckling av de kritiska aspekterna innehållsfokus och samstämmighet. Sammantaget bidrar denna avhandling med: (a) empiriska resultat i förhållande till storskaliga KUPs inverkan, (b) metodologiska resultat i form av verktyg för att karaktärisera KUPs innehållsfokus och samstämmighet, och (c) teoretiska resultat då etablerade ramverk för att karaktärisera KUPs har studerats genom praktisk användning och i ljuset av resultaten föreslås även utvecklingar av dem. 

  • 11.
    Catucci, Ester
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    De yngsta barnens meningsskapande: om undervisningspraktiker i förskolan2017Ingår i: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sanberg, Västerås: Mälardalen University , 2017, 52-85 s.Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Undervisningsbegreppet är ett nytt begrepp inom förskolan. Som ett första steg inom utbildningssystemet räknas förskola som en egen skolform och om- fattas av skollagens definition av undervisningsbegreppet. Däremot förekom- mer inte begreppet i förskolans läroplan och inte heller används den i större utsträckning inom verksamheten. Med stöd i en pragmatisk ansats undersöks i denna studie ett möjligt sätt att konceptualisera undervisning i förskola samt vilka didaktiska konsekvenser som följer med olika undervisningsstrategier. En observationsstudie genomfördes under en termin på en avdelning för yngre barn och omfattade tre förskollärare och tolv barn i åldrarna 1 till 3. Ett urval av observerade tillfällen analyserades med hjälp av ett analysverktyg som ti- digare utvecklats inom en pragmatiskt inspirerad ansats. Resultaten pekar på att förskollärare använder sig av olika undervisningsstrategier i olika sammanhang och att detta bidrar till olika möjligheter för lärande för de involverade barnen. 

  • 12.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Gustafsson, Hans-Olof
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    El Sistema i två svenska förskolor - Musikpedagogik2017Ingår i: Barn och unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: MSES Mälardalen Studies in Educational Sciences nr 31 , 2017, 1, 158-177 s.Kapitel i bok, del av antologi (Refereegranskat)
  • 13.
    Lillvist, Anne
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Heikkilä, Mia
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    En fallstudie om föräldrasamverkan kring barns språkutveckling på en multietnisk förskoleavdelning2017Ingår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt / [ed] Mia Heikkilä, Anne Lillvist, Mälardalens högskola , 2017Kapitel i bok, del av antologi (Refereegranskat)
  • 14.
    Magnússon, Gunnlaugur
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Enacting Contradictory educational ideals: Balancing marketization and social inclusion in practice2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Background

    The marketization of education is an international phenomenon, with widespread consequences for schools, teachers and pupils. The marketization of the Swedish education system is a particularly interesting and extreme case in the international and European context. The realisation of market ideology in the Swedish education system can be viewed as a success in terms of its implementation and public and political acceptance. For instance, the proportions of pupils attending independent schools and the number of independent schools have grown exponentially, and school choice is seen as a democratic right and supported by most established political parties. However, there are several problems. Most importantly, market elements have contributed to increased segregation related to pupils’ background, the provision of special support, and of attainment. This is a real dilemma for a system that has emphasised social inclusion and education for all, egalitarian views that are seen as a point of departure for the Swedish education system. Thus, Swedish education lives with a tension of two educational ideologies, an individualistic-market educational ideology and a collectivistic-egalitarian educational ideology. Of course, both ideologies are far from unidimensional and encompass several different values and concepts. 

    Several studies conclude or assume that these ideologies – and the policies inspired by them – are contradictory and that market mechanisms will undermine inclusive ambitions. However, this may appear differently in different schools, as policies are interpreted and enacted rather than implemented. While there are examples of policy analyses regarding one or both of these ideologies, and studies regarding their contradictions and incompatibility, there have been few attempts to study empirically the interplay and consequences of their coexistence and enactment in schools. In particular, we know very little about ‘unexceptional’ or ‘ordinary’ schools and their enactment of policies.

    The project’s main objective is to develop a theoretical understanding of how these educational ideologies influence school’s work and organisation via policy and the enactment of policy. Using interviews with head teachers, the research questions are:

    • How do head teachers address, define and reflect around the challenges of social inclusion and market oriented policies in their work and in their schools?
    • To what extent do they believe pupils in general, and vulnerable pupils in particular are affected by market mechanisms in education? What are the challenges and/or benefits?

     

     

    The theoretical point of departure is inspired by the work of Michael Apple, (2004), Thomas Popkewitz, (2008) and Stephen Ball (1993; Ball et al., 2012). Questions about what education should accomplish, how it is organised and who is to be educated are often implicit in political discourse. Here, educational ideologies are seen as rendering different answers to these questions and thus leading to different implications for educational practice and organisation. It is argued that these ideologies have different conceptualization of society, democracy and even the individual citizen. While public education may historically have collectivistic ideals, the market ideal views the citizen-in-the-making as a consumer rather than as a participant in the shaping of future society. The individual consumer of education is thus to be able to choose schooling according to his/her preferences. This can be opposed to viewing schooling as contributing to social cohesion and inclusion by accommodating a plurality of pupils.

    These ideologies in turn find their way to policies, i.e. products of compromises, agendas and influences of various actors at various stages. Often containing contradicting goals and ambitions, policies then have to be interpreted and enacted by schools in a meaningful manner that fulfils the will of regulating and governing agencies as well as appeals to their prospective clients, namely pupils and parents.

     

    Method  

    For the purposes of this study, head teachers of primary schools have been chosen as respondents. Being in a middle management position, head teachers in Sweden are held accountable for the both the educational and economic situation of their schools. They answer to their principal organiser (PO) regarding economics, whether the PO is a municipality or a private organisation. Simultaneously, they are also accountable for the day to day work, the attainment of the pupils and the organisational situation the teachers work within. Additionally, head teachers are legally responsible for the special educational services and the preventive work against bullying. Finally yet importantly, they are to promote their schools as they compete for pupils (and thus fiscal resources). It can thus be argued that if anyone would see the consequences of market mechanisms and the responsibility of maintaining or achieving social inclusion, it would be the head teachers.

    Twenty school leaders from both municipal and independent schools in three municipalities will be interviewed and asked to reflect upon marketization of education and dimensions of social inclusion. They are asked how these ideologies translate into their work, the organisation of their school, their staff, pupils and guardians of the pupils. In addition, documents and policies from each municipality and each school will be analysed.

    The selection of municipalities and respondents is strategic. The three municipalities chosen have had different political approaches as regards the acceptance of market influences and thus very different experiences of the introduction of school choice and competition between schools. Municipality A has been very positive towards choice and private actors, for instance, implementing a ‘purchaser-provider’ model in the school sector services for several years. Municipality B has on the other hand been restrictive and attempted to veto the introduction of privately run schools several times. The third municipality is markedly smaller than the other two, and had not had any independent schools up until quite recently. In order to enrich the material with different experiences and perspectives, respondents will be contacted from schools with varying pupil demographics, in areas with varying social situations, and from both publically run schools and independent schools. These semi-structured interviews will take approximately an hour each and will be recorded and transcribed for subsequent analysis, using qualitative content analysis. Other theoretical devices, such as profession theory and organisation theory, may become useful to interpret these results.

    Expected outcomes/results

    The interviews are to be conducted in the upcoming month. The expected results are assumed to shed light upon how these educational ideologies, namely the individualistic-market ideology and the collectivistic-egalitarian ideology, can influence day to day work in primary schools. A common assumption is that they are incompatible and contradictory, and this is expected to appear in the responses. However, some prior research has shown that they live side by side in practice. That is not to say that one does not influence or diminish the other, rather that schools find ways to balance the two, resolving dilemmas as they arise. Hopefully, the paper can render a more nuanced understanding of these educational ideologies, how the coexistence of them can appear in the local context, and how schools enact seemingly contradictory policies.

    Additionally, this research can contribute to an understanding of the role of head teachers as actors within the school system in general, and the individual schools in particular, especially as regards the consequences of marketization of the education system.

    Intent of publication 

    The results presented here are to be submitted to an international peer-reviewed journal shortly after presentation at the conference.

     

     

     

    References  

    Andersson, E., B. Malmberg & Östh, J. (2012). Travel to school distances in Sweden 2000-2006: changing school geography with equality implications. Journal of Transport Geography, 23:34-45.

    Apple, M. W. (2004). Ideology and curriculum. New York, NY: Routledge.

    Ball, S. J. (1993). What is policy? Texts, trajectories and toolboxes. Discourse, 13(2): 10-17. Reprinted in Ball, S.J. (2006). (Ed.) Education Policy and Social Class. The selected works of Stephen J. Ball. New York: Routledge pp. 43-66

    Ball, S. J., Maguire, M. & Braun, A. (2012). How Schools do Policy. Policy Enactment in Secondary Schools. London, England: Routledge.

    Booth, T., Ainscow, M. & Dyson, A. (1997). Understanding Inclusion and exclusion in the English competitive education system. International Journal of Inclusive Education, 1(4), 337-355.

    Dyson, A. & Gallanaugh, F. (2007). National policy and the development of inclusive school practices: a case study. Cambridge Journal of Education, 37(4), 437-488

     Englund, T. (1998a). Utbildning som “public good “ eller “private good”? In T. Englund (Ed.), Utbildningspolitiskt systemskifte?  (pp. 107-142). Stockholm: HLS förlag.

    Lubienski, C. (2009). Do Quasi-markets Foster Innovation in Education? A Comparative Perspective. OECD Education Working Papers No. 25, OECD Publishing.

    Lundahl, L., Erixon Arreman, I., Holm, A.-S. and Lundström, U. (2013). Educational marketization the Swedish way. Education Inquiry, 4(3): 497–517.

    Magnússon, G. (2015). Traditions and Challenges. Special Support in Swedish Independent Compulsory Schools. (Dissertation). Västerås: Mälardalen University.

    Popkewitz, T. (2008). Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society by Making of the Child. New York, NY: Routledge.

    Rönnberg, L. (2015). Marketization on export: Representations of the Swedish free school model in English media. European Education Research Journal, 14(6), 549-565.

    SNAE [The Swedish National Agency for Education]. (2012b). Likvärdig utbildning i svensk grundskola? En kvantiativ analys av likvärdighet över tid. Stockholm, Sweden: The National Agency for Education.

    SNAE. (2014a). Private actors in preschools and schools. A mapping of independent education providers and owners in Sweden. Stockholm, Sweden: The National Agency for Education.

     SOU 2013:56. Friskolorna i samhället. Betänkande av friskolekommmittén. [The independent schools in society. Considerations from the independent school committee]. Stockholm, Sweden: Fritzes

    Trumberg, A. (2011). Den delade skolan. Segregationsprocesser i det svenska skolsystemet. Diss. Örebro: Örebro Universitet.

     Vlachos, J. (2011). Friskolor i förändring. In L. Hartman (Ed.), Konkurrensens konsekvenser – vad händer med svensk välfärd? (pp.66-110). Stockholm, Sweden: SNS förlag.

    Waldow, F. (2009). Undeclared imports: silent borrowing in educational policy-making and research in Sweden. Comparative Education, 45(4), 477-494.

  • 15.
    Eriksson, Kimmo
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lindskog, Marcus
    Uppsala universitet, Sweden.
    Encoding of Numerical Information in Memory: Magnitude or Nominal?2017Ingår i: Journal of Numerical Cognition, ISSN 2363-8761, Vol. 3, nr 1, 58-76 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In studies of long-term memory of multi-digit numbers the leading digit tends to be recalled correctly more often than less significant digits, which has been interpreted as evidence for an analog magnitude encoding of the numbers. However, upon closer examination of data from one of these studies we found that the distribution of recall errors does not fit a model based on analog encoding. Rather, the data suggested an alternative hypothesis that each digit of a number is encoded separately in long-term memory, and that encoding of one or more digits sometimes fails due to insufficient attention in which case they are simply guessed when recall is requested, with no regard for the presented value. To test this hypothesis of nominal encoding with value-independent mistakes, we conducted two studies with a total of 1,080 adults who were asked to recall a single piece of numerical information that had been presented in a story they had read earlier. The information was a three-digit number, manipulated between subjects with respect to its value (between 193 and 975), format (Arabic digits or words), and what it counted (baseball caps or grains of sand). Results were consistent with our hypothesis. Further, the leading digit was recalled correctly more often than less significant digits when the number was presented in Arabic digits but not when the number was presented in words; our interpretation of this finding is that the latter format does not focus readers’ attention on the leading digit.

  • 16.
    Axelsson, Karin
    Mälardalens högskola, Akademin för innovation, design och teknik, Innovation och produktrealisering.
    Entrepreneurship in a School Setting: Introducing a Business Concept in a Public Context2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Entrepreneurship has during the last decades gained an immense interest in academia, politics and practice. It is argued from politics that more entrepreneurs are necessary for the economic development. In addition, nowadays entrepreneurship is also perceived as a solution to social and societal challenges. This drives a need for entrepreneurial people everywhere in society who can cope with the inconstant and uncertain world of today. As a consequence, there are around the world numerous educational initiatives trying to inspire and fuel an entrepreneurial mind-set. Here, educations of all kind become relevant contexts since they provide an opportunity to affect children, youth’s and adult’s interest and attitudes towards entrepreneurship, and as such give a possibility to reach a vast number of people.

    Sweden is no exception, and in 2009 the Swedish Government launched a ‘Strategy for entrepreneurship in the field of education’ in which entrepreneurship is said to run like a common thread throughout education. The main focus is that self-employment is to become as natural as being an employee. As such the Government took an active stand for implementing entrepreneurship in the school setting on a broad front, from preschool to adult education.

    This development can be seen as part of New Public Management; a development where concepts from the private sector are lent and transferred to the public sector. Thus, when introducing entrepreneurship in the Swedish educational system, this at the same time means introducing a traditional business concept in a public setting. Therefore, the overall aim of this thesis is to increase knowledge of and insights on how a business concept – entrepreneurship – is operationalised and constructed in a public setting.

    When placing entrepreneurship in new societal contexts other questions arise and complexity intensifies. In this qualitative research, the empirical context in focus are schools. It investigates how entrepreneurship is constructed among teachers in their work. But also how this business concept is included in a non-business setting by studying how the entrepreneurship strategy is operationalised in educational practice.

    As such the thesis and its findings contribute to the scientific discussions on societal entrepreneurship and entrepreneurship education, as well as on strategy and strategising in a public context. The research also aspire to serve inspiration, insights and food for thoughts on discussions and reflections on entrepreneurship within the school practice. 

    This compilation thesis include five papers. To be able to fulfil the aim this research use a broad theoretical base and multiple qualitative research methods. The combination of methods include semi-structured interviews, in-depth interview using the stimulated recall method, focus group interviews, participative meetings, observations, document studies, digital questionnaires, written inquiries, analysing texts and critical incidents questionnaires.

  • 17.
    Sund, Louise
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Öhman, Johan
    Akademin för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Ethical reflections2017Ingår i: Paper presented at the symposium: A Transactional Approach on ESD Research (Part 1)., 2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    This contribution builds on an analytical approach using Dewey’s thoughts on morals and ethics to address how we acquire our morals, how we can reflect on moral situations, and how ethical reflections are visible in practice. In the study (Sund and Öhman, 2014) we investigate the variety of ethical reflections that emerge when a group of Swedish teachers participate in a study visit to Central America. Following Dewey, we investigated how a teacher, in interaction with others, finds a way to morally reason and co-ordinate with her or his surroundings. In this social co-construction things are literally made common—we socially construct the meaning of right and wrong and what works better in our lives, given the current problematic or situation.

    The study illustrates important possibilities for using Dewey’s perspective on morals and ethics in empirical studies. Firstly, ethical reflections are not hidden within humans’ minds but are available for empirical investigations of actions. Secondly, morality arises in relation to others and therefore needs to be investigated in relation to concrete and lived experiences. Thirdly, it demonstrates how ethical reflections can be investigated as processes of continuity and change. Lastly, the result underlines Dewey’s point that we need to move away from normative ethical theories and instead deepen the understanding of how humans try to co-ordinate their everyday actions with other people.

  • 18.
    Heikkilä, Mia
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Finländska lärares deltagande i läroplansarbete: En studie av processen kring implementering av ny läroplan 20162017Rapport (Refereegranskat)
  • 19.
    Koljonen, Tuula
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Finnish teaching materials in the hands of a Swedish teacher: The telling case of Cecilia2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    A common perception in Sweden is that the best teachers do not rely on ready-made teaching materials. The position taken in this paper, building on socio-cultural theory, assumes that teacher materials can support teachers. Although there is an emerging body of research focusing on teachers’ use of teaching materials, cross-cultural studies on this are scarce. The current study addresses this gap by offering unique insight into how a Swedish teacher makes use of teaching materials originally from Finland but slightly adapted to the Swedish context. Based on teacher interviews and classroom observations, I studied how the teacher planned for and enacted lessons. Findings indicate that she fits the material to her preexisting practice and, thus, does not follow the material’s original intentions. The results are compared with previous results on materials and their use, and finally some implications for Swedish mathematics education are presented. 

  • 20.
    Heikkilä, Mia
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lillvist, Anne
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Flerspråkig identitetsutveckling som pedagogisk grund för en multietnisk förskola2017Ingår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt / [ed] Mia Heikkilä, Anne Lillvist, Mälardalens högskola , 2017Kapitel i bok, del av antologi (Refereegranskat)
  • 21.
    Heikkilä, Mia
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lillvist, AnneMälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt2017Samlingsverk (redaktörskap) (Refereegranskat)
  • 22.
    Norling, Martina
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Gunilla
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Förskollärares och lärares perspektiv på flerspråkiga barns språk-, skriv- och läsutveckling.2017Ingår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt / [ed] M. Heikkilä & A. Lillvist, Västerås: Mälardalen Studies in Educational Sciences , 2017, 33Kapitel i bok, del av antologi (Refereegranskat)
  • 23.
    Sandberg, Gunilla
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Norling, Martina
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Förskollärares och lärares perspektiv på flerspråkiga barns språk-, skriv- och läsutveckling2017Ingår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs 1: Perspektiv från tre samverkansprojekt / [ed] Mia Heikkilä & Anne Lillvist, Västerås: Mälardalens högskola , 2017, 29-64 s.Kapitel i bok, del av antologi (Refereegranskat)
  • 24.
    Göransson, Kerstin
    et al.
    Karlstad Univ, Dept Educ Studies, Karlstad, Sweden..
    Lindqvist, Gunilla
    Uppsala Univ, Dept Educ, Uppsala, Sweden.;Dalarna Univ, Sch Educ Hlth & Soc, Falun, Sweden..
    Mollas, Gunvie
    Jönköping Univ, Sch Educ & Commun, Jönköping, Sweden..
    Almqvist, Anna-Lena
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Nilholm, Claes
    Uppsala Univ, Dept Educ, Uppsala, Sweden..
    Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden2017Ingår i: Educational review (Birmingham), ISSN 0013-1911, E-ISSN 1465-3397, Vol. 69, nr 4, 490-505 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Special needs educators (SNEs) and their counterparts are expected to play a significant role in schools' work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, SNEs with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this article are to investigate the occurrence of SNEs and SuTs within the compulsory school system in 10 municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in 10 municipalities (n = 511, response rate 61.6%). Main results indicate that: (a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; (b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; (c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; (d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a traditional special-education teacher. Results are discussed in relation to Thomas Skrtic's theoretical accounts of inclusive education and Andrew Abbott's notion of jurisdictional control.

  • 25.
    Sandberg, Anette
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Garpelin, Anders
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Inledning2017Ingår i: Barn och unga i skola och samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalen Studies in Educational Sciences , 2017, 1-7 s.Kapitel i bok, del av antologi (Refereegranskat)
  • 26.
    Hellblom-Thibblin, Tina
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Kategoriseringsprocessen i pedagogisk praktik utifrån ett ekologiskt perspektiv2017Ingår i: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås, 2017, 1Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Syftet med kapitlet är att diskutera och problematisera frågor som rör kategoriseringsprocesser i pedagogiska praktiker med utgångspunkt från två ekologiska analysmodeller. Med exempel från empiriska studier där dessa modeller används, diskuteras begreppsanvändning i pedagogiska verksamheter samt de utmaningar som kan uppstå i samband med barns lärande och sociala utveckling. Det handlar om en interaktivitet mellan olika komponenter i en kategoriseringsprocess och analysmodellerna synliggör detta. 

  • 27.
    Sert, Olcay
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Balaman, Ufuk
    Hacettepe University.
    Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types2017Ingår i: Bellaterra Journal of Teaching & Learning Language & Literature, ISSN 2013-6196, Vol. 10, nr 3, 9-27 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Recent research on L2 interaction and interactional competencies shows that L2 learners deploy a great diversity of interactional resources and adapt their talk to context-sensitive differences in various institutional settings. Although there is a growing interest in how these resources vary in different settings, comparative investigations into the interactional mechanisms in different contexts is scarce. With this mind, using Conversation Analysis, this study sets out to provide a snapshot of how a focal L2 learner manifests an observable diversity in task openings of a face-to-face discussion task and an online emergent information gap task. We focus on the first encounters with these two task types and settings and describe participant orientations to context-sensitive conduct on a turn-by-turn basis. The findings demonstrate differences in turn taking, allocation and design as well as in action formation, thus contributing to L2 interactional competence research based on comparative analyses of two single cases.

  • 28.
    Sert, Olcay
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Balaman, Ufuk
    Hacettepe University.
    Local Contingencies in L2 Tasks: A Comparison of Context-Sensitive Interactional Achievements across Two Different Task Types2017Ingår i: Bellaterra Journal of Teaching & Learning Language & Literature, ISSN 2013-6196, Vol. 10, nr 3, 9-27 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Recent research on L2 interaction and interactional competencies shows that L2 learners deploy a great diversity of interactional resources and adapt their talk to context-sensitive differences in various institutional settings. Although there is a growing interest in how these resources vary in different settings, comparative investigations into the interactional mechanisms in different contexts is scarce. With this mind, using Conversation Analysis, this study sets out to provide a snapshot of how a focal L2 learner manifests an observable diversity in task openings of a face-to-face discussion task and an online emergent information gap task. We focus on the first encounters with these two task types and settings and describe participant orientations to context-sensitive conduct on a turn-by-turn basis. The findings demonstrate differences in turn taking, allocation and design as well as in action formation, thus contributing to L2 interactional competence research based on comparative analyses of two single cases.

  • 29.
    Weishaupt, Holger
    et al.
    Uppsala University, Sweden.
    Johansson, Patrik
    Uppsala University, Sweden.
    Engström, Christopher
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Nelander, Sven
    Uppsala University, Sweden.
    Silvestrov, Sergei
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Swartling, Fredrik
    Uppsala University, Sweden.
    Loss of Conservation of Graph Centralities in Reverse-engineered Transcriptional Regulatory Networks2017Ingår i: Methodology and Computing in Applied Probability, ISSN 1387-5841, E-ISSN 1573-7713, ISSN 1387-5841, Vol. 19, nr 4, 1095-1105 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Graph centralities are commonly used to identify and prioritize disease genes in transcriptional regulatory networks. Studies on small networks of experimentally validated protein-protein interactions underpin the general validity of this approach and extensions of such findings have recently been proposed for networks inferred from gene expression data. However, it is largely unknown how well gene centralities are preserved between the underlying biological interactions and the networks inferred from gene expression data. Specifically, while previous studies have evaluated the performance of inference methods on synthetic gene expression, it has not been established how the choice of inference method affects individual centralities in the network. Here, we compare two gene centrality measures between reference networks and networks inferred from corresponding simulated gene expression data, using a number of commonly used network inference methods. The results indicate that the centrality of genes is only moderately conserved for all of the inference methods used. In conclusion, caution should be exercised when inspecting centralities in reverse-engineered networks and further work will be required to establish the use of such networks for prioritizing disease genes.

  • 30.
    Metri, Prashant G
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Mathematical Analysis of Forced Convective Flow Due to Stretching Sheet and Instabilities of Natural Convective Flow2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The investigations presented in the thesis are theoretical studies of magnetohydrodynamic flows, heat and mass transfer in Newtonian/non-Newtonian cooling liquids, due to horizontal/vertical stretching sheet. The theoretical studies include the effect of magnetic field, uniform and non-uniform heat source/sink (flow and temperature dependent heat source/sink) effects. The considered problems include flow of viscous fluids in the presence of applied magnetic field and electric field with first order chemical reactions. The viscous incompressible Newtonian fluid flow in porous medium with Darcy-Forchheimmer model, electrically conducting fluid and nanofluid is studied. We introduce innovative techniques for finding solutions of highly nonlinear coupled boundary value problems such as Runge-Kutta method, Perturbation method and Differential Transform Method (DTM).

     

    Chapter 1-2 gives a brief introduction. Chapter 3 focuses on Lie group analysis of MHD flow and heat transfer over a stretching sheet. The effects of viscous dissipation, uniform heat source/sink and MHD on heat transfer are addressed. In Chapter 4-6 we examined the laminar flow, thermocapillary flow of a nanoliquid thin film over an unsteady stretching sheet in presence of MHD and thermal Radiation in different situations. An effective medium theory (EMT) based model is used for the thermal conductivity of the nanoliquid.  Metal and metal oxide nanoparticles are considered in carboxymethyl cellulose (CMC) - water base liquid. In Chapter 7-9 we analyzed, heat and mass transfer in MHD, mixed convection, viscoelastic fluid flow, non-Darcian flow due to stretching sheet in presence of viscous dissipation, non-uniform heat source/sink and porous media have been investigated in different situations.  MHD and viscous dissipation have a significant influence on controlling of the dynamics. 

     

    In Chapter 10 the linear stability of Maxwell fluid-nanofluid flow in a saturated porous layer is examined theoretically when the walls of the porous layers are subjected to time-periodic temperature modulations. A modified Darcy-Maxwell model is used to describe the fluid motion, and the nanofluid model used includes the effects of the Brownian motion. The thermal conductivity and viscosity are considered to be dependent on the nanoparticle volume fraction.

    In Chapter 11 we studied MHD flow in a vertical double passage channel taking into account the presence of the first order chemical reactions. The governing equations are solved by using a regular perturbation technique valid for small values of the Brinkman number and a DTM valid for all values of the Brinkman number.

  • 31.
    Silvestrov, Dmitrii
    et al.
    Stockholm University, Sweden.
    Silvestrov, Sergei
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Nonlinearly Perturbed Semi-Markov Processes2017 (uppl. 1)Bok (Refereegranskat)
    Abstract [en]

    The book presents new methods of asymptotic analysis for nonlinearly perturbed semi-Markov processes with a finite phase space. These methods are based on special time-space screening procedures for sequential phase space reduction of semi-Markov processes combined with the systematical use of operational calculus for Laurent asymptotic expansions. Effective recurrent algorithms are composed for getting asymptotic expansions, without and with explicit upper bounds for remainders, for power moments of hitting times, stationary and conditional quasi-stationary distributions for nonlinearly perturbed semi-Markov processes. These results are illustrated by asymptotic expansions for birth-death-type semi-Markov processes, which play an important role in various applications. The book will be a useful contribution to the continuing intensive studies in the area. It is an essential reference for theoretical and applied researchers in the field of stochastic processes and their applications that will contribute to continuing extensive studies in the area and remain relevant for years to come. 

  • 32.
    Canhanga, Betuel
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ni, Ying
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Rancic, Milica
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Malyarenko, Anatoliy
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Silvestrov, Sergei
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Numerical Methods on European Options Second Order Asymptotic Expansions for Multiscale Stochastic Volatility2017Ingår i: INCPAA 2016 Proceedings: 11th International Conference on Mathematical Problems in Engineering, Aerospace, and Sciences, ICNPAA 2016, La Rochelle, France, 4 - 8 July 2016. / [ed] S. Sivasundaram, 2017, Vol. 1798, 020035-1-020035-10 s., 020035Konferensbidrag (Refereegranskat)
    Abstract [en]

    After Black-Scholes proposed a model for pricing European Option in 1973, Cox, Ross and Rubinstein in 1979, and Heston in 1993, showed that the constant volatility assumption in the Black-Scholes model was one of the main reasons for the model to be unable to capture some market details. Instead of constant volatilities, they introduced non-constant volatilities to the asset dynamic modeling. In 2009, Christoffersen empirically showed "why multi-factor stochastic volatility models work so well". Four years later, Chiarella and Ziveyi solved the model proposed by Christoffersen. They considered an underlying asset whose price is governed by two factor stochastic volatilities of mean reversion type. Applying Fourier transforms, Laplace transforms and the method of characteristics they presented an approximate formula for pricing American option.The huge calculation involved in the Chiarella and Ziveyi approach motivated us to investigate another approach to compute European option prices on a Christoffersen type model. Using the first and second order asymptotic expansion method we presented a closed form solution for European option, and provided experimental and numerical studies on investigating the accuracy of the approximation formulae given by the first order asymptotic expansion. In the present chapter we will perform experimental and numerical studies for the second order asymptotic expansion and compare the obtained results with results presented by Chiarella and Ziveyi.

  • 33.
    Canhanga, Betuel
    et al.
    DMI, Eduardo Mondlane University, Maputo, Mozambique.
    Malyarenko, Anatoliy
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Murara, Jean-Paul
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ni, Ying
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Silvestrov, Sergei
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Numerical Studies on Asymptotics of European Option Under Multiscale Stochastic Volatility2017Ingår i: Methodology and Computing in Applied Probability, ISSN 1387-5841, E-ISSN 1573-7713, Vol. 19, nr 4, 1075-1087 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Multiscale stochastic volatilities models relax the constant volatility assumption from Black-Scholes option pricing model. Such models can capture the smile and skew of volatilities and therefore describe more accurately the movements of the trading prices. Christoffersen et al. Manag Sci 55(2):1914–1932 (2009) presented a model where the underlying price is governed by two volatility components, one changing fast and another changing slowly. Chiarella and Ziveyi Appl Math Comput 224:283–310 (2013) transformed Christoffersen’s model and computed an approximate formula for pricing American options. They used Duhamel’s principle to derive an integral form solution of the boundary value problem associated to the option price. Using method of characteristics, Fourier and Laplace transforms, they obtained with good accuracy the American option prices. In a previous research of the authors (Canhanga et al. 2014), a particular case of Chiarella and Ziveyi Appl Math Comput 224:283–310 (2013) model is used for pricing of European options. The novelty of this earlier work is to present an asymptotic expansion for the option price. The present paper provides experimental and numerical studies on investigating the accuracy of the approximation formulae given by this asymptotic expansion. We present also a procedure for calibrating the parameters produced by our first-order asymptotic approximation formulae. Our approximated option prices will be compared to the approximation obtained by Chiarella and Ziveyi Appl Math Comput 224:283–310 (2013).

  • 34.
    Yuwanich, Nuttapol
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Occupational stress among Thai emergency department nurses: Development and validation of an instrument for measuring stressors in emergency departments2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Working at an emergency department has some characteristics, which may generate stress. In this thesis, the stressors for emergency nurses were evaluated and an instrument was developed for measuring their impact. In order to gain a deeper understanding regarding the occupational stress among emergency nurses, a descriptive qualitative design with semi-structured interviews were used in two studies (I, II), one at a private and the other at a public hospital in Thailand. Three main categories of stressors were identified, related to the activity at the emergency departments, to human factors and to perceived consequences of these factors. Nurses in both private and public hospitals frequently experienced occupational stress, which influenced their psychophysiological health, and resulted in incomplete nursing care. Since no validated instrument had been published for measuring stressors in emergency nurses’ workplace, a scoping literature review was performed and a questionnaire for this purpose was developed, based on the review and the results from the interviews (I and II). The questionnaire was validated (III) and the influence of socio-economic factors were evaluated (IV). Four-hundred and five emergency nurses in Thailand completed a questionnaire containing 59 items. The responses were analyzed using 1) item generation, 2) content and face validity and test-retest reliability and 3) evaluation of the internal consistency and construct validity of the instrument. An exploratory factor analysis was performed on 200 of these responses and a confirmatory factor analysis on the remaining 205. The analysis provided a final four-factor solution with 25 items distributed among the factors Life and death situations, Patients’ and families’ actions and reactions, Technical and formal support, and Conflicts. The statistical evaluation (Cronbach’s alpha and intra-class correlation coefficient) indicated good homogeneity and stability. The type of organization, educational level and average income were associated with stressor related to Life and Death situations. Stressor related to Patients’ and families’ actions and reactions was predicted by educational level. While sociodemographic variables had no influence on stressor related to Technical and formal support and Conflicts. Future research regarding patient safety should focus on both emergency nurses’ and patients’ perspectives regarding consequences of occupational stress related to patient safety. Different perspectives may create a knowledge-base which can be used to develop guidelines or protocols aiming at reducing nurses’ stress and prevent its consequence, such as poor patient safety.

  • 35.
    Norling, Martina
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Perspektiv från tresamproduktionsprojekt, en introduktion2017Ingår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett.: Perspektiv från tre samproduktionsprojekt / [ed] M. Heikkilä & A. Lillvist, Västerås: Mälardalen Studies in Educational Sciences , 2017Kapitel i bok, del av antologi (Refereegranskat)
  • 36.
    Sandström, Margareta
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lindqvist, Gunilla
    Uppsala universitet, Sweden.
    Klang, Mina
    Uppsala universitet, Sweden.
    På spaning efter ”superläraren”: om synen på stödinsatser i skolan i relation till visionen om ökad inkludering2017Ingår i: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Anders Garpelin och Anette Sandberg , 2017Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    I styrdokumenten för skolan i Sverige poängteras att elever i behov av särskilt stöd i första hand ska få detta stöd i den ordinarie undervisningen, vilket kan tolkas som en ambition om ökad inkludering. Nya bestämmelser innebär att man nu gör åtskillnad mellan två typer av åtgärder, extra anpassningar och särskilt stöd. Extra anpassningar ska kunna göras inom ramen för den ordinarie undervisningen och det särskilda stödet ska i första hand ges inom den elevgrupp som eleven tillhör. Författarna till denna artikel har genomfört en studie, vars syfte är att belysa hur skolpersonal ser på de olika åtgärderna. Studiens resultat diskuteras i relation till visionen om inkludering.

  • 37.
    Ärlemalm- Hagser, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Wetso, Gun-Marie
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Engdahl, Karin
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Social hållbar utveckling – språket som demokrati och inkluderingsarena2017Ingår i: Flerspråkighet för lärande i förskola, förskoleklass och årskurs ett: Perspektiv från tre samproduktionsprojekt, Västerås: Mälardalens högskola , 2017, 114-145 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 38.
    Jonsson, Kristina
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Socialt lärande i fritidshemmet: personalens perspektiv2017Ingår i: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalens University Sweden , 2017, 111-133 s.Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 39.
    Rytzler, Johannes
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Teaching as Attention Formation: A Relational Approach to Teaching and Attention2017Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [sv]

    Detta är en pedagogisk-filosofisk avhandling med syfte att undersöka på vilket sätt undervisning kan ses som en praktik som kan skapa, forma och dela uppmärksamhet. Utifrån ett relationellt pedagogiskt perspektiv och med hänvisning till både en pedagogisk och didaktisk problematik utreder jag hur undervisning kan förstås som en praktik där uppmärksamhet både uppfordras och formas, det vill säga som en uppmärksamhetsbildande praktik.

    Uppmärksamhet är ett fenomen som de senaste 150 åren främst har beskrivits i psykologiska, kognitiva eller neurobiologiska termer. Dock har uppmärksamhet varit en pedagogisk fråga och en fråga för undervisning i minst 3000 år (genom t ex Platon, Rousseau, Comenius, Herbart, Montessori, James, Dewey). I avhandlingen tar jag fasta på den pedagogiska traditionen av att tänka uppmärksamhet i relationella termer och något som skapas i en undervisningssituation, när lärare och elever möts i relation till ett ämnesinnehåll. Med undervisning som en relation mellan någon som visar, något som visas och någon som förväntas uppmärksamma det som visas, skapas en spänning mellan elevens förväntade självverksamhet och de vägar som görs möjliga för denna självverksamhet. Den pedagogiska dimensionen av detta möte förstår jag med hjälp av principerna uppfordran till självverksamhet och bildsamhet. Dessa principer utvecklar jag med hjälp av den franske filosofen Jacques Rancières diskussioner om undervisning som intellektuell emancipation och om estetik/politik som ett delande av det sinnliga.  Avhandlingens teoretiska bidrag består i att utveckla en relationell förståelse av undervisning som en uppmärksamhetsbildande praktik, genom att förstå Rancière’s begrepp intellektuell emancipation och delandet av det sinnliga som estetisk/politiska paralleller till de pedagogiska principerna uppfordran till självverksamhet och bildsamhet. Då undervisning förstås som en uppmärksamhetsbildande praktik, blir den också möjlig att tänka som en estetisk/politisk verksamhet som erbjuder det unika och oersättliga subjektet att både ta plats och tillföra något nytt bland andra subjekt i en värld av skillnader. Med denna förståelse vill jag göra uppmärksamhet till en pedagogiskt relevant fråga, särskilt i relation till en nutida utbildningsdiskurs som är starkt färgad av mätbarhet, målfokusering och individcentrering.

  • 40.
    Gottlieb, Laura
    Mälardalens högskola, Akademin för innovation, design och teknik, Innovation och produktrealisering.
    The knowledge triangle cards: Supporting university-society collaborations2017Ingår i: Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017, Academic Conferences and Publishing International Limited , 2017, 807-813 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Knowledge Triangle Cards (KT Cards) is an educational tool designed for a pilot course at Mälardalen University which aims to help students to contextualize studies to global and national societal needs and to collaborate more closely with society (business and municipalities). The aim is to have students become better at choosing assignments, projects and thesis topics that tie in closer to the labour market and societal needs. The KT Cards are based on a traditional deck of cards and the suits represent different aspects of the knowledge context: opportunity, process, outcome, and stakeholder. Additionally, a set of gamified and non-gamified exercises were designed to prompt reflection and discussion about how student projects incorporate these aspects. A pilot study was carried out in order to test and develop the educational tools and future studies. A total of 24 students and teachers participated and data was collected through observations and feedback from participants. The study indicates that the gamified activities could influence reflection and discussion by speeding up pace of the activity and affecting group dynamics. Two aspects were identified as potentially prompting gamification-shorter time frames and having multiple groups completing the activities. Further studies will look more closely at these aspects for designing gamification and how this affects discussion. The next design iteration will implement minor changes to the visual design of the cards and review how the prototype could provide students with know-how on university-society collaborations and a deeper understanding of the Knowledge Triangle concept.

  • 41.
    Derakhshan, M.
    et al.
    University of Malaya, Kuala Lumpur, Malaysia.
    Hassanzadeh, M.
    Tarbiat Modares University, Tehran, Iran.
    E. Higgins, S.
    University of Arizona, Vail, AZ, United States.
    Abbaspour Asadollah, Sara
    Mälardalens högskola, Akademin för innovation, design och teknik, Inbyggda system.
    The pedagogical challenges of creating information literate librarians2017Ingår i: Library Review, ISSN 0024-2535, E-ISSN 1758-793X, Vol. 66, nr 6-7, 570-583 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: This study aims to investigate the challenges of developing information literacy (IL) competencies and approaches to overcome the challenges among library and information science (LIS) students in Iran. Design/methodology/approach: Taking an exploratory approach, the study used semi-structured interviews to gather the data. Using the 2000 ACRL standards as a framework, the fieldwork questions were designed around the five areas of IL competencies. A total of 15 academics teaching 18 different LIS courses from six universities were interviewed. They were asked the challenges they faced in teaching these competencies and the approaches they took or suggested in overcoming the challenge(s). A thematic approach was used to analyze the data. Findings: Some of the challenges for students mentioned by the interviewees were ambiguity about the discipline, inability to match subject relevance with appropriate sources of information and lack of familiarity with databases. Research limitations/implications: This study is limited to LIS academics; studying students’ reflections can bring broader perspectives to IL education in LIS programs. Owing to the nature of the design of this study, which is a single case study, the teaching experiences of IL are limited to the ones which emerged and were addressed in the context of the case. Although the case selection was made in a way that can be representative of the “general” in the “particular” bounded system of the case (Stake, 1998), studying more cases could certainly have brought broader perspectives to IL which could have been to wider contexts. Originality/value: The results of this study contribute to our understanding of challenges in teaching IL in the LIS discipline, an area that has not been researched directly. This contributes to IL teaching in disciplinary areas and it brings new perspectives to the elements of IL teaching which emerged from the experiences of people who are directly experienced in the context of the discipline. 

  • 42.
    Heikkilä, Mia
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Transkription som del av kvalitativ analys – ett utforskande2017Ingår i: Barn och unga i skola och samhälle.  / [ed] Anders garpelin & Anette Sandberg, Västerås: Mälardalen university , 2017, 221-242 s.Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Transkriptioner används av många forskare som använder kvalitativa metoder. Ofta förpassas transkriptionen till ett konstaterande att transkriptioner har gjorts, och den meningen placeras ofta i metodavsnittet under rubriken genomförande. Syftet med det här kapitlet är att granska och utforska transkriptionen och dess betydelse i kvalitativa studier med utgångspunkt i tidigare forskning och med hjälp av att diskutera två autentiska exempel. Forskningsfrågan i kapitlet är: Hur kan transkriptioner förstås som en praktik i kvalitativ forskning? För den diskussionen, kommer två typer av transkriptioner – transkription av intervju och transkription av videomaterial att diskuteras och analyseras. Kapitlets slutsats är att forskare i stor utsträckning behöver förhålla sig reflexivt till transkriptionsprocessen och se transkriptionen som nära sammanlänkad med forskningsfrågan och de teoretiska perspektiv som studien bygger på.

  • 43.
    Heikkilä, Mia
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Transkription som del av kvalitativ analys: - ett utforskande2017Ingår i: Barn och Unga i Skola och Samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalen University , 2017, 1, 221-240 s.Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Transkriptioner används av många forskare som använder kvalitativa metoder. Ofta förpassas transkriptionen till ett konstaterande att transkriptioner har gjorts, och den meningen placeras ofta i metodavsnittet under rubriken genomförande. Syftet med det här kapitlet är att granska och utforska transkriptionen och dess betydelse i kvalitativa studier med utgångspunkt i tidigare forskning och med hjälp av att diskutera två autentiska exempel. Forskningsfrågan i kapitlet är: Hur kan transkriptioner förstås som en praktik i kvalitativ forskning? För den diskussionen, kommer två typer av transkriptioner – transkription av intervju och transkription av videomaterial att diskuteras och analyseras. Kapitlets slutsats är att forskare i stor utsträckning behöver förhålla sig reflexivt till transkriptionsprocessen och se transkriptionen som nära sammanlänkad med forskningsfrågan och de teoretiska perspektiv som studien bygger på.

  • 44.
    Axelsson, Annika
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lundqvist, Johanna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandström, Margareta
    Tre mammor berättar om sina barns tid i förskola och förskoleklass samt övergången däremellan2017Ingår i: Barn och unga i skola och samhälle / [ed] Anders Garpelin och Anette Sandberg, Västerås: Mälardalen University Sweden , 2017, 31Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Syftet med den studie som ligger till grund för detta bokkapitel var att belysa tre mammors upplevelser av sina barns väg från förskola till förskoleklass. En kvalitativ forskningsansats, livsberättelser och en bioekologisk innehållsanalys användes. Studien visade att barns tid i förskola och förskoleklass samt övergången däremellan kan se olika ut. Den visade också att mammor kan känna oro för att deras barn inte ska få det stöd som de behöver för att kunna delta, lära sig och utvecklas i förskola och förskoleklass. Dessutom visade studien att mammor kan ta en aktiv del i arbetet med att förebygga och lösa problem i förskola och förskoleklass. De tre mammorna ville sina barns bästa och inriktade sina krafter på att de skulle få en så trygg och harmonisk tid i förskola och förskoleklass som möjligt. De ville också att deras barn skulle få intellektuell stimulans och nödvändiga behov tillgodosedda. 

  • 45.
    Niklasson, Laila
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Trust and control in implementing changes: A study of how principals handle changes in time allocated for math in primary schools2017Ingår i: Studia Paedagogica, ISSN 1803-7437, E-ISSN 2336-4521, Vol. 22, nr 2, 53-65 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Depending on the national context school principals are more or less used to continuous development. The initiative for development can come from different sectors such as professional organizations or research studies, or different levels such as national or local initiatives. In Sweden several initiatives for development of teaching have been initiated since 2010, due to lower test results in mathematics (PISA and TIMMS) and based on research. Therefore, an increase in teaching hours for mathematics in compulsory school was decided on a national level in 2012. The aim of the study is to present and discuss how principals coped with this change. As the change mostly concerned grades 1–3 (primary school pupils age 7–9), principals responsible for this level were interviewed and also answered an e-mail questionnaire. The findings show that the principals gave priority to organizational changes. All schedules for teachers, for pupils, sometimes for recreational instructors and even for school buses had to be revised. Continuing education in mathematics for the teachers was also promoted by the principals. All changes were accepted by principals, staff and parents. In contrast, few pedagogical issues were otherwise brought up and the follow-up to the change was not systematic. The different levels in a steering chain show that all levels trust that the next level, or the level above, should carry out their duty concerning organization. On the other hand, the entire national initiative with time allocation and continuing education can be perceived as distrust in how the local level and professionals have handled the development of teaching math.

  • 46.
    Pereira, D.
    et al.
    Institute of Education, University of Minho, Braga, Portugal.
    Flores, M. A.
    Institute of Education, University of Minho, Braga, Portugal.
    Niklasson, Laila
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Assessment revisited: a review of research in Assessment and Evaluation in Higher Education2016Ingår i: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 41, nr 7, 1008-1032 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A review of articles published in Assessment and Evaluation in Higher Education, over the last eight years (2006–2013) on assessment in higher education, since the introduction of the Bologna process, is the subject of the paper. The first part discusses the key issue of assessment in higher education and the method used for selecting articles. The second part presents results according to the main emerging themes arising from data analysis: assessment methods, modes of assessment and assessment related to a given teaching and learning method. The paper concludes that the foci of the studies are aligned with assessment practices other than the written test, in accordance with a learner-oriented perspective. Although the implementation of the Bologna process has had different kinds of impact in different European countries, the review shows that the use and effects of a diversity of assessment methods in higher education have been investigated, particularly those pointing to the so-called alternative methods. Implications of the findings are discussed.

  • 47.
    Murara, Jean-Paul
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Asset Pricing Models with Stochastic Volatility2016Licentiatavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    Asset pricing modeling is a wide range area of research in Financial Engineering. In this thesis, which consists of an introduction, three papers and appendices; we deal with asset pricing models with stochastic volatility. Here stochastic volatility modeling includes diffusion models and regime-switching models. Stochastic volatility models appear as a response to the weakness of the constant volatility models. In Paper A , we present a survey on popular diffusion models where the volatility is itself a random process and we present the techniques of pricing European options under each model. Comparing single factor stochastic volatility models to constant factor volatility models it seems evident that the stochastic volatility models represent nicely the movement of the asset price and its relations with changes in the risk. However, these models fail to explain the large independent fluctuations in the volatility levels and slope. We consider Chiarella and Ziveyi model, which is a subclass of the model presented in Christoffersen and in paper A, we also explain a multi-factor stochastic volatility model presented in Chiarella and Ziveyi. We review the first-order asymptotic expansion method for determining European option price in such model. Multiscale stochastic volatilities models can capture the smile and skew of volatilities and therefore describe more accurately the movements of the trading prices. In paper B, we provide experimental and numerical studies on investigating the accuracy of the approximation formulae given by this asymptotic expansion. We present also a procedure for calibrating the parameters produced by our first-order asymptotic approximation formulae. Our approximated option prices will be compared to the approximation obtained by Chiarella and Ziveyi. In paper C, we implement and analyze the Regime-Switching GARCH model using real NordPool Electricity spot data. We allow the model parameters to switch between a regular regime and a non-regular regime, which is justified by the so-called structural break behaviour of electricity price series. In splitting the two regimes we consider three criteria, namely the intercountry price di_erence criterion, the capacity/flow difference criterion and the spikes-in-Finland criterion. We study the correlation relationships among these criteria using the mean-square contingency coe_cient and the co-occurrence measure. We also estimate our model parameters and present empirical validity of the model.

  • 48.
    Canhanga, Betuel
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Asymptotic Methods for Pricing European Option in a Market Model With Two Stochastic Volatilities2016Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Modern financial engineering is a part of applied mathematics that studies market models. Each model is characterized by several parameters. Some of them are familiar to a wide audience, for example, the price of a risky security, or the risk free interest rate. Other parameters are less known, for example, the volatility of the security. This parameter determines the rate of change of security prices and is determined by several factors. For example, during the periods of stable economic growth the prices are changing slowly, and the volatility is small. During the crisis periods, the volatility significantly increases. Classical market models, in particular, the celebrated Nobel Prize awarded Black–Scholes–Merton model (1973), suppose that the volatility remains constant during the lifetime of a financial instrument. Nowadays, in most cases, this assumption cannot adequately describe reality. We consider a model where both the security price and the volatility are described by random functions of time, or stochastic processes. Moreover, the volatility process is modelled as a sum of two independent stochastic processes. Both of them are mean reverting in the sense that they randomly oscillate around their average values and never escape neither to very small nor to very big values. One is changing slowly and describes low frequency, for example, seasonal effects, another is changing fast and describes various high frequency effects. We formulate the model in the form of a system of a special kind of equations called stochastic differential equations. Our system includes three stochastic processes, four independent factors, and depends on two small parameters. We calculate the price of a particular financial instrument called European call option. This financial contract gives its holder the right (but not the obligation) to buy a predefined number of units of the risky security on a predefined date and pay a predefined price. To solve this problem, we use the classical result of Feynman (1948) and Kac (1949). The price of the instrument is the solution to another kind of problem called boundary value problem for a partial differential equation. The resulting equation cannot be solved analytically. Instead we represent the solution in the form of an expansion in the integer and half-integer powers of the two small parameters mentioned above. We calculate the coefficients of the expansion up to the second order, find their financial sense, perform numerical studies, and validate our results by comparing them to known verified models from the literature. The results of our investigation can be used by both financial institutions and individual investors for optimization of their incomes.

  • 49.
    Hanpatchaiyakul, Kulnaree
    Mälardalens högskola, Akademin för hälsa, vård och välfärd, Hälsa och välfärd. Boromarajonani College of Nursing Changwat Nonthaburi, Thailand.
    Barriers to alcohol addiction treatment in women and men experiencing alcohol addiction in a Thai context: Exploring lived experiences and healthcare providers’ perspectives2016Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Risky drinking behaviour can strongly influence the lives of individuals and families, including having negative effects on social welfare and health. The low rate of healthcare service use among people experiencing alcohol addiction is an important problem in Thai society.

    The overall aim of the study was to explore the barriers to alcohol treatments for people experiencing alcohol addiction. This thesis includes four qualitative studies that employed three different data collection methods. Individual interviews were used in studies I and II and were analysed with descriptive phenomenology. Focus group interviews were conducted in study III, and the Delphi method was applied in study IV. Both of the latter studies employed content analysis. Purposive sampling was applied to identify participants for the four studies, which included 13 men (study I) and 12 women (study II) experiencing alcohol addiction, 32 healthcare providers (study III) and 32 experts in the alcohol treatment field (study IV); the providers and experts were primarily nurses (study III and IV).

    The identified barriers at the individual level included the unawareness of alcohol addiction, gender differences in treatment and in society, the experienced stigma related to alcohol addiction and the lack of engagement in alcohol treatment. Barriers at the organizational level were related to healthcare providers’ agencies and engagement, vertical and horizontal collaborative practices within the hospital wards, and the collaboration with patients and their next of kin. Additionally, the struggle of handling the different sexes during treatment and the difficulties of using the required standard methods were described by the healthcare providers. At the structural level, the barriers were related to the patriarchal society, gender equity and the resources and funding from the Ministry of Public Health for improving the well-being and equal healthcare rights of people experiencing alcohol addiction in Thailand.

    In order to improve equal rights to health for people experiencing alcohol addiction in Thailand, knowledge of alcohol addiction, stigma and domestic violence related issues needs to be improved in the healthcare service system. Formal training and nurse educational programmes are needed to reach the theoretical and practical potential of nurses and of other healthcare providers working in alcohol addiction.

    Key words: alcohol addiction, gender perspective, lived experiences, alcohol dependency, focus- group interviews, Delphi study

  • 50.
    Heikkilä, Mia
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Children's Gendered Play and Toys in Preschools2016Ingår i: Celebrating 40 Years of Play Research: Connecting Our Past, Present, and Future. Play & Culture Studies, Volume 13 / [ed] Michael Patte & John Sutterby, Lanham: Hamilton Books , 2016, 81-98 s.Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    The overall aim of this research is to develop updated knowledge on how gender is done in play and how toys can be seen as having an amplifying or moderating effect on gendered relations. In this article the use of toys as related to gender is taken into the analysis. Toys are a central aspect of children’s play and culture, or has become central since society has become more and more material and focused on technical tools and artefacts. The toy production has grown enormously during the last decades and toys have become more and more central in children’s lives. In this article the analysis focuses on what role toys play in children’s gendered play. The research reported in this article is an ethnographic study of the relation between gender, children, learning and toys/educational artefacts with a child perspective. The ethnographic work was done over six months from September 2013-March 2014. 19 children were included in the preschool group, and there was an equal mix of boys and girls. The children were 3.5 to 4.5 years old when I started the ethnographic process.

     

    One finding is that the toys can be placed in two main categories – interpreted toys and interpretable toys. The interpreted toys were such artefacts that we most commonly mean when we talk about toys – an artefact where an adult has decided what the artefact is an icon of, and what kind of play it should be used in/for, and also most often if it is meant for a girl or a boy.

     

    It is clear that gender negotiation is a very vivid part of children’s play. This study shows that what kind of toys children are using has an impact on how gender relations and play situations develop, and thereby on boys’ and girls’ learning boundaries.

12345 1 - 50 av 208
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf